SEND Information

Aston Hall Junior and Infant School values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning. We want our children to achieve their best, become confident individuals and develop essential life skills to prepare for adulthood.

“My son is really pleased to see school staff in a morning.”
“Excellent SEND support from school throughout the years.”
“I know if ever I have any problems you will help to sort them.”

As a school we aim to:

  • Ensure that all pupils have access to a broad and balanced curriculum appropriate to the individual’s needs and ability.
  • Ensure the identification of all pupils requiring SEND provision as early as possible in their school career
  • Ensure that SEND pupils take as full a part as possible in all school activities
  • Ensure that parents of SEND pupils are kept fully informed of their child’s progress and attainment
  • Ensure that SEND pupils are involved, where practicable, in decisions affecting their future SEND provision
  • Ensure all SEND children make progress and achieve their full potential
“I know I can approach school at any time about my concerns and these are always dealt with efficiently.”
“I feel very reassured and satisfied that school are aware of my child’s needs.”

Roles & Responsibilities of the Special Education Needs & Disabilities Coordinator.

Our SEND Coordinator is Stacey O’Daly who leads the Inclusion Team within the school.

Our SENCO is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision made to support individual children with SEND. She will liaise with staff to monitor the pupils’ progress and plan further interventions where progress is slower than expected. She will regularly have contact with a wide range of external agencies that are able to give more specialised advice.

Lynne Kaye

Educational Psychologist

Julie Green

Learning Support Services Teacher

Rachael Hunt

Speech & Language Therapist

Aston Hall buys in a Speech & Language Therapist from the NHS Traded Service Team, named Rachael. She helps the school to provide language-rich environments through training teaching staff, assessing identified children and setting up speech and language groups. Rachael can be contacted via the school SENCo if any parents/carers wish to speak to her or access more information about Speech, Language and Communication.


The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.

Please follow the link below for more information about the local offer at Aston Hall J and I School.

We know when pupils need help if

  • Concerns are raised by parents/carers, teachers or the child
  • Limited progress is being made
  • There is a change in the pupil’s behaviour or progress

Identification and Assessment

Aston Hall is committed to early identification of Special Educational Needs and adopts a graduated response to meeting SEN in line with the 2014 Code of Practice.

The Code of Practice makes it clear that all teachers are teachers of pupils with special educational need and are responsible for identifying pupils with SEND.

The school will use appropriate screening and assessment tools, and ascertain pupil progress through

  • Information from parents
  • Evidence obtained by teacher observation/ assessment.
  • Standardised screening or assessment/diagnostic tests
  • Reports or observations
  • Records from feeder schools, etc.
  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.
  • If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.
  • Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
  • Occasionally a pupil may need more expert support from an outside agency such as the Learning Support Service, Speech and Language etc. A referral will be made, with your consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • The Governors of Aston Hall Junior and Infant School are responsible for entrusting a named person, Neil Thomson, to monitor SEND. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review statutory policies as defined by the DfE.

Pupils identified as having SEND are fully integrated into mainstream classes and all aspects of school life.

The main methods of provision made by the school are

  • Full-time education in classes, with additional help and support by the class teacher through a differentiated curriculum, personalised for the individual where necessary.
  • Periods of withdrawal to work with a support teacher/assistant on a one to one basis or as part of an intervention group
  • In-class support with teaching assistant.
  • Specialist advice from outside agencies will be used to adapt the curriculum to suit individual needs.
  • If appropriate, specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors

Activities and school trips are available to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEND pupils. A graduated response will be taken to SEND.

When it is considered necessary, colleagues from the following support services will be involved with SEND pupils

  • Educational psychologists
  • Medical officers
  • Speech therapists
  • Physiotherapists
  • Occupational Therapists
  • Hearing impairment services
  • Visual impairment services
  • School Nurse
  • Education Welfare Officer
  • Social Services
  • CAHMS (Child and Adolescent Mental Health Service)
  • ACT (Autism Communication Team)
  • SEMH Team (Social Emotional Mental Health  Team)
  • LSS (Learning Support Services)
  • You will be able to discuss your child’s progress at Parents’ Evenings or you can drop into the child’s class teacher by making an appointment who will gladly discuss any issues you may have.
  • The class teacher may suggest ways of how you can support your child.
  • You may want to discuss strategies with the SENCo if there are difficulties with a child’s behaviour/emotional needs.
  • If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.

Progress is the crucial factor in determining the need for additional support. Adequate progress is that which

  • Narrows the attainment gap between pupil and peers
  • Prevents the attainment gap widening
  • Is equivalent to that of peers starting from the same baseline but less than the majority of peers
  • Equals or improves upon the pupil’s previous rate of progress
  • Ensures full curricular access
  • Shows an improvement in self-help and social or personal skills
  • Shows improvements in the pupil’s behaviour

Where teachers decide that a pupil’s learning is unsatisfactory, the SENCO is the first to be consulted. The SENCO and teacher will review the approaches adopted and parents will be fully consulted at each stage. Outside agencies may then be contacted to provide additional support.

All parents are encouraged to contribute to their child’s education. This may be through

  • discussions with the class teacher
  • during parents’ evenings
  • during discussions with Stacey O’Daly and other agencies
  • parents are encouraged to help with planning and let school know if we could try different things.

Aston Hall School firmly believes in developing a strong partnership with parents and that this will enable children and young people with SEND to achieve their potential. The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. Parents hold key information and have a critical role to play in their children’s education. They have unique strengths, knowledge, and experience to contribute to the shared view of a child’s needs and the best way of supporting them.

Progress and concerns will be shared with Parents at

  • Parents’ Evenings
  • SEND reviews scheduled during the year
  • Additional meetings at the request of parents, class teachers or the SENCO where necessary.

The school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include

  • Members of staff such as the class teacher and SENCO are readily available for pupils who wish to discuss issues and concerns. Where appropriate mediation sessions are carried out. The Headteachers are also willing to discuss any matter you may have.
  • For those who find lunchtimes a challenge, a provision can be provided in the form of working with a teacher, peer group or clubs. Equipment is based on the schoolyard to enable children to play. We have the peer, play leaders and mediators to help with problems. TAs and teachers are on hand at all times.
  • Breakfast and after-school clubs are open to all and this is often a good way to start or finish the day.

Different members of staff have received training related to SEND.

These have included sessions on

  • How to support pupils on the Autistic Spectrum.
  • How to support pupils with social and emotional needs.
  • How to support pupils with speech and language difficulties.
  • How to support pupils with physical and coordination needs.
  • Specific Interventions designed to accelerate progress in core subjects.

Stacey O’Daly has gained the qualification ‘National Award for Special Educational Needs Co-ordination’ through Sheffield Hallam University.

Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include

  • Discussions between the previous or receiving schools prior to the pupil joining/leaving.
  • All pupils attend at least one transition session where they spend some time with their new class teacher.
  • Additional visits are also arranged for pupils who need extra time in their new school.
  • Secondary school staff visit pupils prior to them joining their new school.
  • Stacey O’Daly and class teachers liaise with the SENCOs from the secondary schools to pass on information regarding SEND pupils and they are also invited to the final SEND review meeting for the pupil.

If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling, please contact the school office to arrange a meeting with your child’s class teacher or the SENCo. You may also wish to contact our SEND Governor (Neil Thomson.)

The Local Authority admits a pupil to a school according to its own admissions policy, which can be found at

Children who have an EHCP (Education, Health and Care Plan) which names Aston Hall J&I School are given priority.

SEND Glossary

ADDAttention Deficit Disorder
ADHDAttention Deficit & Hyperactivity Disorder
ASDAutistic Spectrum Disorder
BESDBehavioural Emotional & Social Difficulties
CAFCommon Assessment Framework
CAMHSChild & Adolescent Mental Health Service
COPCode of Practice
CPChild Protection
DCDDevelopmental Co-ordination Disorder
EALEnglish as an Additional Language
EPEducational Psychologist
FRFormal Response (replacing School Action Plus – SA+)
FSMFree School Meals
HIHearing Impairment
IEPIndividual Education Plan
IRInformal Response (replacing School Action – SA)
KSKey Stage
LACLooked After Child
LEALocal Education Authority
LSSLearning Support Service
MLDModerate Learning Difficulty
NCNational Curriculum
OTOccupational Therapist
PPPupil Premium
SaLTSpeech & Language Therapy
SEMHSocial Emotional Mental Health
SENSpecial Educational Needs
SENDSpecial Educational Needs & Disability
SENCOSpecial Educational Needs Co-ordinator
SpLDSpecific Learning Difficulty
VIVisual Impairment
Stacey ODaly (1) (Small)

Mrs O’Daly


If you have any concerns regarding SEND matters do not hesitate to contact us on 0114 2879811.