Special Educational Needs and Disabilities (SEND)

At St John’s Church School, we pride ourselves on inclusive and personalised education for all children, with a supportive team in place.

Our SEND team:

  • SENCo – Mrs Kate Joubert
  • SENCo Assistant – Miss Williams
  • Family Liaison Worker – Miss Richardson
  • Learning Mentor – Mrs Henson

We work together with the class teachers and support staff to organise effective teaching and learning for the children who have specific educational needs and/or disabilities.

If you would like to arrange to speak to an Educational Psychologist, parents can call the consultation line, to make an appointment. Appointments are offered on a first come, first served basis once a month on Tuesdays (during term time only) from 1pm to 4pm, on (01733) 863690.

Mrs Joubert is the school’s designated SENCo and can be contacted via email, kjoubert@stjohnschurchschool.net

What kind of special educational needs (SEN) are provided for?

St John’s Church School is an inclusive, mainstream school that aims to meet the needs of all SEN pupils. Our pupils are aged between 4 and 11 years old and include those who have:

  • Communication and interaction needs
  • Cognition and learning needs
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs.

How does the school identify children with special educational needs?

 Where concerns are raised about this we involve the Special Educational Needs Co-ordinator (SENCo)/Assistant SENCo in discussion with the class teacher. We identify alternative methods of support to establish whether different teaching strategies, additional resources or more targeted support are needed.

The child continues to be closely monitored to establish if the agreed programme has resulted in the child’s progress accelerating. During this process we alert parents to what is happening in school and invite their comments and support.

We aim to identify children with SEN at the earliest opportunity. Each child is tracked according to their progress in English and maths. Regular assessment is completed followed by meetings that identify those children who are falling behind.

What are the arrangements for consulting parents of children with SEN and involving them in their child’s education?

Parents/carers of children who receive any SEN support will be notified and included in regular reviews over the academic year. If you are concerned about your child’s progress you should talk to the child’s class teacher in the first instance. S/he will then make any adaptations and seek advice from the school’s SENCo/Assistant SENCo if needed.

What are the arrangements for consulting children with SEN and involving them in their education?

We make sure that where possible and appropriate children are included at some point in the consultation we hold with parents/carers. They are invited to give their views and we aim to ensure that they contribute to and understand the contents of their profile. All targets and intended outcomes are shared with children and children are encouraged to advise where they feel it needs adapting.

Arrangements are in place so that class teachers will alert the SENCo/Assistant SENCo to any child whose views are perhaps not included due to their needs. It is our aim to find out just how every child feels about our provision.

What are the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs?

All pupils are assessed regularly by the class teacher. If additional assessments are required the SENCo/Assistant SENCo will support the teacher in carrying out the appropriate assessments.

For some learners we may want to seek advice from specialist teams. We have access to services universally provided by Peterborough County Council, which are described on the Local Offer website available here.

What arrangements are there for supporting children in moving between phases of education?

 We have a series of transition arrangements to support children and parents who are entering from neighbouring infant schools. This includes a range of activities across the year that enable the children to get to know us and staff to meet them.

During year 6 there are opportunities for children to visit secondary schools and meet their teams to identify which one might be most appropriate for your child.

Where a pupil has SEN there is additional opportunity for you to meet with the SENCo at the secondary school of your choice. We also arrange in year 6 an additional day’s visit for those children who we feel will find the transition particularly difficult.

Where children transfer mid-year our SENCo/Assistant SENCo will arrange a discussion with the SENCo of the receiving school. We will keep you informed of how your child’s new school will be maintaining any provision we have already established.

What approaches to teaching children with SEN are in place?

Our priority is to ensure that the quality of teaching is high throughout the school. We aim for all lessons to be either good or outstanding. Part of our criteria for a good and outstanding lesson is that children with SEN are catered for appropriately.

We expect that:

  • teachers have high expectations for what our SEN pupils can achieve
  • each lesson is considered in relation to the needs of all the pupils in the classroom
  • that teachers support each other by sharing their areas of SEN expertise in order to meet the needs of all our pupils
  • teachers vary the strategies they use and the way they approach their lessons to address the different learning needs of the students in their classes
  • teachers and teaching assistants work closely together in targeting pupils who assessment has indicated are making less than expected progress.

    How are adaptations made to the curriculum and the learning environment of children with SEN?

We aim to ensure that all our children can access all aspects of the curriculum and can use all the facilities in the school. We make reasonable adjustments within the classroom and to resources to meet the range of needs.

Although we have long-term plans to ensure a broad and balanced curriculum in our schools, class teachers plan on an individual basis for their class. This ensures that the plans are tailored to meet the needs of the children in each year group. Resources are selected specifically and are tailored, with the help of the SENCo/Assistant SENCo, to the individual needs of the child and any outcomes identified as part of their profile or education, health and care plan (EHCP).

Class teachers are provided with advice from occupational therapists and other experts on ways the classroom can best suit the needs of children with disabilities or specific problems that must be addressed.

What expertise and training do staff have to support children with SEN?

Staff training is audited regularly to identify training needs and this is delivered through both internal and external providers. Where we are due to admit a child with a medical condition or SEND that we have not previously experienced, the SENCo/Assistant SENCo and person responsible for administration of medicines will organise training, with support of our school nurse.

How is the effectiveness of the provision made for children evaluated?

Our regular progress meetings are an opportunity for the class teacher to share progress not only of individuals but of the effectiveness of strategies being used.

We track pupils as individuals but also as groups to ensure that our provision is enabling all our children to progress and is correctly targeted. Class provision maps are completed by teachers and are reviewed every half term. The impact of interventions is regularly monitored by the SENCo.

Our governing body is closely involved at every stage in monitoring the effectiveness of our SEN provision. This includes our link SEN governor:

  • having meetings with the SENCo/Assistant SENCo
  • discussing provision with pupils with SEND
  • discussing provision with parents/carers of pupils with SEND
  • governor involvement in the review of the SEND policy
  • governor involvement in writing the annual SEND information report.

We use the Boxall Profile when appropriate to assess the impact of our nurture provision.

How are children with SEN enabled to engage in activities available to children in the school who do not have SEN?

We provide a range of enrichment activities which include:

  • after-school activities
  • every year group has at least one outside visit each year
  • each year group engages in an outside learning opportunity every year

All of these activities are available to all of our children. If there is an activity that you would like your child to take part in but you are unsure how we can support them with this, please contact your child’s class teacher.

The visit co-ordinator for each year group liaises with the SENCo/Assistant SENCo to ensure that arrangements are made for each visit to accommodate any specific medical or SEN there might be. We liaise closely with you to ensure you have all the necessary information.

What support is available for improving emotional and social development?

We recognise the importance of building into our curriculum opportunities for our pupils to:

  • develop resilience
  • recognise their own strengths
  • build upon their self-esteem
  • make friends within and across year groups
  • recognise their important role as valuable members of our school society
  • take leadership responsibilities within the school.

Our personal, social and health education curriculum includes units that allow children to explore who they are and how they feel. We have an agreed set of values as a school that are shared and discussed in Collective Worship. Circle time provides opportunity for children to discuss issues on an individual, class and school basis.

For children where there are particular concerns about the emotional, social or behavioural needs we have a nurture group/ learning mentor facility. Our learning mentors are well-known to all the children and are available in and around the school building for any child who would like to raise a concern or simply talk. If we think learning mentor sessions might be beneficial for your child we will discuss this with you and you will have opportunity to visit the nurture room and see the excellent work we do there.

We have school ‘play pals’ that provide opportunities for children to make friendships and work together across year groups. A number of cross-year opportunities are taken for children of different ages to work together.

How does the school involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children’s SEN and supporting their families?

When necessary, referrals are made to the relevant external agencies for support. The range of services available can be found here.

What are the arrangements for handling complaints from parents of children with SEN about the provision made at the school?

We aim to ensure that parents are closely involved in their child’s SEN assessment, planning, provision and evaluation. Throughout this process there will be opportunities for you to raise any concerns you have with the class teacher and SENCo/Assistant SENCo.

If you are still unhappy with the provision that is being made, our school leader, Mrs Moore, will be happy to discuss this with you.

Our named governor for SEND is Jenny Farnham and she can also be contacted through the school office.

There are formal means of pursuing a complaint where you are unhappy with an EHC needs assessment or EHC plan. Details of this can be found on the local authority Local Offer here.

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