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Pear Tree Community Junior School

With trust and care we will grow and flourish

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Special Educational Needs and Disabilities (SEND)

Our school policy is to include pupils with a range of Special Educational Needs and Disabilities (SEND) needs. These may be physical disabilities, as well as those requiring learning support or help with emotional or behavioural difficulties.

Identification and assessment of children with SEN is carried out by the Class Teacher and SENDCO. (detailed information about this process can be found in the school’s policy). Our specialist staff provide support in classrooms. Support Assistants may withdraw individuals or groups to work on different areas as appropriate to the children’s needs.


The school staff are well supported by a team of helpful medical and educational experts. We receive regular visits by outreach teachers who provide specialist guidance. The SEND team are very approachable and are happy to meet you to discuss any concerns or queries you may have and provide a copy of our SEND policy.

Inclusion Statement

At Pear Tree Community Junior School:


We endeavour to achieve maximum inclusion of all children (including vulnerable learners) whilst meeting their individual needs.

  • Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children’s interests and abilities. This ensures that all children have a full access to the school curriculum.
  • Special Educational Need might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others.
  • English as an Additional Language (EAL) alone is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners.
  • We focus on individual progress as the main indicator of success.


We strive to make a clear distinction between “underachievement” – often caused by a poor early experience of learning - and special educational needs.


Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to identify this as early as possible and ensure that appropriate interventions are implemented to help these pupils catch up.


Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement). It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and make progress in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils. These will be provided, initially, through additional support funded from the devolved schools budget.

Pear Tree Promise



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