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Chaucer Junior School

"Dream, Believe, Achieve"

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Special Educational Needs and Disabilities at Chaucer Junior School

Value Statement

At Chaucer Junior School, we put the children at the heart of everything that we do and we are proud to be a welcoming inclusive setting where all children feel like valued members of the team. We appreciate that achievement can take different forms for different children and we strive to create a safe and supportive environment where children can celebrate their individual successes.


We have high expectations for the behaviour and progress of all children and, through the use of highly personalised provision, we ensure that all children receive the support they need to achieve their potential and thrive!


We aim to do the following:

  • Maintain a culture of inclusion and diversity in which children's lived experiences are considered and people with disabilities are able to participate fully in school life.

  • Ensure all children and families are given a voice.

  • Eliminate discrimination and promote equal opportunities.

  • Proactively identify additional needs and offer early intervention.

  • Provide broad, balanced, and enjoyable learning experiences which are accessible to all.

  • Promote links between the home, school, external services and the wider community.

  • Give all children the opportunity to reach their full potential in a safe but challenging environment.

  • Reinforce positive attitudes and seek creative solutions to any barriers.

  • Develop independent, lifelong learners with active, inquisitive minds who are prepared for the next stage in their development.


The SEND Team

The Inclusion Lead at Chaucer Junior School is Mrs Samantha Starling and she is supported by Miss Tiffany Smith in the role of SENCO.


Definition of disability

Under the Equality Act 2010, a disability is a physical or mental impairment which has a long-term and substantial adverse effect on a person’s ability to carry out normal day-to-day activities. A pupil is defined as having SEND if they have difficulty in making progress or accessing provision any of the following areas:

  • Learning (e.g. problems with reading or maths)
  • Social,  Emotional and behaviour  (e.g. anxiety, mental health difficulties,  diagnosis of autism, emotional difficulties, aggressive or withdrawn behaviour)
  • Communication and interaction (speech and language difficulties)
  • Sensory or Physical (e.g. a hearing or visual impairment, cerebral palsy)

SEND Information Report

Government legislation requires schools to publish a report called the SEND information Report (clause 65 of the SEN Code of Practice 2014). Guidance states what information should be included within the report and it is reviewed & updated annually.


The report should be considered in conjunction with our SEND policy, which can be found on our policies page here.


Please view the report below: