Great Clacton Church of England Junior School

Craigfield Avenue, Clacton-on-sea, Essex, CO15 4HR

01255 424906

SEND Reports

Special Educational Needs Information Report (‘School Offer’)
Great Clacton C of E Junior School
A Diocese of Chelmsford Sower Academy Trust School
This SEN information report forms part of the Essex ‘Local Offer’ for learners with Special Educational Needs and Disabilities (SEND). 
At Great Clacton C of E Junior School we believe that all students should be able to make the best possible progress at school and we are committed to ensuring that the necessary provision is made for any pupil who has SEND. We support pupils with SEND to be included in all aspects of school life.
Admissions for pupils with a Statement of Educational Needs or an Education, Health and Care Plan are dealt with by the local Statutory Assessment Service.  For pupils with additional needs but without a Statement/EHCP, applications will be considered using the procedures set out in the school Admissions Policy, which can be found on the school website.
Who is responsible for Special Educational Needs and Disabilities provision in school?

  • The Inclusion Manager is Mrs T. Finney
  • The governor responsible for SEND is Mrs C. Mann
  • The Family Link Worker (FLW) is Mrs A. Davidson
  • The Learning Mentor is Miss K. Jordan
  • The Designated Safeguarding Lead is Mrs T. Finney
  • Deputy Designated Safeguarding Leads are  Mrs A. Davidson, Mrs K Jones
We ensure that all pupils are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.  We recognise that children progress at different rates and personalised academic and pastoral provision ensures that children are meeting their individual potential.
Special Educational Needs and provision is categorised under four broad areas:
  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physical
Identifying the special educational needs of pupils
As providers of junior education (7-11), some children may have had a special educational need identified prior to joining Great Clacton C of E Junior School.  We will always endeavour to communicate with a child’s previous school(s) to ensure a clear, high quality transition that best meets a child’s needs.
At different times in their school life, a child or young person may have a special educational need.
The Code of Practice 2014 defines SEND as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special
education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
a) has a significantly greater difficulty in learning than the majority of others the same age, or
b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post16 institutions.
Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty it maybe that the child has SEN.
Information will be gathered, including seeking the views of parents and the pupil as well as from teachers and assessments.  The following are examples of assessments that maybe used when identifying SEN:

  • Baseline tests – reading ages/spelling ages
  • Teacher/LSA identification through observation and feedback
  • Tracking progress through intervention groups
  • Target Tracker analysis
  • Phonics screening
  • Speech and Language screening
  • Phonological awareness assessment
  • Literacy assessments
  • Maths assessments
  • Working memory assessments 
  • Provision guidance banding descriptors
  • Therapists eg. Speech & Language
There can be many reasons for learners ‘falling behind’.  These may include absences, attending lots of different schools, difficulties with speaking or understanding English or worries that distract them from learning.  At Great Clacton C of E Junior School we understand that children who experience these barriers to learning are vulnerable.  This does notmean that allvulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
What arrangements are there for consulting with parents of children with Special Educational Needs and Disabilities and involving them in their child’s education?
At Great Clacton C of E Junior School, we believe that high-quality communication with parents and carers of allchildren, including those with SEND, leads to the best academic and personal outcomes for each individual child.  We have a number of formal and informal means of communicating with parents of children with SEN;


  • Parent consultation meetings
  • Termly review meetings
  • Parent View questionnaire at
  • Annual Review Meetings for children with a Statement/EHCP
  • Weekly drop-in meetings with Inclusion Manager (Monday, Tuesday or Wednesday)
  • Home/school diaries
  • Home/school communication books
  • Invite for parents to meet with Specialist Teachers, Educational Psychologists etc.
  • Email communication: 

School office:
Head teacher:
Inclusion Manager:
What is our approach to teaching children and young people with SEND?
At Great Clacton C of E Junior School we understand that children make the best progress when lessons are lively and engaging, and we strive to ensure that all teaching and learning encompasses this.  In addition:

  • We have effective management systems and procedures for SEND, taking into account the current Code of Practice (2014)
  • We have high quality communication between teachers, children with SEND, parents of children with SEND, intervention leaders and outside agencies.
  • We acknowledge and draw on parents’ knowledge and expertise in relation to their own child
  • Through a ‘child centred’ planning approach, children with SEN are encouraged to take an increasingly active role in their review cycle, in line with their readiness to do so
  • We work to develop our successful cluster work with the Clacton Schools Cluster Group to continually improve our provision and practice
  • We are committed to developing the knowledge and skills of all staff to manage and embrace the challenges of the range of needs within our school and to ensure that all support is of high quality
  • We have an effective review cycle that allows us to monitor, review and plan for next steps of development
  • We ensure that consideration of SEN crosses all curriculum areas and all aspects of teaching and learning
If a child is identified as having a special educational need, we will provide support that is ‘additional to’ or ‘different from’  the differentiated approaches and learning arrangements that are normally provided as part of high quality, personalised teaching intended to overcome the barrier to their learning.  We have a variety of ways to deliver this, including:

  • Quality first teaching
  • Graduated approach to provision
  • Research-based intervention programmes
  • 1:1 support as school decides is appropriate, in consultation with parents
  • Response to specialist outside agencies
When providing support that is ‘additional to’ or ‘different from’, we engage in a four-stage process; Assess, Plan, Do, Review:

  • Assess – this involves taking into consideration all the information with discussions with parents or carers, the child, the class teacher and assessments.
  • Plan– this stage identifies the barriers to learning, intended outcomes and details what additional support will be provided to help overcome the barriers.  Decisions will be recorded on a ‘Support Plan’ and will form the basis for termly review meetings
  • Do– providing the support, extra assistance for learning or learning aids, as set out in the plan
  • Review– measuring the impact of support provided and considering whether changes to that support need to be made.  All of those involved – the child, their parents or carers, class teacher and the SENCo contribute to this review. This stage then informs the next cycle, if necessary.
How are adaptations made to the curriculum and the learning environment for children and young people with SEND?
Great Clacton C of E Junior School was built in the 1960’s and comprises of the main building with classrooms spread over two floors with the upstairs classrooms accessed by a flight of stairs.  A separate, single story building accommodate three further classrooms.  Within the constraints of the physical building, there are a number of reasonable adaptations that can be made to the learning environment, including:

  • Ramps make most of the site accessible
  • A toilet adapted for pupils with physical disabilities
  • Double doors in some parts of the main building
  • Visual timetables
  • Advice taken from Specialist Teachers and outside agencies
Please note that we do not have a lift in school to access the four upstairs classrooms.
The school had a full Accessibility Plan and Access Audit completed by Equality Act Audits in October 2013.  This can be viewed on the school website.
We have an internal nurture provision, Stepping Stones, which children can access to develop their social and emotional wellbeing skills.  Access to this provision is agreed through the One Planning process.
What expertise and training do staff supporting children and young people with SEND have, including how specialist advice is secured?

  • All staff have received some training relating to SEN through internal and external CPD opportunities
  • Educational Psychologist advice
  • Speech and Language Therapist advice
  • Occupational Therapist advice
  • Physiotherapist advice
  • Advice from the Emotional Wellbeing and Mental Health Service
  • SENCo update meetings and specific training
Through the local Emotional Wellbeing and Mental Health Service (EWMHS), children and young people may, subject to assessment, receive support from trained therapists. Referrals to this service can be made via school (with consent) or parents/carers can self-refer.  Further information can be found at:
How is the effectiveness of the provision given to children and young people with SEND evaluated?
The Inclusion Manager works alongside the Headteacher, Senior Management Team and the Governing Body to monitor the progress of children with Special Educational Needs and Disabilities.  The governor responsible for SEN meets with the Inclusion Manager on a termly basis to review SEN provision and data, without reference to individual pupils. In addition to this, the school evaluates SEN provision in the following ways:

  • Raise Online
  • Fischer Family Trust
  • Target Tracker
  • P Scales
  • National Curriculum levels/end of Key Stage statements
  • Intervention reviews
  • Annual reviews
  • Parent views
  • Child’s views
  • Teacher reports
  • Ofsted and Diocesan inspections
  • Annual school reports
How are children and young people with SEND supported to engage in inclusive curriculum activities alongside those without SEND?

  • Support towards general inclusion in activities/curriculum
  • After school clubs
  • Social skills groups
  • School residential visits
  • Life skills
  • Enrichment activities
  • School council
  • Administration of medication
What support does the school provide to help children and young people to improve their emotional and social development?
All staff at Great Clacton C of E Junior School have high expectations of behavior and conduct and this is closely monitored by the Headteacher and Extended Leadership Team. In addition to whole school and class behaviour management strategies and social support, we recognise that some children require additional support and we can offer this in the following ways:

  • Nurture groups
  • Play Therapy (via the MAPS team)
  • “Good to be Green” system
  • Circle time
  • Gym trail
  • Enrichment days & school visits
  • School council
  • Family Link Worker & Learning Mentor
  • Worry boxes
  • Social and Emotional Aspects of Learning (SEAL)
  • E-Safety
  • Bullying policy
  • Breakfast club
  • A variety of extra-curricular clubs
  • Lunchtime club
  • Activities organised by the PE team at lunch and break times
  • Brilliant books
  • Use of home/school diaries
  • Church outreach worker
  • SMT monitoring card
  • Use of structured ‘time out’
  • Consistent Management Plans
How does the school involve other bodies, including health and social care bodies, local authority support services, church organisations and voluntary sector organisations, in meeting children and young people’s SEND and supporting their families?

  • Invites to Team Around the Child/Team Around the Family meetings
  • Support from parish church members and church outreach worker
  • Referrals as appropriate to;
  • General Practitioner (GP)
  • Emotional Wellbeing and Mental Health Services (EWMHS)
  • Speech and Language Therapy (SALT)
  • Occupational Therapy (OT)
  • Social Care
  • Educational Psychologist (EP)
  • Specialist Teacher Team (STT) 

  • Family support to include:
  • Family in Focus
  • Family Solutions
  • Essex Parent Partnership Service
All of the information in this report applies to children with special educational needs and disabilities, including those who are looked after by the local authority.
This information should be read alongside the information provided by the local authority, which can be found at
Originally written: September 2014
Last updated:  October 2018