Special Educational Needs and Disabilities (SEND)

At different times in their life, a child or young person may have a special educational need. The code of practice 2014 defines SEN as follows:

“A child or young person has SEN if they have a learning difficulty or disability which calls for

special education provision to be made for him or her.

 At JH Godwin Primary School we value all members of our school community. Our SEN report has been produced with pupils, parents and carers, governors, and members of staff. We welcome your comments, so please do contact us. The best people to contact are


Special Educational Needs Coordinator (SENCO) - Mrs Ellen Cornish

To contact please phone or email the school office to arrange an appointment on 01244 981003 admin@jhgodwin.cheshire.sch.uk

Head teacher- Mrs Nic Wetton

SEN Governor –Mrs Carol Gahan


The Local Offer website provides information for children and young people with Special Educational Needs or Disabilities (SEND) and their parents or carers, in a single place. It includes information from a range of local agencies, including education, health and social care. Knowing what is out there gives you more choice and therefore more control over what support is right for your child.


Click here to see the local offer


SEN Information Report  - SEPTEMBER 2018

Welcome to our SEN information report which is part of the Blacon Local Offer for learners with Special educational Needs (SEN)

Within the Blacon Education Village, the SENCOs have worked in collaboration with parents whose children have special educational needs and disabilities. The following questions are those posed by these parents and have been used as a guide when compiling the information for our school information reports.

At JH Godwin Primary School we value all members of our school community. Our local offer has been produced with pupils, parents and carers, governors, and members of staff. We welcome your comments on our offer, so please do contact us. The best people to contact are:

Head teacher- Mrs Nic Wetton

Special Educational Needs Coordinator (SENCO) - Mrs Ellen Cornish

SEN Governor –Mrs Carol Gahan

If you have any complaints regarding SEND please follow the complaints procedures on our website the school will support you in this process.

What is the Local Offer?

The Local Offer provides information and services available in the local area which may support pupils with special educational needs and their families. Parents and pupils are able to access the Local Offer using the link below:


Who do I speak to if I have concerns about my child’s learning?

You can speak to: or contact the school SENCO:

•        your child’s class teacher

•        the SENCO – Mrs Cornish senco@jhgodwin.cheshire.sch.uk

•        the Head Teacher – Mrs Wetton head@jhgodwin.cheshire.sch.uk

•        the SEND governor – Mrs Carol Gahan  admin@jhgodwin.cheshire.sch.uk

What is a special educational need?

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

•        has a significantly greater difficulty in learning than the majority of others of the same age, or

•        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 (SEND Code            of Practice , 2014).

There are 4 broad categories of special educational need:

•        communication and interaction – may include Autism Spectrum Disorders, speech and language difficulties

•        cognition and learning -  can include  dyslexia, dyspraxia and dyscalculia; moderate learning                                  difficulties,  global developmental delay.

•        social, emotional and mental health – may include ADHD, ADD, attachment disorders, emotional difficulties,          mental health difficulties

•        sensory and/or physical needs – could include being visually or hearing impaired or be physically disabled.

How accessible is this school for children with SEND?

•        Our school is fully compliant with DDA requirements.

•        There is a disabled toilets and changing facilities.

•        We ensure where ever possible that equipment used is accessible to all children regardless of their needs.

•        After-school provision is accessible to all children, including those with SEN.

•        Extra-curricular activities are accessible for children with SEN.

How do school know if my child has special educational needs?

The professionals working in school with your child are able to share their concerns with the Special Needs Co-Ordinator (SENCO), Mrs Cornish, if a pupil is not making the expected level of progress.

At JH Godwin we use a cyclical approach to meeting and reviewing the needs of pupils with special educational needs:

This process includes:

•        Using the graduated approach to identify and support a special educational need.

•        Provision mapping meetings in order to plan appropriate provision and intervention.

•        The setting of individual targets with pupils and their families and sharing the impact of support, using                     individual education plans.

•        Liaison between the SENCO and class teacher with other professionals to determine and facilitate                        appropriate support.

•        Ensuring quality interventions are delivered by the appropriately trained staff.

•        Termly pupil progress review meetings with the Head teacher, class teacher and SENCO take place to                  review progress and appropriateness of provision. This informs provision mapping and the updating or                    identification of those pupils requiring additional support.

How is teaching adapted for children with SEND?

At JH Godwin we create learning environments which are adapted to meet the needs of individual learners.

Teaching can be adapted in two main ways:

Through quality first teaching in the classroom, using different strategies to ensure all children inclusively have full access to the curriculum and to promote achievement and successes. These can include:

  • smaller group work
  • additional adult support
  • peer mentoring and co-operative learning techniques
  • pre-learning opportunities
  • additional visual prompts, supports and scaffolds
  • use of supporting equipment
  • through the provision of a range of quality interventions, delivered by teachers and teaching assistants or other specialist professionals from within school or an outside service.

How does this school measure progress and how often?

The class teacher formally monitors progress made by the children in their class on a half-termly basis.

Category of special education need:

Each term/ half-term the Head teacher, SENCO and class teacher meet for pupil progress meetings. These meetings:

  • identify progress made by individual pupils and determine whether they are working at an appropriate level for their age and ability
  • ensure pupils with SEN have access to the interventions and support they need
  • monitor the impact this support is having on the pupil’s progress
  • help decide what support is needed in the future
  • Monitor and review achievement mats and individual provision maps to ensure targets are being met and learning is being moved on at a suitable pace.

If a pupil has additional funding, a statement or Education, Health and Care Plan, a formal review takes place at least once a year. Parents, class teacher, SENCO and other professionals attend and discuss if the child’s needs are being met appropriately.

Our SEND governor is also involved in looking at progress and will receive a termly report around the progress of our SEN children. She is part of our school improvement team and carries out observations and learning walks with the SENCO. 

What interventions are offered at this school?


Category of special educational need


Communication and interaction

Cognition and learning

Social, emotional and mental health

Sensory and/or physical needs

  • Time to Talk
  • Individual speech and language therapy programmes
  • Narrative Therapy
  • Visual prompts and supports
  • Talk about social skills
  • Social stories


  • RWI 1:1 Teaching
  • Rapid Writing reading and Maths
  • Precision teaching
  • Individual and small group target work in Reading, writing and maths
  • Memo


  • Time to Talk
  • Seasons for Growth
  • Jigsaw
  • Anger Management
  • Self-confidence and self esteem
  • ELSA
  • Talk about
  • My Happy Mind

  • Sensory boxes
  • Occupational therapy activities
  • Specialist equipment
  • Sensory circuits.


We are constantly renewing and updating this list depending on the good practice shared within our cluster of schools or from learning from research nationally. It is not an exhaustive list will alter in line with the needs of the pupils we teach.

Sensory Room

Welcome to the chill out room!!

At J H Godwin we have developed our very own sensory room. The central concept behind using multi-sensory rooms is the stimulation of all senses by using a range of materials and objects. It can also further develop language skills, improve hand eye coordination, increase sensory function and block out distractions.  Children access this room to carry small groups interventions around managing feelings and anxiety and also for a place to calm down and support their own self-regulation. 

Click here to see the photos of our beautiful sensory room.


Speech and Language Provision

Welcome to Starwell room!!

At J H Godwin we have a full time Teaching Assistant working with all children who require additional speech and language provision. Children are identified via parents, class teachers and other professionals. Alongside the NHS speech and Language team will also employ a private speech and language therapist who supports us in reviewing and setting new targets.  All children with targets will have additional support in the Star Well room with Mrs Blackwell.

Please follow link to find out a bit more about our private Speech Therapist:



Lunch time Club

Welcome to Lucky Ducks

At J H Godwin we have a lunch time club that is open to pupils who want to have a quieter and more structured lunchtime.  We provide opportunities to develop social skills such as turn taking, playing games and working together.  During this time children enjoy chatting and socialising with each other carrying out activities such as Lego, board games, mindful colouring and ipad time. Mrs Wignall runs this club every lunchtime and enjoys catching up with children that sometimes need that extra chat.

Click here to see photos of Lucky Ducks in action!

Do any of the staff have specialist training?

In addition to the training provided for individual members of staff, it is the role of the SENCO to support all teachers and teaching assistants in their provision for pupils with SEND.

Staff have received the following training:

ELKLAN – speech and language therapy support in all key stages

READ WRITE INC/ LITERACY AND LANGUAGE– reading support accessed by EYFS key stages 1 and 2

FIRST FOR MATHS TRAINING – maths support for all staff from Local Advisory Team





LEXIA – ICT programme to support reading and spelling.

ELSA Emotional Literacy support(social skills, friendships, self-esteem, anger management)


MY HAPPY MIND - all staff

We also have a trained independent speech and language therapist working with children who have been highlighted by the NHS or school as needing additional speech and language interventions.

Who are the other people delivering services to the children in this school?

Other professionals may need to come into school to support your child, or offer advice and guidance to school staff. Here is a list of agencies who visit our school to provide support or work with children. You can find out more about these services by accessing the Local Offer. Click here

Autism Team

Children’s Educational Psychology Team

Speech and Language Therapy services

Children and mental Health Service (CAMHS) -  http://cwpcamhscentre.mymind.org.uk

Behaviour Team/ professionals

School Nurse

Paediatric Team from the Countess of Chester

Visual Impaired support team

(Any other agency as the needs of the pupils arise)

Reports provided by other professionals are shared with parents/carers and school. The class teacher or SENCO will discuss with you any information or details of the reports which affects your child’s education and provision.

What is an Education, Health and Care plan?

The EHC plan is for children and young people who have special educational needs and disabilities and where an assessment of education, health and social care needs has been agreed by a multi-agency group of professionals. It is available from birth to age 25.

It is a way of providing support that puts children, young people and families at the centre of the assessment and planning process, to make sure that their views are not only heard but also understood. This process focuses on what is important for children and young people, i.e. what they and you want to achieve now and in the future.

How does this school support and share information with the families of children with SEND?

The class teacher is regularly available to speak to parents and carers at the end of the school day, sharing information about what works well at home or school so that similar strategies can be used.

The class teacher will also arrange a meeting to discuss the Achievement Mats (IEPs) and independent learning boxes with parents and carers. Ideas are shared about what parents can do to support their child at home and a home/school communication book is used to monitor the support at home. Activities are given to parents to reinforce and support the children’s targets at home.

Parents are welcome to speak to the SENCO about any information or concerns they may have by booking an appointment via the school office.

We also see the importance of involving the child in this process by supporting them in taking ownership of their learning.

They set targets with their class teacher and through their achievement mat they move their own learning on. They have opportunities to practice their targets throughout the day through the use of their independent learning boxes which are packed with resources and games to support them in meeting their targets. The children are also involved with the review process and join parents in the meetings when discussing progress and next steps.

If a child is in receipt of funding or have an EHCP they will be part of the annual review process. In these meeting they have opportunities to share their work, talk about their achievements and say what they enjoy in school. They may also share any requests they have when considering how the school can support and meet their needs.


We also provide training for parents by having weekly coffee morning drop ins where parents can ask questions around supporting their child and also offer advice to other parents.

We take parents to events and information sessions to provide them with additional support from outside agencies such National Autistics Society and the local authority’s speech and language team.

We also offer in house training such as First Aid and support in writing a CV.

What if I disagree with the school?

If you are not happy with anything the school does when dealing with your child, you should first talk to the teacher responsible for special educational needs or your child's class teacher. You may also talk to the Head teacher. You may find it helpful to write down your worries before a meeting and, if you want to, you can take a friend or relative or your Named Person with you. A Named Person is someone who will help you to express your views and offer you support whenever you need it. You may also find it helpful to talk to other parents. Our school can provide the names of local voluntary organisations and parents' groups that might be able to help.

The school will have a policy on how it handles complaints. You can find further information about school complaints on the Council's website if you are still not happy after using going through the school's complaints procedures.

How does this school support the emotional wellbeing of pupils? (anti-bullying policy, learning mentors, inclusion policy, self-esteem building)

At JH Godwin we recognise that some children have extra emotional and social needs that need to be responded to and nurtured. All classes follow a structured PSHE (Personal, Social, Health and Economic education) curriculum to support this development. However, for those children who find aspects of this difficult we offer:

  • Group sessions with our Learning Mentor, Mrs Wignall and Mrs Mckenzie (e.g. Seasons for Growth).
  • 1:1 anger management sessions with Learning Mentor
  • Work alongside our Educational Psychologist who from our referrals identifies children with Mental Health difficulties and individual programmes are put in place to support these children.
  • Lunchtime clubs for children to access and develop social skills and relationships with other children.
  • Extra-curricular after school clubs or social intervention activities (e.g., Time to Talk and Talk About social skills groups).

As a school we have a robust anti-bullying policy and zero-tolerance to any form of bullying. Alongside this we teach children about anti bullying through PSHCE, circle time and by inviting professionals to deliver workshops/ plays in school to promote positive behaviour to children and parents.

We also have two staff that have been trained in the ELSA programme who work with children to build up self-esteem and develop positive social and friendship skills.

We also carry out regular questionnaires where pupils have the opportunity to record how they feel. These include asking them how happy they are in school, friendships, whether they feel they have been bullied and if they feel included within their class and whole school.



To ensure our children attend school as much as possible we also have support in place to both our children and their families. We collect children in the morning from home and take them to our breakfast club which provides children with a calm and positive start to their day. We work closely with parents and the EWO to ensure parents have the right support in place and we also reward children with an attendance award and an end of year trip.


We work hard as a team to avoid all types of exclusion and take this action as a last resort and if we feel it will have a positive impact on the child’s behaviour. For more information refer to the school’s behaviour and anti-bullying policy and procedures on our website.

How will this school support transition into a new class? Or a new school?

We recognise that transitions can be difficult for a child with SEND, and we take early steps to ensure that any transition is a smooth as possible.

If your child is joining our school:

  • Home and pre-school visits are carried out to all children starting in Foundation Stage and visits to school are arranged to aid the settling in process. This also provides opportunity for parents or carers to share important information about any additional needs their child may have,
  • If your child is older, they will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that needs to be made for your child. Where possible, a planning meeting will take place with the SENCO from the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  •  If your child would be helped by a book/passport to support them in understanding moving to another school, then one will be made for them and worked on with the child.

When moving classes in school:

  • Information is passed from the existing teacher to the new one during a transition meeting. IEPs and other documents are shared, as are strategies and support currently in place.
  • At the end of each academic year all children have at least 3 days with their new class teacher to dispel any worries they may have over the summer holidays. During this time there will also be an opportunity for parents/ carers to meet the new class teaching team.

 In Year 6:

  • The SENCO will discuss the specific needs of your child with the SENCO of the child’s secondary school during a meeting.
  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
  • In addition to the standard number of visits to their new school, additional visits are arranged for pupils with SEND in order to support transition. In some cases staff from the new school will visit your child at JH Godwin.


Files to Download

Contact the School

J H Godwin Primary School

Melbourne Road

Main Contact: If you would like to contact someone at school for help with anything please ring and speak to Mrs S Jefferson or Mrs K Bickerton in the office

Tel: 01244 981003

SEN Contact: Mrs E Cornish SENDCO - via admin@jhgodwin.cheshire.sch.uk

Helpful Links