SEND Information Report

How does Langstone Junior School know if children need extra help?

Children may be identified as having SEN through a variety of ways including the following:

  • Liaison with previous schools.
  • Child performing below age expected levels.
  • Concerns raised by Parent through discussion with Home Family Support Worker (HFSW).
  • Through termly Pupil Progress Meetings or SEN review meetings between Teachers, SENCO and Headteacher.
  • Concerns raised by teacher.
  • Liaison with external agencies e.g. physical
  • Health diagnosis through Paediatrician / Doctor.

As a school we measure children’s progress in learning against national expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at year 3 through to Year 6, using a variety of different methods.  Some strategies inform next steps in learning and others allow to see where a child has achieved in terms of ‘age expectation’ – this may be a basic level of understanding, an expected level of understanding or a deep level of understanding.

Children who are not making expected progress are picked up through our termly Review meetings with class teacher, SENCO and or Headteacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

What should I do if I think my child may have Special Educational Needs?

Talk to us – your first point of contact is always your child’s class teacher. If you require more information contact our SENCO or Headteacher. We believe good communication links with parents are vital and aim to be open and honest with parents at all times.

How will I know how my child is doing and how will you help me to support my child’s learning?

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. We will do this through:

  • Discussions with class teacher
  • Parents evening.
  • Open door policy – you are welcome any time to book an appointment to meet with the class teacher, SENCO, Head or Deputy Headteacher to discuss how your child is getting on. We can offer advice and practical ways that can help your child at home.
  • Your child may have a provision map / IBP in place and therefore the targets set are SMART (Specific, Measurable, Achievable, Realistic and Time scaled) targets. These will be shared with parents to allow yourselves to be supporting them at home also.
  • Your child may have an SEN support plan in place which allows the teacher and parents to collaboratively set targets and outcomes for the coming term. This is created through a meeting each term.
  • If your child has complex SEND they may have an EHC Plan (Education Health Care Plan), previously called a statement, which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written. This can also be done at a six monthly interim review if changes to circumstances occur or concerns arise.

“I have been overwhelmed by the efforts that EVERYONE at the school has made to understand my son’s (ever changing!) needs and to find the best way of providing an environment which allows him to learn and to flourish. The school have created a level playing field for my son and have found an excellent balance between meeting his academic and his pastoral needs. This has enabled my son to feel much more confident and motivated, and we both feel valued and listened to. Communication with the school is effortless and relaxed both in formal and informal scenarios. I would have no hesitation in recommending Langstone Juniors to all parents.”

How will Langstone Junior School staff support my child?

Our SENCO will closely monitor all provision and progress of any child requiring additional support across the school. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group, to offer further specialised interventions. The regularity of these sessions will be explained to parents when the support starts.

We also have a Learning Mentor who provides 1:1 support sessions as well as group sessions referred to as ‘Nurture’.  In addition to this, we have a Welfare and Family Link Worker who provides support for the most vulnerable children as well as acting as part of a support network for parents.

As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including:

  • MABs (Multi Agency Behaviour Support)
  • Health, including School Nurse team, General Practitioners, CAMHs (Child and Adolescent Mental Heath), Paediatricians, Occupational Therapy, Physiotherapy, Speech and Language therapy.
  • Learning support, including Educational Psychologist and Specialist Teacher Advisors.
  • EMAS (Ethnic Minority Achievement Service)
  • We also work very closely with social care.

Should your child require any form of involvement with an outside agency then the school would immediately inform you and obtain permission from parents to pursue any kind of professional intervention.

How will my child be able to contribute their views?

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints to be raised.

Children who have SEN support plans discuss and set their targets with their class teacher. There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry. If your child has an EHC plan or an Annual Review of their EHC plan their views will be obtained before any meetings.

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

All work within class is pitched at an appropriate level so that all children are able to achieve according to their specific needs. Typically this might mean that your child requires a little more support, or that your child is working on something personalised to their needs.

Waves of Support offered at Langstone Junior School

The school provides a graduated response to each child dependent on their level of need. This approach is often referred to as the waves of intervention model which is shown below.

When children have been identified as needing further intervention the SENCO will carry out observation and assessments, combined with discussions with class teacher, parents and outside agencies where appropriate.

4 Areas of Need

Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as use of:

  • Language, memory and reasoning skills
  • Sequencing and organisational skills
  • An understanding of number
  • Problem solving and concept development skills

Children may have a specific learning disability such as dyslexia, dyscalculia, dyspraxia or dysgraphia.

Wave 1 support includes:

  • The effective inclusion of all pupils in high-quality everyday personalised teaching.
  • Clear objectives that are shared with the children and returned to at the end of the lesson.

Wave 2 support, dependant on assessed need the following small group interventions may be provided:

  • Additional guided group work with the teacher or TA.
  • Additional time given for some activities.
  • Hands on learning

Wave 3 support, Dependant on assessed need the following small group / individual interventions may be provided:

  • A COPS (Cognitive Profiling System) test and follow up interventions to address areas highlighted e.g. memory games
  • Support from a teaching assistant at points throughout the day.
  • Regular additional reading with on a 1-1 basis with the Teaching Assistant or class volunteer reader.
  • Activities are broken down into smaller steps and presented visually for children to work through at their own pace where appropriate.
  • If necessary an SEN support plan will be written – outlining termly targets reviewed as a team.
  • Assessment and advice from outside agencies such as Educational Psychologist (E.P). 
  • Request for Education Health and Care Plan

Communication and Interaction

Children may have a delay or disorder in one or more of the following areas:

Attention / Interaction skills: May have difficulties ignoring distractions. Need reminders to keep attention. May need regular prompts to stay on task. May need individualised motivation in order to complete tasks. Difficulty attending in whole class. Interaction will not always be appropriate. May have peer relationship difficulties. May not be able to initiate or maintain a conversation.

Understanding / Receptive Language: May need visual support to understand or process spoken language. May need augmented communication systems. Frequent misunderstandings. Repetition of language and some basic language needs to be used to aid their understanding.

Speech / Expressive Language: May use simplified language and limited vocabulary. Ideas / conversations may be difficult to follow, with the need to request frequent clarification. Some immaturities in the speech sound system. Grammar / phonological awareness still fairly poor and therefore their literacy can be affected.

Wave 1 support includes:

  • The effective inclusion of all pupils in high-quality everyday personalised teaching.
  • Clear objectives that are shared with the children and returned to at the end of the lesson.
  • A range of teaching styles accommodate all learners.
  • Careful explanation of new vocabulary.
  • Visual timetables.

Wave 2 support, dependant on assessed need the following small group interventions may be provided:

  • A social skills group
  • A speech and Language group – as appropriate.
  • ‘Time to Talk’ group
  • Further breakdown of instructions by and adult / visual cue
  • Specific teaching of new vocabulary (semantic links)
  • Shape coding groups

Wave 3 support, Dependant on assessed need the following individual interventions may be provided:

  • Referral to the Speech and Language Therapy Service.
  • If necessary an SEN support plan will be written outlining termly targets – reviewed as a team
  • Use of signs or symbol systems such as Makaton where necessary
  • An individual visual timetable
  • Social stories
  • Support from a teaching assistant at points throughout the day.
  • A 1:1 specific programme written by the Speech and Language Therapy Service.
  • Speaking, listening and attention skills group
  • Request for Education Health and Care Plan.

Social, Mental and Emotional Health

Children with Social, Mental and Emotional Health needs may have difficulties with social and emotional development which lead to or stem from:

  • Social isolation
  • Behaviour difficulties
  • Attention difficulties (ADHD)
  • Anxiety and depression
  • Attachment disorders
  • Low self esteem
  • Issues with self-image

Wave 1 support includes:

  • The effective inclusion of all pupils in high-quality everyday personalised teaching.
  • Clear objectives that are shared with the children and returned to at the end of the lesson.
  • Careful explanation of new vocabulary.
  • Opportunities to talk about fears, confusion or anxiety and any changes to routine.
  • Opportunities for children to meet adults they trust and to participate in activities where they can meet other children.
  • Promotion of our school vision, encouraging a positive attitude towards learning and behaviour when faced with a challenge.


Wave 2 support, dependant on assessed need the following small group interventions may be provided:

  • Regular additional support from a learning mentor to support children’s social, emotional and mental health needs.
  • Behaviour logs/report cards
  • Behaviour assessment using the Boxall Profile, SEAL APP or other assessment tools.
  • Social skills groups 
  • Social stories
  • Behaviour logs/report cards

Wave 3 support, dependant on assessed need the following individual interventions may be provided:

  • An Individual Behaviour Plan or SEN support plan to be drawn up if necessary.
  • The provision of a work station and aspects of the TEACH approach.
  • Regular additional 1:1 support from a learning mentor/ other adults.
  • Regular sessions within our Nurture group for children with identified attachment difficulties informed by Boxall Profile outcomes.
  • Regular sessions and support from our loss and bereavement support worker where appropriate.
  • Referral to MABs (Multi Agency Behaviour Service) and or CAMHs (Child and Adolescent Mental Health Service) if necessary.
  • Request for Education Health and Care Plan if necessary.
  • Social stories.
  • Specific interventions outlined by MABS and or CAMHS.
  • Risk assessments completed if necessary.

Sensory and or Physical Needs

These pupils may have a medical or genetic condition that could lead to difficulties with:

  • Specific medical conditions
  • Gross / fine motor skills
  • Visual / hearing impairment
  • Accessing the curriculum without adaptation
  • Physically accessing the building(s) or equipment
  • Over sensitivity to noise / smells / light / touch / taste
  • Toileting / self-care

Wave 1 support includes:

  • The effective inclusion of all pupils in high-quality everyday personalised teaching.
  • Clear objectives that are shared with the children and returned to at the end of the lesson.
  • Careful explanation of new vocabulary.
  • A range of teaching styles accommodate all learners.
  • Physically accessing the building(s) or equipment
  • Over sensitivity to noise / smells / light / touch / taste
  • Toileting / self-care

Wave 2 support, dependant on assessed need the following small group interventions may be provided:

  • Additional guided group work with the teacher or TA.
  • Additional time given for some activities.
  • The Fine Motor Skills Programme / handgym activities
  • Handwriting practice
  • PENPALS programme
  • Physical aids where necessary or where advised by specialists
  • Alternatives for writing if necessary

Wave 3 support ,dependant on assessed need the following individual interventions may be provided:

  • If necessary an SEN support plan will be written outlining termly targets – reviewed as a team
  • Referral to school nurse / Occupational Therapy / Sensory Impairment service if necessary.
  • Support from a teaching assistant at points throughout the day.
  • The environment may be adapted on the advice of a physiotherapist, occupational therapist (OT) or other professional
  • Occupational therapy (OT) and Physiotherapy sessions/programmes delivered when necessary
  • Access to ICT programmes/ other technology to support learning.
  • Outreach request for support and advice from PSENSP (local Special Schools – Mary Rose and Cliffdale)
  • Request for Education Health and Care Plan if necessary.

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

The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate. Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be discussed and shared through on-going discussions with parents.

How are resources allocated and matched to children’s special educational needs?

We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available. We will often allocate teaching assistants who are funded by the SEN budget to deliver programmes designed to meet groups of children’s needs. The budget is allocated on a needs basis.

What support is there for improving behaviour and avoiding exclusion?

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. Behaviour incidents are dealt with according to the behaviour policy. If a child is working outside of our behaviour policy an IBP (Individual Behaviour Plan) or a pastoral support plan are written in collaboration with the child and parents to identify the specific issues, put relevant support in place and set targets. We promote strong links between family and home to ensure stability and good outcomes for any child experiencing difficulty.


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

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and will aim to overcome problems that may prevent a child from being involved.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which cover the same curriculum areas will be provided in school.

What support will there be for my child’s overall well-being?

We are an inclusive school; we welcome and celebrate diversity. All staff appreciate the importance of children having high self-esteem in order to achieve positive well-being. Here at Langstone Junior School we commit to our vision of developing children as reflective, resilient thinkers that are passionate to learn and ensure pupils are able to develop in a caring, fair and understanding environment.

  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher can liaise with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and / or the LAPS (learning and pastoral support) Team.
  • The school has a learning mentor who works with children daily who require additional support to access their learning. The School also has a Welfare & Family Link Worker who supports the most vulnerable children and offers support to their families.

How will Langstone Junior School prepare and support my child to join the school and then transfer to secondary school?

We encourage all new children to visit the school prior to starting when they will be shown around the school and any concerns can be addressed in a meeting they have with the Headteacher of Deputy. For children with SEND, we would encourage further visits to assist with the acclimatisation of the new surroundings.

  • We may need to write a social stories to ease the transition for pupils with high anxiety and communication difficulties.
  • School or parents may also feel the need to arrange several transition meetings / sessions between the schools in order to alleviate pupil concerns
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood. If your child has complex needs then an Education Health Care Plan review may be used as a transition meeting during which we will invite staff from both schools to attend.
  • Many of our ‘feeder’ secondary schools run a programme specifically tailored to aid transition for our more vulnerable pupils.

How accessible is the school environment?

Langstone Junior School has been adapted to be accessed by wheelchair and other support frames. We also have a disabled toilet and shower as well as ramps to allow access to the school hall. Any other resources needed for access may be assessed by OT (Occupational Therapy) and Physiotherapy in order for us to ensure ease of access and safety for all.

The school is able to liaise with EMAS (Ethnic Minority Achievement Service) who can at times assist us in supporting our families with English as an additional language.

What are the Governors responsibilities?

The schools Governing Body meet regularly. Our SEN governor is Jeremy Brushwood. This person regularly meets with the SENCO and will update on changes, needs in school, current concerns and budget. The Governors are then also able to agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

Who can I contact for further information?

Your main point of contact would always be the class teacher and then following this you may need to speak to the SENCO or Headteacher.

What should you do if you feel that the local offer is not being delivered or is not meeting your child’s needs?

First point of contact would be your child’s class teacher to share your concerns. You could also arrange a meeting with the SENCO or Headteacher.

For further information:

  • Look at the SEN policy on our website.
  • Visit the Portsmouth Local Offer website: http://www.portsmouthlocaloffer.org
  • Contact Parent partnership or the SEN team at Portsmouth City Council.