SEND at Howard Junior School
Our SEND information report can be found within this page. It is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (SEND).
At Howard Junior School we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors and members of staff. We welcome your feedback and future involvement in the review of our offer, so please contact us.
Mrs Sophie Hopkins- sophie.hopkins@eastern-mat.co.uk
Or via the main office- office@hjs.eastern-mat.co.uk
If you feel that your child has SEND-please speak to your child’s class teacher in the first instance and then to Mrs Sophie Hopkins (SENCO) at your earliest convenience- 01553 774511.
The Howard Junior School approach
At Howard Junior school, we believe that every pupil has the right to a broad and balanced curriculum. This can be achieved through the triangulation of support through children, school and parents/carers. By working collaboratively, we can achieve the best possible outcomes for all pupils. Our aim is to create an inclusive culture at Howard Junior School, regardless of a child’s individual background or needs.
We value high quality teaching for all learners and actively monitor teaching and learning at Howard Junior School- this is carried out via learning walks, observations, pupil voice, questionnaires etc.
How we identify SEN
The term 'Special educational needs' relates to whether a child/young person
- Has a significantly greater difficulty in learning than the majority of others of the same age.
- 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 post-16 institutions.
The Difficulty or Disability may relate to the broad areas of need:
- Communication and interaction
- Cognition & Learning
- Social, Emotional and Mental Health (this includes behavioural issues)
- Sensory and /or Physical
If a learner is identified as having SEN, we will arrange provision that is ‘additional to or different from’ the normal curriculum- as identified in the SEN Code of Practice.
HJS SEND Profile 2024-2025
SEND is identified in 4 broad categories: Cognition and learning; Communication and interaction; Social, Emotional & Mental Health (SEMH); Physical and/or Sensory.
At Howard Junior School, 41% of our total pupils currently have SEND (at School Support or EHCP level) 11% of our total pupils have an EHCP and 37% of our total pupils are at School Support.
As a primary need, the breakdown of the different types of SEND are as follows:
Cognition and Learning = 52% of our SEND cohort.
Communication and Interaction = 17% of our SEND cohort.
SEMH = 28% of our SEND cohort.
Physical/and or Sensory = 6% of our SEND cohort.
Pupils may have secondary needs which are not a reflection of the data.
Assessing SEND
Class teachers, teaching assistants, parents/carers and the learner themselves will all play an important role in the identification of SEND difficulties. It may be that for some learners we may want to seek advice from specialist teams.
This academic year 2024-25 Howard Junior School plans to commission support from:
- Educational Psychology Service
- Specialist Learning Support Teachers
- Autistic Spectrum Disorder Team
- The SEND and Inclusion Team
- Speech & Language Specialists
- Child Development Team
- The Mental Health Support Team
INTERVENTION:
Intervention is carried out by the school and is ‘additional to or different from’ the usual differentiated curriculum. It can take the form of:
- Using learning resources within the classroom that support learners
- Adapting and adjusting the classroom to suit the needs of the child
- Adapting and adjusting routines and expectations to suit the needs of the child
- Additional support staff within the classroom
- A more focused level of support through 1:1 or small group work
November 2024
This page to be reviewed September 2025