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SEN & Disabilities
Our SENCO is Miss Rebecca Page
Contact details: 0208 647 7324
At Harris Junior Academy Carshalton (HJAC) we work closely with staff, parents and pupils to ensure we are able to meet the needs of all children. We take students' individual educational needs very seriously. We understand that not every child learns in the same way, nor at the same pace. Due to this, there are a number of provisions in place to help our children learn at the best of their ability.
It is also worth noting that from 1st September 2014, there are some changes to SEN legislation, following the Children’s and Families Act 2014. A summary of key changes are below, but please visit the link at the bottom of the page for further information.
The SEND Code of Practice key changes
The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEND
- There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
- There is a stronger focus on high aspirations and on improving outcomes for children and young people
- It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
- It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
- For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
- There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood
Provision for pupils with SEND
HJAC is committed to providing an appropriate and high quality education for all children. We believe that all children, including those identified as having Special Educational Needs as well as every other student, have a common entitlement to a broad and balanced academic and social curriculum. This curriculum should be accessible to them, and they will be fully included in all aspects of Academy life. We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their Academy career, may experience difficulties which affect their learning, and we recognise that these may be long or short term. At the Academy we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.
Under the new code children with complex Special Educational Needs will be given an Educational Health Care plan (EHCP). Where it is felt that these children can still be educated in a mainstream setting, the support outlined in the EHCP will be provided by the Academy in collaboration with the Local Authority.
It is the responsibility of the Academy to provide for all other children with additional needs.
SEN will now be categorised under four main headings.
- Communication and Interaction - this includes speech, language and communication needs and Autistic Spectrum Disorder.
- Cognition and Learning - this includes specific learning difficulties.
- Social, emotional and mental health.
- Sensory needs - this includes visual and hearing impairments.
The code of practice explains that once a potential SEN is identified, four types of action are needed to put effective support into place. The four actions are;
- Assess: the class teacher and SENCO should clearly analyse a pupil's needs before identifying a child as needing SEN support.
- Plan: parents must be notified wherever it is decided that a pupil is to be provided with SEN support. The class teacher, the SENCO and parents should collaborate on problem solving, planning, support and strategies.
- Do: implement the agreed support and set a date for a review.
- Review: the effectiveness of the support should be reviewed in line with the agreed date.
For most of those that have SEN their needs can be met within the classroom with quality teaching and clear differentiation. For those that require additional support or a more specific type of support we will continue to involve outside agencies.
We have a number of specific Special Educational Needs Teaching Assistants. They will aim to help those within the classroom that need help in certain areas such as maths and English. This will be delivered on a half termly basis.
SEND Information Report
Our SEND Information report and other key documents in regards to SEND at Harris Junior Academy Carshalton is available below.
The SEND local offer for Sutton can be found by clicking here.
At Harris Carshalton we have an open-door policy and we always welcome input from parents and carers in regards to their child’s needs.
If you would like to meet our SENCO, please contact her using the details above.
To see the updated SEND Code of Guidance 2015, please visit