Copley Junior School

SEND at Copley

At Copley, we welcome all children and value them as individuals, treating them equally and with respect. We believe that all children have the right to have their own particular needs recognised and addressed in order to achieve success. We believe that all teachers are teachers of children with SEND and it is therefore a whole school responsibility to ensure that these children’s needs are addressed. We aim for every pupil to fulfil their potential no matter what their background or personal circumstances. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.

You can find our SEND Policy, Access Plan and Equality Information on the Policies page of the website. 

There are four broad areas of special educational need, these are: 

  • Communication and Interaction
    This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
  • Cognition and Learning
    This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
  • Social, Emotional and Mental Health Difficulties
    This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
  • Sensory and/or Physical Difficulties
    This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

We enable all children to engage fully in all aspects of school life. To do this, we:

  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement. We regularly celebrate progress and improvement in addition to attainment. 
  • Ensure that all pupils have access to the school curriculum and all school activities. Our after-school activities are not targeted at specific groups, but are supported where necessary to ensure that all children can participate at their own level.
  • Ensure every child has the entitlement to a sense of achievement, including gaining rewards, certificates and responsibilities.

At Copley, we have experience of supporting children and young people with a wide range of need including:

  • Autistic Spectrum Condition
  • ADHD
  • Speech, Language and Communication needs
  • Moderate and Specific Learning difficulties
  • Social, Emotional & Mental Health difficulties

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

St John's CE Primary School - SEN

SEN Support - SENDIASS Camden

SENDIAS - SEN Support - City of Doncaster Council

The Copley Approach

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.

The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.

At Copley Junior School, we:

  • Ensure that all children have access to the appropriate National Curriculum and all school activities.
  • Ensure that all children are fully included in all activities of the school in order to promote the highest levels of achievement despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all children, teaching them in a way that is more appropriate to their needs and assessing each child’s individual progress.
  • Support children to gain in confidence and improve their self-esteem through group, paired and individual activities, including social times throughout the day.
  • Make additional provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.

How we identify, assess and review children with special educational needs

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from the earliest stage. Full use is made of information passed to the school when a child transfers and we use assessments to identify pupils and any difficulties they may have.

Other strategies used by our teachers to identify SEN include:

  • Discussion with parent/carer to see if they have noticed anything/have any concerns
  • Ongoing teacher assessment and observation at all ages and abilities
  • Performance measured against National Curriculum age-related expectations, particularly in English and maths
  • Standardised screening or assessment tasks (e.g. Reading/Comprehension Tests)
  • Results from Statutory Assessments (end of KS2) and Teacher Assessments in Years 3 to 5
  • Referrals and recommendations from External agencies (i.e. Speech & Language Therapy; Cognition & Learning Team, CAMHS)

SEN Support

Where a pupil is identified as having a special educational need, we follow a graduated approach which takes the form of cycles of “AssessPlanDoReview”.

This means that we will use ongoing and termly assessment strategies as listed above to identify individual needs. This is done by staff who know the children, and who work together to identify progress and to identify gaps in learning.

Targets and interventions are planned using a Support Plan and records are kept by the appropriate adults (Teacher or Support Staff). Different children require different levels of support to achieve age related expectations, and we expect that parents/carers would work with us, alongside any other appropriate, external agencies.

These actions are reviewed each term and parents are invited to do this with us. Children’s views are taken into consideration throughout the process and are consulted during targeted time and throughout their interventions. All information is shared with parents/carers at Parent Consultation events, or in meetings with the SENCO.

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach every child with SEN will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs.  Parents/carers and children's (where appropriate) views are integral to this process.

A small percentage of children and young people with significant and/or complex needs may require an assessment that could lead to an Education, Health and Care Plan.

Where the child or young person has not made expected progress despite having provision specific to their needs during at least 2 cycles of Assess, Plan, Do Review, the school or parents may consider requesting an Education, Health and Care needs assessment.  An EHC Assessment may not always result in an EHC Plan. The Local Offer provides more information and is available on the Policies page of the website. 

Details of Identification and Assessment of Pupils with SEN

Copley Junior School works hard to ensure it is an inclusive school. Quality First Teaching is provided in all classrooms across the school, and all children are treated as individuals throughout the learning process.

Teaching and learning is observed and monitored for quality and inclusivity by the senior leadership team. Through individual and whole-staff discussions, pupil progress is tracked at least half-termly where a child has identified additional needs. Differentiation is used as needed across the curriculum; often this is by resource or support, but can also be by task or outcome following structured adult input.

Interventions are both responsive and planned. Daily booster, keep-up or pre-teaching sessions, for individuals or small groups, may occur at key points during the day and are carried out by both teachers and support staff, depending on need. Interventions may be 1:1, although some may be small groups where the need may be similar, or for example where social skills are to be developed.

As part of the SEN procedures within school, all children on the SEN register have their own Support Plan. These are written and evaluated as part of the ‘assess, plan, do, review’ schedule. Teachers identify targets for the children and support staff, where available, help with provision.  Teacher assessments at the end of each half-term are used to track progress. Records are kept of all interventions and staff can use these to plan, or re-plan, upcoming sessions.

Children are consulted throughout their intervention sessions so that staff can improve or alter provision as needed. Parents are invited each term to give their input into the next round of targets, and to evaluate their child’s progress. This is done at SEN Review Meetings. There is no difference in the expectations of staff on the progress made by children with SEN. We hope that additional needs are met to enable these children to make at least expected progress.

All learners with SEN are included when teachers are planning their curriculum and activities which take place both in and out of the classroom. It is our intention that all children should have equal access to everything provided in school, and we will do our best to provide support to ensure this is possible (i.e. education visits, after-school clubs). This is in addition to providing timetabled in-class support where deemed necessary by the school.

When discussing approaches to be taken to address needs and provide additional support, all staff are involved from the outset. This ensures that everyone is aware of the provision available to the children, and how the provision or interventions have been decided upon and timetabled.

Children with SEN are assessed, where appropriate, by the same means as the rest of the school. They are carefully tracked through both internal and external  data. Often, additional assessments are carried out as part of a baseline for intervention, or for staff to plan appropriate provision, i.e. Nessy assessments, Reading Tests.

Most assessments across school are carried out as part of normal classroom practice. Where children reach statutory testing age, we administer tests according to the guidance provided. Where children qualify for additional time, or other adaptations, we ensure that this is provided. Where children are working below the standard of the tests, they may be withdrawn.

Adaptations are made for children where we think appropriate. For example, our Accessibility Plan describes our good practice in the key areas to ensure children of all abilities can participate in the curriculum, and in school life in general.

Additionally, policies (such as the Behaviour and Relationships Policy) may be differentiated or adapted for children who struggle to conform due to additional needs which require support. 

We adapt the curriculum and learning environment for pupils with SEN in a number of ways, depending on the nature of each child’s needs. Such strategies include:

  • Differentiation of work in class (and homework)
  • Additional small group support with a teacher or support staff
  • Additional resources e.g. word banks, number squares, use of commercial schemes
  • Teaching activities to be adapted to the preferred learning style of the child, e.g. a multisensory, practical approach or use of visual cues
  • Use of ICT to support learning
  • Individual behaviour systems/charts
  • Adaptation of Curriculum resources or classroom displays
  • Targeted interventions to support specific difficulties (i.e. dyslexia, dyspraxia)
  • Use of Makaton to support communication skills

We believe that supporting all children to learn and participate in all aspects of school life is important. In addition to the formal requirements of the National Curriculum, our children are offered a range of experiences and opportunities in which they can develop social skills including resilience and independence.

How we evaluate the effectiveness of SEN Provision

We continuously ensure the provision has a positive impact on the outcomes for all of our pupils. We do this in a variety of ways, including:

  • Robust evaluation of policy and practice. Progress of all children is discussed at least termly, and often more frequently for identified children. Teachers and Support staff share planning and resources to ensure a continuous provision of high quality teaching and support.
  • Book scrutinies are held regularly to ensure provision of teaching and learning is of a high quality, that children’s work shows progress and that standards are maintained or improving. Evidence for children with SEN is monitored closely.
  • The  SENCO and Senior Leadership Team, alongside governors, take part in monitoring arrangements to ensure that the same high priority is given to those children who require additional support as those who do not.
  • All staff who provide targeted intervention, booster sessions or individualised learning, ensure that the work is of a high standard and that records to demonstrate progress are maintained. All evidence of work and progress is shared to ensure that appropriate review and planning of Support Plans is accurate.

Support for Emotional & Social Development

At Copley Junior School, we have a reputation for providing excellent care, guidance and support in an environment where the staff know all of the children, and the children learn, work and have fun together.

We also use a ‘House’ system where children from Year 3 to Year 6 are mixed, taking part in challenges, sporting events, fundraising and competitions together. We also have a comprehensive Pupil Voice structure where children elect to, or are elected to, a number of active groups in the school: School Council (incorporating Rights Respecting) Sports Council, , Eco-Council, Anti-Bullying Ambassadors and Mini-life Coaches. Each of these takes children’s views seriously, and result in many projects, and opportunities, arising across the school year.

Looked After Children with SEND

Miss Blades-Baker is our Designated Teacher for Looked after Children. She ensures all teachers in school understand the implications for those children who are looked after and have SEN.

The designated teacher will work within school to support as needed by:

  • building positive home-school relationships between parents / carers with regular opportunities for dialogue
  • being proactive and participating in setting goals for the child
  • having an overview and coordinating role for gathering and holding all information regarding children who are looked after

The designated teacher will monitor each child’s achievement and ensure that they have the support they require within school:

  • by meeting with the looked after child to discuss who needs to know they are looked after and to ensure that the young person is informed of their role
  • by ensuring each child has a named member of staff who can provide advice and/or practical help on academic or pastoral issues
  • by ensuring each child has a Personal Education Plan
  • by requesting support from outside agencies, if a looked after child requires additional academic or behavioural support (SEN)
  • by working closely with the staff to ensure all looked after children with special educational needs are being assessed and are getting appropriate resources to support their learning
  • by ensuring all looked after children are made to feel a part of the school environment

How we support children/young people with SEN starting at our school 

Before children start in Year 3, we arrange transition visits so that they can get to know the environment and staff. 

We ask parents/carers to share relevant information about their children with us, so that we can provide any support necessary. We explain to all new families about our SEN procedures and that they will be involved and supported at all stages.

How we support children/young people with SEN moving between classes in our school 

Our school is quite small and transition does not normally cause any problems. Children work with all staff across the year, and all staff know the needs of all children. Pupil progress is discussed as a whole staff, as are the needs of any SEN or other vulnerable children.

Where children have specific needs, they will often make additional visits to their new classroom, and may be given a photo reminder of each area/teacher for the holiday period.

At the end of the summer term, all children make the transition to their new class for at least one week. This gives us the opportunity for children to settle into new groups and to meet their teacher. We also place support staff in their new roles for the coming year.

How we support children/young people with SEN leaving our school 

We regularly support children to move to one of our feeder secondary school: Ridgewood

Each school makes its own transition arrangements, however our Year 6 teacher meets with either the Year 7 lead, the transition manager or the SENCO where needed. Individual child profiles are completed with all relevant information for transfer to the school.

Children with SEN or who are more vulnerable, are often invited to participate in additional days or extended transition over a period of weeks.

If you would like to discuss your SEND requirements in detail please contact the school office to arrange an appointment.

SEN Specialist Expertise

Our SENCO, Miss Wright has extensive experience of working with children with SEND in this school. Miss Wright is currently completing the National Award for SEN Coordinators.

Other staff with specialist expertise:

Miss Havercroft - Previously SENCO at Copley for 9 years and a number of years prior in another setting

Mrs Wright - Extensive experience of working with children in a range of specialist and mainstream settings with a variety of diverse needs

External Specialists and Other Bodies

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families.

The external specialists may:

  • Act in an advisory capacity
  • Extend expertise of school staff
  • Provide additional assessment
  • Support a child directly
  • Suggest statutory assessment is advisable
  • Consult with all parties involved with the child

These include:

  • Speech & Language Therapists 
  • Education Psychology 
  • With Me In Mind Team

How We Secure Specialist Expertise

Our SEND Budget is used to support children and young people with SEND.

Our notional budget for SEND has been allocated to provide adults who can undertake specific 1:1 and small group support in areas such as intensive interventions (reading; phonics), improving social and communication skills, and other additional academic or pastoral support.

This support always takes place with the full involvement of both children and parents.

Elements of this funding is also used for the provision of appropriate resources which children with additional learning needs may find beneficial, and training which supports individual or all staff.

If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.


Consulting with our SEN Pupils, Parents & Carers

Consultation with Children and Young People with SEND

Teachers, the SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The children take an active role with setting their outcomes and discussing them with the class teacher/SENCO.  The children have regular meetings with staff to discuss their progress and support.

Pupil voice is extremely important to us and we have a structure in place for obtaining pupil views through questionnaires. We have an active pupil body with School Council, Sports Council and Eco-Council and House leadership Teams directing numerous initiatives in school. 

Consultation with parents and carers of children and young people with SEND

We are committed to working with parents and carers to identify their child’s needs and support.  Parents and carers will be involved throughout the process.

There is a range of ways this can be done, for example:

  • Termly parents/carers consultations;
  • Ongoing discussions with a class teacher and/or SENCO;
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
  • Through regular reviews of their child’s SEN Support Plan/EHC Plan. Parents are invited to their child’s review with the SENCO and teacher.
  • Questionnaires each year