Our SEND and Inclusion Lead is Mrs Zoe Doyle.

If you would like to discuss our SEND provision, please contact her on headteacher@chawton.hants.sch.uk

You can find out further information and support for your child if you think they have additional needs by visiting the Hampshire Family and Education Hub.

Our Vision

Inclusion and equality for all children to learn, achieve and celebrate together through a holistic approach to both learning and pastoral support which ultimately leads to personal achievement and participation in the wider society.

Our Mission

• To be Innovative, flexible and responsive in providing targeted personalised provision to empower all children to aim high and achieve their best in all aspects of learning and self-development.
• To offer an inspiring, broad and balanced curriculum with higher quality inclusive teaching: fosters respect in collaboration and communication, builds self-confident, independent learners and children who enjoy school and the relationships they build.
• To provide accessible information that educates and empowers families, by raising awareness of different forms of intervention or therapy and creating a learning community whereby entitlement, opportunity and challenge are championed and children have a voice in the support offered.
• To remain at the forefront of SEND development, locally, regionally and nationally by offering outstanding SEND training, support and professional partnerships.

Since 2024, we have been involved in the Partnership for Inclusion of Neurodiversity in Schools. PINS is a national project aimed to improve the inclusivity of neurodiversity in schools. For the purposes of this project, neurodiversity includes a broad range of needs, including - but not limited to - ADHD, autism, neurodiversity and anxiety, dyslexia, dyspraxia, dysgraphia, dyscalculia, developmental language disorder, foetal alcohol syndrome, and other forms of developmental learning differences and needs (this list is not exhaustive). Being needs - rather than diagnosis - led, it also covers children without a formal diagnosis. 

In partnership with Hampshire SEN/D advisors, Specialist Teacher Advisor Service (STAS) and the Hampshire Parent and Carer Network, we have created and started our development of support and inclusion for neurodiversity at New Milton Junior School. 

As part of our school development plan, Di Lowth (Hampshire SEN/D Advisor) has supported the school staff with coaching sessions in the classroom and facilitated discussion and training in staff meetings. 

With the outcomes of training all staff in: 

• Understanding the range of typical learning styles of neurodiverse children and to feel confident supporting them in their classrooms;
• Adjusting our ongoing teaching and learning training programme to include work around using evidence to improve the support for neurodiverse children in the classroom;
• Understanding how neurodiverse needs can impact a child's behaviour and ability to learn;
• Use of classroom language to support learning for neurodiverse children and their ability to engage in education. 

As SENDCo, I have also undertaken: 

1. A sensory, physical/environmental and communication audit alongside this programme, with the intended outcome of developing the use of evidence-based classroom resources for all children;
2. A review of the school policies to ensure sustainability of inclusivity for neurodiversity;
3. The inclusion of the needs of neurodiverse children as a regular agenda item (under SEND) in staff and governor meetings;
4. The use of data to analyse and act on the inclusion of neurodiverse children and their parents/carers at NMJS (Clubs, events, celebrations, parents' evenings, sanctions attendance, suspensions);
5. The development of opportunities for parents and carers of neurodiverse children to input into school practice and policy, through parental voice and regular parent/carer forums (Input from HPCN parent forums);
6. Training in becoming a School-Wide Advocate for Neurodiversity (SWAN).