Special Education Needs
St John’s C.E. Primary School Local OfferOur Special Educational Needs and Disabilities (SEND) Local Offer
We are a fully inclusive school that ensures all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). Children may have special educational needs that require additional support when progress has slowed or stopped. We implement a graduated approach based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEN. This is based on an Assess-Plan-Do-Review 3 range structure. The 3 Range Structure for each area of SEN.
Our local offer is intended to give you the information regarding the approaches we use to ensure all of our pupils are supported, including those with SEND, in order that they can realise their full potential. It may not list every skill, resource and technique we employ in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils.
Pupils are identified as having SEND when they have a greater difficulty in learning than the majority of children of the same age and/or a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age within the areas of the Local Education Authority. Once we have identified a pupil as having SEND we work collaboratively with the family and appropriate agencies, implementing specific needs-based plans and pupil profiles, which support the pupil’s development and accelerate progress.
Our Ofsted Inspection Report May 2010 stated:
Most groups including boys, girls, looked after pupils and the most able, progress well. Those with special educational needs and/or disabilities achieve outstandingly owing to the extremely well-tailored special support they receive.
For more information on particular aspects of our SEND offer, please click on the links below. If you would like any further information about what we offer at St John’s C.E. Primary School then please do not hesitate to contact us directly.
St John's CE Primary School's SENCo is Caroline Young and can be contacted at school or through the main office at firstname.lastname@example.org
Pupil Support and Guidance
- At St John’s C.E. Primary School we aim to hold the needs of pupils and parents at the heart our decision-making. Wherever possible ensuring high quality individual education provision that is carefully planned around the specific needs of each pupil.
- Our individual education provision plans put a high emphasis on understanding and addressing pupils’ wider needs, thus resulting in a more personalised approach.
- We strongly believe in working in partnership with parents.
- We have an experienced and highly motivated staff team which comprises; class teachers, classroom support and personalised leaders.
Who is Responsible for SEND Provision?
All St John’s staff are involved in and committed to providing education and support for SEND pupils in some way. The class teacher and associate staff have general day to day responsibility for your child. This is then co-ordinated with the Special Needs Co-ordinator (SENCO) ensuring that academic, social and emotional support is provided should your child require it. Your child will be given time to communicate and discuss issues that are worrying them and proactive plans to support development will be put in place. Differentiated work may be provided in lessons and staff will provide a style of support which promotes independence. Pupils with a Statement of Educational Needs/Educational Health Care Plan are supported by the class teacher and where appropriate, designated associate staff members will be identified.
If you are concerned about your child please contact their class teacher or one of the staff listed below:
- Miss Jo Baxendale Assistant Headteacher - Foundation Stage and Key Stage One
- Mr Kevin Dodsworth Assistant Headteacher - Key Stage Two
- Any enquiries about SEND provision at St John’s C.E. Primary School should be made to Mrs Caroline Young (Assistant Headteacher/SENCo) or Mrs Annie Holt (Inclusion Manager).
- Or our Governor with responsibility for SEND.
All are contactable through the school office.
Special Educational Provision
Provision for pupils with disabilities and additional educational needs.
At St John’s Primary School we look at the educational needs of a pupil with disabilities and, in liaison with all other professionals involved with the pupil, plan a comprehensive learning package, which will allow for measurable learning opportunities to be put in place. This means that the pupil and all adults involved in supporting that pupil will meet to plan the educational provision best suited to the needs of the individual pupil. At all times we will work closely with parents to ensure that their child receives the very best educational experience that St John’s C.E. Primary School can offer.
At St John’s C.E. Primary School we have an Equal Opportunities Policy, therefore every pupil is provided with equal opportunity to access all aspects of our curriculum. St John’s C.E. Primary School welcomes any suggestions as to how we can further improve this area.
St John’s C.E. Primary School is all housed in one building and is contained on one site. The school is all on one level and can be accessed through a number of entrances. We have ramp access and have facilities to accommodate physical disabilities. We recognise that there is always room for improvement, and we would welcome any further suggestions as to how we could improve our accessibility to all. If you have any suggestions to make in this area please do not hesitate to contact Mrs Caroline Young (Assistant Head responsible for Inclusion) or Miss Lesley Burton (Business Manager).
Additional Educational Needs
The Governing body is regularly updated about the provision and progress of pupils with additional educational needs. They are confident that SEND pupils who are currently on roll at St John’s Primary School will be provided with the correct level and nature of support to cater for their individual educational requirements. The Governing body are informed of any changes of policy which may affect the education of pupils with additional educational needs, and in what way the school will respond to those changes. If you have any queries please do not hesitate to contact Mrs Caroline Young, Assistant Head responsible for Inclusion or our named Governor with responsibility for SEND.
Role of Associate Staff at St John’s C.E. Primary School
Our associate staff have high expectations of all pupils, and use their knowledge and experience to enable all pupils to achieve the learning objective in lessons. Teachers plan lessons to make effective use of their associate staff colleagues, aiming to maximise learning opportunities and ensure their impact is significant in contributing to the learning and achievement during lessons.
Our associate staff are also involved in delivering Read Write Inc. which is a whole school phonics programme, used to improve phonic decoding skills, reading and spelling ages.
Associate staff also provide small group and one to one intervention sessions which are linked directly to the pupil’s SEND Provision Plan.
External Agency Links
St John’s Primary School works in partnership with many different agencies and support organisations. This level of collaboration means that a supportive plan can be developed to meet your child’s needs both in and out of school.
We regularly host meetings to monitor the provision and make changes, when necessary, to the SEND provision plans. This provides an opportunity for you to be updated about the progress of your child and ask any questions you may have.
In order to quickly identify and meet the SEND of pupils with speech, language and communication difficulties we make referrals to the Speech and Language Service in order to access specialised support and guidance.
We also access support from the Educational Psychology Service to ensure that pupil SEND is met purchasing additional time should it be required.
Listed below are some of the outside agencies with whom we work collaboratively:
- Bradford Children’s Services Special Educational Needs Team
- Bradford Children’s Services Early Years Team
- Bradford Children’s Services Autism Spectrum Team
- Bradford Children’s Services Hearing Impairment Team
- Bradford Children’s Services Learning Difficulties Team
- Bradford Children’s Services Physical Difficulties Team
- Bradford Children’s Services Social, Emotional and Behavioural Difficulties Team
- Bradford Children’s Services Educational Psychology Team
- Speech and Language Therapy Service
- Child and Adolescent Mental Health Service (CAMHS)
- Common Assessment Framework (CAF) Team
SEND CPD for Staff
All staff members have on-going training in a range of special educational needs and disabilities.
- Current whole school training is focusing on developing more effective learners
- Literacy is being developed through; Read Write Inc. (Phonics programme)
- Numeracy is being developed through a multi-sensory approach using Numicon and focus upon investigation and problem solving
- Dyslexia awareness and training on making our classrooms as Dyslexia friendly
- We have Teaching and Associate Staff who have received training to support children with speech, language and communication needs (SLCN).
- Staff members supporting pupils with physical and medical needs receive specialised training which is specific to their particular responsibilities.
Provision for Designated SEND Pupil Groups
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES BY:
- Ensuring that all pupils with special educational needs/disabilities are provided with the opportunity to achieve personal, social, emotional and academic success.
- Advising teaching and associate staff about the individual needs of pupils with special educational needs/disabilities.
- Assessing pupils to ensure that the most appropriate access arrangements are put in place during formal assessment periods/ exams.
- Providing additional out of lesson activities to progress individual pupils and groups of pupils.
- Co-ordination of associate staff in class support to ensure that all pupils with SEND achieve appropriate academic progress in line with target levels.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH TEMPORARY/LONG-TERM MEDICAL NEEDS BY:
- Supervising and recording the administration of prescribed medicines.
- Completion of health care and medical support plans for individual pupils.
- Ensuring that correct procedures are applied when administrating medicines during school trips/visits.
- Providing opportunities for staff to be trained to supervise diabetic, epilepsy and severely allergic pupils.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO ARE IN THE CARE OF BRADFORD OR NEIGHBOURING LOCAL AUTHORITIES BY:
- Monitoring academic progress every half term.
- Attending review meetings.
- Maintain close liaison with carers, Children’s Services and parents.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO HAVE BEEN PLACED ON THE CHILD PROTECTION REGISTER BY:
- Ensuring that confidentiality is maintained and that the pupil is provided with a discreet and confidential individual support package within the school setting.
- Attend core group meetings to ensure protection plan is adhered to.
- Liaise with other professionals.
- Key/Trusted adults available during the school day to provide support for the pupil if required.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH TEMPORARY/LONG-TERM BEHAVIOURS WHICH IMPACT ON THEM ACCESSING FULL TIME MAINSTREAM EDUCATION BY:
- Provide opportunities/additional staff/counselling/pastoral/social and emotional support to identified pupils in order that they are able to access mainstream curriculum lessons. This may be under the supervision of specialist/associate staff/personalised leaders/intervention co-ordinator.
- Providing behaviour support plans and individualised programmes for pupils so that they will achieve academic success as well as social/emotional support to address overcoming learning barriers.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO ARE EXPERIENCING DIFFICULTIES IN MAINTAINING PROGRESS BY:
Progress of individual SEND pupils are specifically monitored by SENCO. Where necessary all professional agencies involved with the pupil meet with pupil and parents/ carers to discuss and agree a way forward to provide support for learning progress.Does my child have a disability?The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
A physical or mental impairment includes:
- Learning difficulties
- Medical conditions, including epilepsy, diabetes, more severe forms of asthma and eczema
- Specific learning difficulties, including dyslexia, autism, speech, language and communication impairments
If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.
A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.
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 a mainstream school?
If you would like to discuss your son or daughter please contact Mrs Caroline Young (Assistant Head responsible for Inclusion)
Teaching, Learning & Assessment
We use a wealth of data collected by class teachers, specific associate staff members and SENCO in order to accurately track pupil progress. Your child will be set challenging targets in order to promote an accelerated rate of learning. Our challenge is to support your child in attaining the targets. We share examples of good practice during staff training/meetings and subject specific meetings. Moderation of pupils’ work takes place on a regular basis. Sharing information enables colleagues to work together to overcome learning barriers.
If a parent or carer has any concerns or complaints regarding the care or welfare of their child/ren, an appointment can be made to speak to the Headteacher or SENCO, who will be able to advise on formal procedures for complaint. A copy of our Complaints Policy can also be found on our Policies page of the website.