School Information Report
St John’s C.E. Academy School
The school’s mission statement is: Welcoming all, learning together.
To support the mission statement in school we explore core values. These values include friendship, perseverance and forgiveness. Through these values we seek to develop an inclusive and distinctive school.
1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
The school assesses each child’s current levels of attainment on entry, in order to ensure that they build upon the pattern of learning and experience already established during the child’s pre-school or previous school years. We continue to monitor progress on a termly basis to ensure that all pupils are making progress at the correct level for their ability. If your child already has an identified Special Educational Need, this information will be transferred through the Early Years Forum, or from their previous school; the Special Educational Needs Coordinator (Mrs Tunnicliffe) and the class teacher will use this information to:
How will I be able to raise any concerns I may have?
2. How will early years school staff support my child?
Who will oversee and plan the education programme and who will be working with my child and how often?
The school Special Educational Needs Coordinator will oversee the education programme, which will be planned by the class teacher with support from the Special Educational Needs Coordinator and where appropriate support services. Both the class teacher and Teaching Assistant(s) will work with your child through whole class teaching, small group and one to one work.
The school governors are responsible for the progress of all children with in the school; there is a governor with responsibility for Special Educational Needs (Mr Blake), who supports Mrs Tunnicliffe in her role as special educational needs coordinator.
Class teachers hold termly meetings with Senior Management looking at the progress all children have made that term. From that data the staff follow up any children who are considered to not be making sufficient progress for their ability; these children are then supported through one to one work, intervention groups and support in the classroom. Children who have an School-based Individual Needs Plan (INP) have a minimum of a `termly review to judge the progress they have made towards their individual targets. This is used to inform the future provision for that child.
3. How will the curriculum be matched to my child’s needs?
Class work is differentiated to at least 3 different levels for all subjects; the class teacher will choose the level of work appropriate to each child’s needs and ability. Where necessary work will be extended or the differentiation increased by possibly breaking work down into smaller steps.
Your child’s class teacher will differentiate the class work to a level appropriate to your child’s ability and progress. As they assess your child’s work they will note the progress made and adjust the level of their work accordingly, thus assuring that your child is making progress in accordance with their ability.
4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
Staff are available for brief discussions before and after school, should a longer discussion be required a meeting can be arranged. Should your child require an Individual Needs Plan (INP) a termly meeting will be arranged to discuss your child’s progress and to write the new INP Both a parent and a teacher may request a meeting at any point in the school year if this is appropriate.
How does the school know how well my child is doing?
At the termly progress meetings Class teachers hold with Senior Management they will assess the progress your child is making in line with their ability and national expectations.
How will I know what progress my child should be making?
Teachers will discuss the progress your child should be making at termly parents evenings. Staff are also
available for informal discussions before and after school.
What opportunities will there be for regular contact about things that have happened at school eg a home / school book?
In Foundation and Year 1 a weekly newsletter informs parents about the learning opportunities their children have experienced that week. As children progress to year 2 and beyond, the homework book explains that week’s learning opportunities. If required a home link book will be set up for communication between parents and staff.
How will you explain to me how his or her learning is planned and how I can help support this outside of the school?
Your child’s learning will be discussed with you at parents evenings held on at least a termly basis. During this discussion your child’s class teacher will explain what your child has been learning and what the next steps are that they need to make. Where appropriate they will also discuss with you what you can do at home and out of school to support your child in their learning.
How and when will I be involved in planning my child’s education? Do you offer any parent training or learning events?
If your child has an INP you will be invited to be involved in helping to shape your child’s plan. During the course of the year the school offers parents opportunities to attend workshops on aspects of the curriculum, so that parents can be involved more fully in their child’s education.
5. What support will there be for my child’s overall well being?
What is the pastoral, medical and social support available in the school for children with SEND?
How does the school manage the administration of medicines and providing personal care?
All class teachers have responsibility for the pastoral care of the children in their class. Our school medical assistant Mrs Craddock manages the administration of medicines. All Teaching assistants are First Aid trained and we have two Paediatric trained first aiders. Some Teaching Assistants have had specialist training in areas such as Nurture, Pastoral care, Bereavement counselling and will work with individual pupils or groups when required.
The school has a behaviour policy which is used consistently by all staff. The aim of this policy is promote positive behaviour and reduce the need for pupil exclusions. Children who struggle to follow the behaviour expectations are given a more individualised approach according to their Individual Needs Plan, although remaining broadly in line with the expectations for their peers. Good attendance is promoted in school by encouraging the children with group rewards for high attendance.
There is a school council with representatives from each class (Year 1 and above). This provides the opportunity for children’s views and ideas to be discussed. Children are encouraged to put their ideas forward so their class representative can take these to the council. ‘Pupil voice’ is another opportunity were children are asked to contribute their views and opinions about life at school.
6. What training have the staff supporting children with SEND had or are having?
Training received recently by staff includes: Dyslexia friendly full status, Dyscalculia training, physical intervention training. The special needs coordinator attends a termly update.
7. How will my child be included in activities outside the classroom including school trips?
Will he or she be able to access all of the activities of the school and how will you assist him or her to do so? How do you involve parent carers in planning activities and trips?
All children are encouraged to take part in any out of school activities which are offered to their age group in school. In the case of residential visits parents are invited to a meeting before the visit is to take place. This meeting is also used as an opportunity for parents and school staff to discuss any individual needs and how these might be met for the residential visit.
8. How accessible is the school environment?
The building is wheelchair accessible, and has accessible toilet facilities.
One classroom has an auditory hearing loop available. The use of interactive white boards can be adapted for visual needs.
The school has a Teaching assistant who speaks Nepali and is able to draw on expertise from the minority ethnic achievement service if required.
There is an annual allocation from the school delegated budget to purchase resources and equipment required to meet special educational needs. If a child joining the school required additional specialist equipment or resources we would seek to secure these at the earliest opportunity that the school budget allowed.
9. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
What preparation will there be for both the school and my child before he or she joins the school?
Children who join school at the start of reception will have a programme of planned activities in the term prior to starting school. These activities are intended to provide an introduction to school for your child and an opportunity for school to get to know them. Children who join the school at other than the standard entry point will be offered the opportunity to visit the school prior to their admission.
Transition visits are arranged with the main high school and other visits are accommodated for children who transfer to other high schools. Additional visits and support are arranged in consultation with the high school where a need has been identified.
Pupil records will be transferred to the next school. Consultations will take place between the high school and year six staff and individual needs will be highlighted at these meetings.
10. How are the school’s resources allocated and matched to children’s special educational needs?
Provision for the resourcing of Special Educational Needs is made within the annual budget and in the school development plan. The resource allocation is reviewed annually. It will cover a range of areas: