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Halfway Junior School


We are a mainstream Junior School for pupils aged 7 -11.

Who to contact

Contact Name
Joanna Kay
Contact Position
0114 2482629
School Website

Where to go

Halfway Junior School
Halfway Junior School
Halfway Centre
S20 4TA

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Supports special needs and disabilities
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities

Other Details

Age Range
7 years to 11 years
  • Schools
  • Disabled Facilities
  • Extended Services school
  • Quiet Area
  • Secure setting
  • ICT Facilities
  • Meeting Rooms
Providers who offer pickups from this setting
Deborah Martin, Childminder 

DISCLAIMER: Halfway Junior School is not responsible for other childcare providers who are available to pick up from the setting and their inclusion on this list should not be understood to represent a partnership or endorsement. It is the parent or carer's responsibility to check that they are satisfied with the quality of additional providers.

Local Offer


SENCO - Joanna Kay

SEN Governor - Mr Simon Wootton

Contact Name
Joanna Kay
Contact Telephone
0114 2482629
Contact Email
School Website
Ofsted Inspection Report
School Prospectus
School SEND page including SEN Information Report 2018-19
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 


Please state the number of pupils on your roll and your average class size 
  • We have 186 children on roll
  • The average class size is 31 learners
How does the setting identify learners with SEN? 
  • Every learner has their progress closely monitored through regular pupil progress meetings and frequent consultation with parents. Through this we are able to identify additional needs that a child may have and will seek out specialist assessments using the outside agencies that support our school e.g. Speech and Language Therapy Service, Educational Psychology Service, Autism Team etc
  • A learner can be given help with requesting a statutory assessment if appropriate so that we have a full and clear picture of the learner's needs
Is your setting physically accessible to all learners? 
  • The school is contained within one building
  • The facilities we have are partially wheelchair accessible as we have a lift to enable children to get onto the different floor levels
  • We make adaptations to the auditory and visual environment following advice from the hearing and visual impairment team as appropriate to individual children's needs
  • We use a variety of visual aids to support our children and these can include visual timetables as well as communication books and picture symbols
  • Computers are used by staff and pupils as part of the curriculum and we provide alternatives to keyboards types and sizes as needed
  • We do not currently have disabled toilets throughout school or disabled changing facilities
  • The school has a secure playground with a surrounding fence
  • There are quieter spaces for the children to go to on the playground if needed and learners can access these independently
  • Arrangements can be made for children who find it hard to cope with a noisy dining hall for example, going in to eat first when the hall is quietest
How does your setting adapt the curriculum for learners with SEND? 
  • The SENCO and class teacher, together with parents, plan the education programme for a learner with SEND, following the advice and recommendations from any supporting outside agencies. These programmes are overseen by the Headteacher. The programmes are closely monitored and updated as necessary
  • The school ensures that all lessons are appropriately differentiated so that the curriculum meets the needs of all learners with SEND
  • We endeavour to make all reasonable adjustments to the school's routine to support our learners with SEND
  • We can provide a range of activities to learners with SEND in addition to those available through the curriculum e.g. fine motor skills group, gross motor skills group, booster interventions in literacy and numeracy
What training have your staff received to support learners with SEND? 
  • Teachers all have QTS 

Teaching Assistants have various qualifications as follows:

  • NVQ Level 2
  • NVQ Level 3
  • Identified staff are trained in first aid


  • School staff have accessed a range of training opportunities around SEND, including Team Teach, Positive Behaviour Support, Autism Awareness training, Speech and Language support etc
  • The training opportunities continue on a yearly cycle and adapt with the needs of the children on role. School managers have ensured that all training received has been in line with the Inclusion Development Programmes (IDPs)
  • Individual children's communication plans are designed by a Speech Therapist
  • Advice from outside agencies is sought at reviews and relationships with therapists are maintained to support families in accessing the services that they are entitled to 
  • Information is shared with relevant staff as needed. This is overseen by class teachers, the SENCO and the Headteacher  
How do you communicate with and involve families? 
  • The school communicates with parents through newsletters, emails, text messages, parents evenings and SEND review meetings
  • Informal discussions about learners with SEND is also invited
  • Communication is also invited through the school website with regular newsletters and information being put on to the website for families to access
  • Parents are invited to feedback their views prior to a Statutory Annual review meeting to ensure that their views are a focus of the meeting
  • We offer parent training and learning events in relation to SEND through the Family of Schools (10 schools within the Westfield area). Through this network we also currently have an SEN group for parents
  • The needs of families whose first language is not English is addressed through other families or staff members who speak the same language. If this is not possible the services of an independent translator is sought
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Annual parent questionnaires are completed to gather views from all parents and feedback is taken at SEND review meetings from parents and learners 
  • The SENCO management group that runs across the Family of Schools meets each half term to rigorously ensure that we are providing effective provision for our learners with SEND, following the agreements that are in place in each school 
  • The Senior Leadership Team and Governors monitor performance through subcommittees and reports to set targets for performance
What support do you provide for the learners' overall wellbeing? 
  • The school ensures that all learners have access to weekly Social, Emotional and Behavioural Development lessons as well as support from the Learning Mentor/Pastoral team within school.

  • The learners also have access to specific activities over the school year that help them to develop their understanding of others needs e.g. through the Family of Schools 'Sporting Offer' and other appropriate PSHE activities. Disability awareness is threaded through these lessons and activities.

  • Children who find it difficult to make friends can be supported through the Playground Buddies scheme that runs at lunchtimes or through the school's Learning Mentor. Alternative activities can be organised for vulnerable children at unstructured times and this is managed on a child by child basis.

What kind of behavioural interventions do you use? 
  • The school works very closely with its federation partner to support children with behavioural difficulties
  • All staff have received training on behaviour management and follow the school's positive behaviour policy for support children with behavioural needs
  • Behaviour plans are put in place for children whose behaviour is becoming extreme. These plans draw on the expertise of the parents, staff and external professionals if necessary
  • When needed, children have access to a behaviour specialist and assessment places through the use of the facilities at the partner school
  • Attendance for all children is monitored closely throughout the year
  • Parents are worked alongside to increase their children's attendance
  • School is also able to seek support from the Inclusion Officer at the MAST team if necessary
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Activities that are fully accessible to learners with SEND are arranged in school so that every learner with SEND can be included
  • Close consultation with parents when planning trips and activities is sought and school can assist learners with SEND to access trips and activities in a variety of ways e.g. providing additional adult support when necessary
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs are available
  • After School Clubs are available
  • Holiday Clubs are available through the Westfield Family of Schools Group
How do you consult with and involve learners in their education? 
  • Learners are able to contribute their views through the School Council, pupil questionnaires and ongoing discussions with school staff as applicable
  • Learners with SEND can also contribute their views through the Statutory Annual review process. Learners will be supported to do this with support if needed
Do you have an online prospectus? Are there open days for families and learners? 
  • The school has a website with further information about the school on and the school prospectus is available on the website under 'Our School'. It is available to view, download or print
  • There are open days for families and learners and anyone can make arrangements to visit the school outside of these planned events
Do you offer outreach to home educating families? 
  • There are no specific services or facilities offered to those home educating or wishing to access outreach support
  • The school will endeavour to signpost families to these services/resources in the local area
Does your setting offer any additional services for learners with SEND? 
  • Learner's individual needs are taken into account when planning additional activities, visits or trips and all learners are fully included in the life of the school
  • The setting does not currently have any residential facilities

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