Special Educational Needs and Disabilities

Please click here to see the SEND policy for 2020-2021


2020-2021 Special Educational Needs and Disability Report

Information for parents and carers on how we cater for children with special educational needs and disabilities (SEND) at The Minster Junior School.


Welcome to our parents and carers:

Please find below the information you will need if you have any questions about the special needs provision for pupils at The Minster Junior School.


Provision is made for children with a range of needs including those presenting with difficulties of:

Cognition and Learning

​Moderate Learning Difficulties (MLD); Specific Learning Difficulties (SpLD) e.g. dyslexia, dyspraxia and dyscalculia.

Communication and Interaction

​​Autism Spectrum Disorder (ASD); selective mutism; speech, language & communication needs e.g. dysfluency, attention and listening difficulties.

​Social, Emotional and Mental Health

​Attention Deficit Hyperactivity Disorder (ADHD); attachment disorder; emotional difficulties; mental health difficulties e.g. stress, anxiety and paranoia ideations.

​Physical and Sensory

​visual impairment; hearing impairment; medical needs including asthma, allergies; epilepsy; physical disability including, but not limited to, cerebral palsy and arthritis.



On the 1st September 2014, a new Special Educational Needs Code of Practice became law.  This has some significant changes to the old code of practice. The SEN Code of Practice still identifies SEND pupils as those with needs that are additional to and different from their peers. The main issues affecting schools and young people are:

•The code of practice covers children and young people from the age of 0 – 25

•The old statement of Educational Needs has been replaced with an Education Health Care Plan, which will continue to support your child in their education as they journey through their school life and beyond

•The old SEN categories of School Action and School Action Plus have been replaced by an overarching term as pupils having a SEND need/SEN support.

•Schools, Academy Trusts and Local Authorities are expected to publish their Special Needs Information on their websites

Currently, the SEND team is led by the Assistant Headteacher for Inclusion, Mr D Francis and the SEN Leader, Mrs K Driscoll.

We hope that this information is useful for you.  If you would like a hard copy, then please contact the school office on 02086885844 (option 2)


If you have any questions at all regarding your child’s current special needs or you think your child may need additional support, please do not hesitate to contact either your child’s class teacher or Mr Francis (Inclusion Manager) on 02086885844 (option2)



The Minster Junior School - SEND Information Report 2020-2021

What Special Educational Needs provision is available at The Minster Junior School? 

At The Minster Junior School, we believe that:

1.All children should be valued equally regardless of their abilities or behaviour.

2.All children are entitled to access a broad, balanced curriculum which is differentiated to meet their needs.

3.All children, wherever possible, should be fully integrated into the life of the school.

4.Every teacher should aim to give every child the opportunity to achieve success and reach their full potential.


How accessible is the school site?

1.The school is wheelchair accessible with a disabled toilet and a lift to the first floor classrooms.

2.The site is regularly monitored for accessibility.

3.Where necessary, the school uses the support of the specialist teacher advisors to ensure that the needs of the pupils are met through the provision of appropriate equipment, the adaption of materials and curriculum provision. Currently, these teachers support pupils with sensory, physical and SEMH needs.


How does the school know if a child needs extra help and what should I do if I think my child has Special Educational Needs?

The school identifies children as having Special Educational Needs or disabilities (SEND) through a variety of ways, including the following:

1.Liaison with the child’s previous school

2.Children performing below the expected level

3.Concerns raised by parents

4.Concerns raised by staff; for example, if behaviour or low self-esteem is affecting their progress

5.Use of screening assessments; for example, GL Assessment Dyslexia Screener

6.Liaison with external agencies; for example, Physical Disability Advisor, Speech and Language Therapists, Educational Psychology Service; Occupational Therapists and Child and Adolescent Mental Health Service (CAMHS)

7.Health diagnosis through a paediatrician

Where a parent has concerns that their child has additional needs they should contact the class teacher or SENCo, Mr D Francis via the school office on 02086885844.


We want to ensure that we continue to build positive relationships with parents.  We aim to be open and honest regarding their child’s needs and hope they are able to do the same with us.


How will the school support my child?

We have an open door policy where you are welcome at any time to make an appointment with either the class teacher or the SENCo to discuss how your child is getting on. We can offer advice on practical ways to support your child at home. In addition:

1.Our SENCo oversees all support and progress of any child who requires additional provision across the school

2.The class teacher will oversee, plan and work with each child with SEND (Special Education Needs or Disability) in their class to ensure that they make progress in every area

3.Learning Support Assistants may work with your child either individually or as part of a small group if this is seen as necessary by the class teacher in agreement with the SENCo. The regularity of this support will depend on the targets set for the specific programme of support and will be directed by the class teacher

4.The class teacher in conjunction with the SENCo will decide what level of support is needed

5.The SENCO will liaise with outside agencies to ensure the necessary support and advice is sought for children with more complex needs

6.All children on the SEND register will be given an SEN Support Plan to set specific targets to support their learning in school


How will both you and I know how well my child is doing?

1.An SEN Support Plan is produced by the school to record and set targets and record the strategies being used to enable your child to make progress.  It is a teaching plan for all staff working with your child.  The class teacher and/or SENCo will decide the targets in conjunction with you (the parent/carer) and the child.  It will provide different interventions and/or differentiated learning to support your child’s educational needs.  As a result, your child may work with a Learning Support Assistant (LSA) individually or as part of a small group.

The SEN Support Plan will specify:

1. What special help is being given

2. Who will provide the help

3. What the targets for your child are (there are usually up to three specific short term targets)

4. How and when your child’s progress will be checked

 Progress will be reviewed through:

1. The class teacher and SENCo will meet every half term to review progress against the targets and the effectiveness of the interventions.  Tests may be used to measure progress and help identify areas of concern

2. Parents/Carers will meet with the class teacher at least termly, to discuss targets and review progress and talk about how best to help at home. If concerns are felt, Parents/Carers are welcome to speak to the class teacher and/or SENCo at anytime

3. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed

4. The school tracks all pupils from entry in year 3 through to year 6 using a variety of different methods.

5. Children who are not making expected progress are picked up through half termly review meetings with the class teacher and SENCo/Deputy/Head teacher.  If your child is identified as needing additional support through these meetings, you will be informed through the class teacher as to what additional support may be needed

6. If a child has not met their SEN support plan targets the reasons will be discussed, then the targets will be adapted either into smaller steps or a different approach may be tried

7. The children are fully involved in their education and know their targets and next steps.  SEN support plan targets are linked to classroom targets, to ensure support is relevant to their progress.

8. The SENCo, Mr Francis, is responsible for the day to day operation of the SEND policy and provides professional guidance in the area of SEND in order to ensure high quality teaching and effective use of resources to bring about improved standards of achievement for all pupils.


How do we know interventions have had an impact?

The school and parents will know interventions have had an impact when:

1. During the review of the SEN support plan, targets have been met

2. The child is making progress academically against national/age related expectations and the gap is narrowing – they are catching up with their peers

3. Verbal feedback from the teacher to the pupil and/or parent

4. Children may make sufficient progress to move off the SEND register when they have “caught up” with their peers


What are the roles of the Head teacher and Governing body?

1. The Headteacher ensures that the SENCo and SEN Leader has sufficient time and professional support to carry out their duties and the management of SEND structures within school to enable effective provision to take place.

2. The Headteacher meets regularly with the SENCo to ensure effective provision

3. The Governing body has the statutory responsibility that the children’s special educational needs are being met

4. The Governing body, in conjunction with the Headteacher, determines the school’s general policy and practice

5. The Governing body ensures that they receive annual updates on the implementation of the school’s SEND policy and reviews outcomes for pupils through regular monitoring and evaluation of the provision made for pupils requiring additional support

6. The SEN Governor meets regularly with the SENCo to ensure that pupils with identified SEN are making progress and report is presented termly to the curriculum and standards committee by the SENCo


How will the curriculum be matched to my child’s needs?

1. The school uses differentiation to match work to the needs of the individual or groups of pupils in order to ensure they make good progress.  This includes differentiation of tasks, resources, objectives etc.

2. Differentiation happens in a variety of ways. It may be that all children have the same learning objective and activity but the teaching and learning will be adjusted to meet the child’s understanding

3. The school makes adaptations to the resources that support the learning to enable your child to access the curriculum fully

4. A range of ICT is available to support access in class for example the use of ipads and laptops.

5. SEN support plans are written and their individual targets are tailored to ensure that children’s learning needs are supported to enable them to make good progress


How is the decision made about how much support my child will receive?

 1. The class teacher, alongside the SENCo, will discuss the child’s needs and what support/intervention would be appropriate.  Parents and carers are involved in these discussions

2. Different children will require different levels of support depending on their individual need in order to close the gap and ensure they achieve age expected/appropriate levels in both learning and independence


How will my child be included in activities outside the classroom, including school trips?

1. We aim for all children to take part in school related activities, including school trips, wherever possible.

2. Risk assessments are carried out and, where necessary, pre-visits - sometimes involving parents and pupils - are made and advice sought from the venue and from outside agencies.  Where necessary alternative activities are arranged

3. Appropriate levels of staff are provided to ensure that all pupils can successfully take part


What support will there be for my child’s overall wellbeing?

1. We are an inclusive school.  All staff believe that high self-esteem is vital to a child’s wellbeing.  We have a positive supportive ethos that promotes this for all pupils

2. The School’s ethos is supported by an effective behaviour policy.

3. The class teacher has overall responsibility for the pastoral, medical and social care for all of the pupils in their class, therefore would be the first point of contact for parents.  If further support is required the class teacher would then liaise with the SENCo for further advice and support, this may involve working with outside agencies including the Behaviour Support Team or Family Support Workers.

4.If a child has behavioural difficulties the school will put in place an Individual Behaviour Plan, this will be initiated by the child’s class teacher and will be regularly reviewed by the teacher in conjunction with parents/carer, SENCo and Headteacher, where necessary

5. The school has a policy on the administration and managing of medicines on the school site.  Where medication is prescribed and needed during the school day parents should contact the school office and complete a medicine form.

6. All staff receive general training and updates on medical conditions.  Where necessary, staff are trained in specific areas to meet the needs of children in their class

7. Attendance is monitored on a daily basis by the school administrative team in accordance with the Attendance Policy.  Lateness and absence are recorded and reported on to the Headteacher and Governing body



How will my child be able to contribute their views?

1. It is part of our school ethos to support pupils to express their views on aspects of school life.  This is generally done via the School Council, an elected body of students who have an open forum to put forward their classes’ ideas and viewpoints

2. Pupils who have SEN support plans discuss their targets with class teachers and parents

3. There is an annual pupil questionnaire which actively seeks the viewpoints of children, especially with regard to safety and wellbeing issues

4. If your child has a Statement or Educational Health Care Plan, their views will be sought before any review meetings

5. All children are encouraged to talk to an adult within school if they have any issues or concerns


What specialist services and expertise are available at or accessed by the school?

1. At school we work with a range of external agencies that we feel are relevant to individual children’s needs

2. Please see the local offer from Croydon:  https://www.croydon.gov.uk/education/special-educational-needs


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

1. We encourage all children to visit the school before they start. 

2. For pupils who will potentially find change a challenge we write social stories to support the transition process.

3. Transition meetings are arranged between the SENCo and teaching staff in both the feeder infant (Minster) and junior school

4. For transition to secondary school, our SENCo liaises closely with the special needs department and we arrange for additional visits

5. We liaise closely with staff when receiving and transferring children to different schools ensuring the relevant paperwork is passed on and all needs are discussed


How are parents involved in the school?

1. We aim to work in partnership with parents and carers. The school operates an open door policy and encourages parents and carers to help in school, seek advice or express concerns to the relevant people

2. Parents/carers are invited to a number of parents’ evenings and many other events throughout the year, for example class assemblies and school trips

3. Parents/carers with children who have an SEN support plan are invited to discuss setting targets and reviewing progress against those targets


Who can I contact for further information?

1. The first point of call would be your child’s class teacher

2. Contact the school office to arrange an appointment with our SENCo

3. View our SEN policy on the school website


Who can I contact if I have a complaint?

1. If a parent/carer wishes to discuss something about their child they can talk to their class teacher and/or SENCo. The school operates an open door policy and is always willing to meet with parents and carers

2. The school has a formal complaints procedure which can be found on the website or advice/copies are available via the school office