Sholing Junior School

Achieving Together

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Sholing Junior School

Special Educational Needs and Disability (SEND) Information Report

January 2020

Our Vision, Value and Aims

We believe…

  • All children should be valued regardless of their abilities and behaviours.
  • All children are entitled to a broad and balanced curriculum which is matched to meet each individual’s needs.
  • All teachers are teachers of children with special educational needs.
  • All children can learn and make progress
  • All children should be challenged to achieve their full potential.

We believe in…

  • Effective assessment and provision for children with SEND
  • Effective working partnerships with parents, children, the Hamwic Education Trust, the Local authority and other external agencies.
  • Developing pupils’ self-esteem, confidence and independence in preparation for the future.


What type of school is Sholing Junior School, what special educational needs do we cater for and are there eligibility criteria?

Sholing Junior School is a mainstream academy catering for children of mixed ability between the ages of 7-11. We currently have 360 children on roll.

We are proud of our record of including children with wide and varied special needs and disabilities. We are a school that will try different approaches to achieve success with SEND children and meet their individual needs.  We have an admissions policy which is the same for all children considering coming to Sholing Juniors. For children with Education, Health and Care Plans we always look at their needs alongside the needs of the other children in the year group to ensure we can offer the best opportunities for each child.

How does the school know if any of their pupils need extra help and what do I do, as a parent, if I think my child has special educational needs?

At Sholing Juniors all children are monitored closely by the Senior Leadership Team that includes the Special Educational Needs Co-ordinator (SENCo) and the Class Teacher.  Children’s learning is regularly assessed and the curriculum differentiated to take account of these outcomes. Staff consistently monitor reading progress and a child’s reading is also tracked through our library system. Children are rewarded for reading regularly e.g. a reading disco. All children are given regular spelling tests throughout the academic year. We listen to you (the parents/carers), staff working with the child, a child’s previous school, outside agencies, and, of course, we observe and listen to the child. From all this information we build up a picture of your child’s strengths and areas for development and then decide whether extra support or intervention is needed.

If you are concerned that your child may have special educational needs first discuss this with their class teacher and then the class teacher will make an appointment for you to speak with the Special Educational Needs Co Coordinator (SENCO) about your concerns. Alternatively you can contact the Governor with responsibility for SEND.

How will the school support my child?

  • Achievements of children with SEND are measured against personal, school and national data. Progress is tracked from the child’s Key Stage 1 outcomes as this is their academic starting point at Sholing Junior School.
  • Teachers are continually assessing the progress of all children and this is formally reviewed by the Senior Leadership Team (SLT) which includes the SENCo, on a termly cycle. When interventions are put in place for a child they are assessed before the support is given and then assessed again at the end of the intervention.  Records are kept as to how much progress they made. The intervention is then reviewed by the SLT before the planning of any further interventions.
  • We strongly believe that all teachers are teachers of children with SEND and our staff is experienced at differentiating the curriculum for differing ability groups.  The SENCo works closely with the class teacher and support staff to provide a curriculum at each child’s level of ability and a tailored learning environment to support this. This ensures all children can make progress. Working in small groups is more beneficial to the child’s academic and social development so similar ability groups can be formed from across the year group or whole school.
  • The curriculum and learning environment can adapted in a variety of ways. We gather information about each individual child’s needs and areas for development and then adjust accordingly. For example this could include extra maths equipment, breaking tasks down into smaller steps, use of pictures as a reminder or alternative ways to record their learning.
  • While a teacher will always differentiate their lessons for differing ability groups, some children need additional support and objectives differentiated specifically for them. In this instance, the SENCO or outside agencies will support the teacher in achieving this. These children, with higher levels of SEND, have a termly Individual Education Plan (IEP) with targets specific to them. Copies of these targets are shared with parents and an opportunity to meet with the SENCo to discuss them offered. All children on an Education & Health Care Plan also have IEPs. The targets are taken from areas of development identified in the plan.
  • All trips and activities are open to all children. We endeavour to enable children with specific needs to go on residential trips, either supported by a teaching assistant or in some cases the parent. We have a Breakfast Club and After School Club both available to children with SEND.  The leaders of these two clubs meet with the SENCO to discuss the needs of the children on roll. The lunchtime staff is all trained first aiders and they always try to accommodate children who find any part of the lunchtime routine a challenge. Children with dietary requirements are known to the kitchen staff that make every effort to meet those needs. At lunch time we provide play equipment and alternative activities, such as Lunch Club, to ensure all children’s needs are catered for.
  • Pastoral care is very high on our list of priorities at Sholing Junior. For many years now the Governors have appreciated the need to work with the ‘whole’ child and we were one of the first schools to have our own ELSA (Emotional Literacy Support Assistant) who works with children and their parents to support the child’s social and emotional development. This can include emotional awareness, working well with others, separation, self-regulating behaviour, coping with illness and bereavement.  We have a team of ELSAs with much experience, one of whom is also our Family Support Inclusion Officer (FISO).

For children who need to take medication regularly the office staff is responsible for this and produce risk assessments and PEEPs (Personal Emergency Evacuation Plans). Epi-pens are kept in the office and all staff is trained to use them.

The school is a secure site with keypad access ensuring every ones safety. A teacher is on duty after school for those parents who are unavoidably delayed.  There is staff on duty before school and class teachers are also available in the playground at the end of the day if you need a quick word. Sholing Juniors works hard to ensure your child is happy and safe while maintaining good attendance. The School Council gives all the children an opportunity to voice their opinions. All the children take it turns to be the class monitors running errands etc. In some cases a teaching assistant will accompany the child if needed.

How can I contact the SENCO?

The SENCo, Mrs Lucy Jones, can be contacted through the school office on 02380 447448

What training is provided for staff supporting children with SEND?

The teaching assistants are all trained and attend fortnightly meetings led by the SENCO receiving professional development in the area of SEND as well as attending relevant courses to keep their skills updated. The team has many years of experience between them and their expertise includes

  • Phonics
  • Mathematics and Numicon
  • Hearing impairment
  • Visual impairment
  • Braille Level 1
  • Makaton
  • Autism
  • Family Support
  • Occupational Therapy
  • Physiotherapy
  • Diabetes
  • First Aid
  • Speech and Language
  • Behaviour management

We continually share our knowledge and expertise with each other so all develop professionally. Teaching staff also receive training in approaches and strategies to cater for children with a variety of needs through their regular meetings and specific courses.

How is specialist expertise and equipment secured and how accessible is the school?

When a child with a specific need requires more specialist support we will seek advice, or buy in support, from an outside agency through a referral process. Parental permission will always be sought for this. Some areas of support we currently access include speech and language, occupational therapy and educational psychology. When specialist resources are recommended, the school will endeavour to provide them.

The school building is accessible by wheel chair on the ground floor only. We would move a class downstairs in order that a pupil could access this. We have two accessible toilets, one with physiotherapy table and shower. There are wide door openings to the classrooms and exit to the playgrounds. Stairs are fitted with double banisters and there is yellow edging to the stairs and playground equipment. We have a disabled parking space and an EVAC Chair.

How are parents of SEND involved in their child’s education?

At Sholing Juniors we pride ourselves on the good relationships we have with our parents.  Communication with parents is through many forms including

  • FISO and SLT on the gate each morning
  • Parents evenings
  • Reports twice yearly
  • Parents of children with IEPs will receive copies & be offered an opportunity to discuss them with SENCo
  • Parents of children with EHCP’s will be invited to contribute & attend their annual review
  • Class teacher on playground at the end of the day
  • Home school diary/reading record for each child creating a communication link between home and school
  • Parent mail
  • School website

How are children with SEND consulted about their learning?

There are regular opportunities for all children to reflect on their learning and take action on their next steps. Children are set targets that staff will discuss with them. Children can talk to their School Council representatives about things that they would like improved. If your child is worried or anxious they are opportunities to talk to one of our ELSAs.

What steps should you take if you have a concern about the SEND provision at Sholing Juniors?

If you have any concerns at all about your child’s SEND provision please talk to your child’s Class Teacher first. If you then feel you would like to meet with the SENCo either the Class Teacher will arrange this or an appointment can be made through the Office. The SENCo is a member of the Senior Leadership Team and regularly meets with the Head to review the needs of the children throughout the school. Following this, if you still have concerns you could write to Ms Jenny Harper, the Governor with responsibility for SEND or write directly to the Chair of Governors c/o Sholing Junior School. Please see the School website for the Formal Complaints policy.


How are the Governing Body involved in meeting the needs of SEND pupils and supporting families?

The SENCo reports regularly to the Governing Body on all matters relating to SEND. There is a governor with special responsibility for SEND who can be contacted c/o Sholing Junior School.

The SENCo and the Family Inclusion Support Officer (FISO) are available to help parents find organisations that may help and support them and an appointment should be made through the office to see either of them.

If you are considering moving a child with SEND to our school please make an appointment with the SENCO through the office and she will arrange to meet with you to discuss your child’s needs and give you a guided tour of the school.


Where can I get further information about services for my child?

Considering a school for your child can be a very daunting time and we have parents of SEND children who are happy to talk with prospective parents to share their experience of Sholing Juniors and answer any questions you may have.

Support can be provided as required or requested to help parents and carers access the information.


How will Sholing Juniors prepare and support my child when joining the school or transferring to a new school?

The SENCo & Family Support Inclusion Officer oversees the transition of SEND and vulnerable children both in and out of our school. Visits & meetings are arranged so that children can feel as confident as possible about their transition. These include

  • Year 2 children visiting their new setting
  • New staff meeting children in their current setting
  • Extra visits for vulnerable children as needed
  • Parents meeting for new intake of Year 3
  • SENCos & FISOs meet to talk about SEND & vulnerable children
  • Year 2 & 6 transition day at new setting
  • All relevant written records passed on

Where can I find information on the Local Authority’s local offer?

The Local Authority’s Special Educational Needs and Disability Information Report, providing details of a range of services is available at

SEND Policy