We have listed below what the school provides to meet each objective.
Accessibility and Inclusion
The school was refurbished 2010 and is fully wheelchair accessible. The school has ensured that all doorways and entrances to the school are on a single level and wide enough to accommodate a wheelchair if necessary. This ensures that we are fully wheelchair accessible for pupils and parents with disabilities. There are accessible parking spaces available for the public and disabled persons. Disabled toilets are also available for wheelchair users. We regularly look to improve access to the building through specialist teacher audits each year in response to any new needs that children may have.
We have a Level 3 teaching assistant who has developed her skills in meeting the needs of our visual impairment children. She has worked closely with the specialist teachers and has supported children with Braille. All classrooms have daylight lighting, which provides greater access for children with visual impairment. We have also supported children with hearing impairments. All classrooms are carpeted and have blinds, which supports the needs of children with hearing impairment.
All our teaching assistants have at least a level 2 qualification. We have level 3 teaching assistants who have developed a specialism. The school has a range of ICT programmes for pupils with SEN in addition to IPads, headphones, notebooks, computers and interactive whiteboards installed in every classroom.
Teaching and Learning
The SENCo regularly reviews the progress and attainment of all children. Identification of a particular need may come from these reviews and/or discussions with class teachers. The SENCo works closely with teachers and parents to plan an appropriate programme of intervention and support. The programmes of intervention and support for children reflect the need to access the whole curriculum. Staff are trained regularly with regard to SEN and specific training is offered according to the need. The school nurse team are available to train staff for any specific medical need.
We have support assistants trained to cater for varying needs, these being speech and language difficulties, autistic spectrum conditions, hearing impairment and visual impairment
School can bring in outside agencies and specialists if necessary to assess children. Each class benefits from a teaching assistant and we have a family support / learning mentor team to support children and break down barriers to learning.
We have full time nurture provision for children who may need support to close developmental gaps and be able to access learning to achieve their full potential.
Several members of staff have received first aid and Epipen training.
During assessments children can be supported 1:1, have timed breaks or be granted additional time. They can sit assessments in a quiet separate area if there is a need.
The SEN provision map records the type of intervention a child is receiving along with the costing for the intervention. Regular meetings with key staff and the senior leadership team looks at the success of these interventions according to progress made.
At St. John’s we:
- Identify and assess children with SEND as early as possible
- Work closely as a team to identify, assess and plan appropriate intervention.
- Provide training for all staff through staff meetings, support from specialists, training and links with other schools who have specialist provision.
- Provide appropriate, differentiation within lessons and use a variety of teaching styles and strategies to enable all children to access the curriculum.
- Track, monitor and record the progress made by children with SEND at least each term to check that their needs are being met and that they are making progress.
- Work in partnership with all outside agencies to support the children’s individual needs.
- Encourage the children with SEND to take greater responsibility for their learning and behaviour.
- Work strategically to provide a smooth transition from class to class; key stage 1 to key stage 2 and from primary to secondary schools. We have developed good links with local high schools and particularly to Blessed Trinity which most of our children transfer to. There is a transition mentor based at Blessed Trinity who provides additional transition support including extra visits etc…
We have good links with a range of specialist, including speech therapy, SEN support (specialist teachers), school nurse, Holly Grove, The Heights and Henden Brook.
The head teacher and class teachers have regular pupil progress meetings, where we discuss each child in the class, their progress and any specific needs they have. Intervention is then put in place to meet these needs.
Reviewing and Evaluating Outcomes
Parents take part in annual review meetings for children with Education, Health and Care (EHC) plans. They receive copies of all relevant paperwork concerning their child. Pupils always contribute to their own reviews at their own level. Individual targets are set for all children with SEN and these are reviewed termly or half termly as appropriate.
Regular meetings with key staff and the senior leadership team looks at the effectiveness of the provision made for children with SEN and disability. We have close links to our feeder secondary school (Blessed Trinity RC College) and, if appropriate, they are asked to reviews in KS2.
The inclusion team staff will regularly support parents of children with SEN to be fully involved in their child’s school life. School operate an open door policy with regards to any concern a parent may have.
Keeping Children Safe
The Head Teacher is responsible for overseeing the safety of our children and risk assessments are carried out where necessary. All school trips have adequate staffing and risk assessments.
There is a set routine in place for dropping off children in the mornings and use of the car park. Teachers meet children on the yard each morning. If handover arrangements are required, a member of the inclusion team or support staff will be available.
There are members of staff on duty during each break time and members of the welfare staff team at lunchtime. We also supervise children with additional needs at breaks and lunchtime as part of the child’s individual care plan.
St Johns has a behaviour support worker and sports coach who organise and supervise activities at lunch times and after school activities.
Through discreet weekly social, emotional aspects of learning (SEAL) lessons, we aim to give children vocabulary, understanding and strategies of social and emotional situations. Parents can access the anti-bullying policy on the school website. Each year school has an anti bullying week and children are regularly taught about e-safety.
Health (including Emotional Health and Wellbeing)
The Administration of Medication Policy highlights how medication is stored and administered in school.
Care Plans are written for children with specific medical needs in consultation with parents. It is agreed with the class teacher/teaching assistant and other relevant people. All involved sign the Care Plan. The SENCo shares Care Plans with the School Nurse. When medication is given the child’s medication form is signed and countersigned with the date and time (if relevant).
Care plans are reviewed annually and any key medical information that all staff need to know is displayed (with parental permission) in the staffroom and kitchen (if relevant).
In an emergency agreed procedures are followed that are on the wall in the main office.
There are lists of trained first aiders around school. The majority of staff are trained annually to administer Epipens.
School has a learning mentor to provide emotional support to children. For children with a higher level of need there is a nurture group ( Beehive). Through the inclusion services at school, children can access speech and language or other health services. The SENCo has regular liaison with the school nurse.
Communication with Parents
The website contains details of all staff currently employed by the school and the School Prospectus also provides this information. The School operates an Open Door policy and has two parent’s evenings a year to provide opportunities for parents to discuss the progress of their child. Each term there is a designated ‘drop in ‘evening where parents are invited for an informal chat. An annual parents’ questionnaire is also provided for parents to record their views and suggestions.
Parents receive a written report once a year detailing their child’s progress. At the end of each half term, parents receive a progress update sheet. We have a Family Liaison Leader who organises coffee morning and parent classes and activities.
We have a school council which meets monthly with representatives of each class. Children from each class are members of the Eco team, allowing pupils to contribute their own views. All year 6 children are prefects and help out in the running of the school.
At least one parent from each class is a member of the Parents Council that meets monthly to discuss school issues with senior leadership. Parents can have their say about their child in Parent Evenings and Annual Reviews. Parents are always encouraged to take an active role in the education of their child and are welcome into school throughout the year, including. Open Afternoons to celebrate the children’s theme work; ‘Meet and Greet’; volunteering both in school and going on trips. The school also has a PTA which meets regularly and gives tremendous support to the school.
What help and support is available for the family?
Teachers, members of the pastoral team and the SENCo help families with paperwork and forms. We also have a Family Support Worker who will support families with a range of things, including completing forms and paperwork. Our Family Support Worker is developing a range of groups/activities for parents in school and is able to direct them to more specific support provided by other agencies.
We also have links with a range of other services that will support our Parents, including: Burnley Children’s Society; School Nurse; Lancashire Fire and Rescue Service; Community Police.
Transition to Secondary School
Each Year pupils visit their chosen Secondary School for taster sessions and also Secondary Teachers from the local schools visit to help ease the transition from Year 6 to Year 7. As we are a feeder primary for Blessed Trinity College, Year 6 attend various events (plays, quizzes and Mass) at the school.
For some children extra visits are needed. We discuss any additional needs with the children and their parents. We also organise transition meetings for our more vulnerable children, with parents being invited to share information about the child. A plan is then put in place to support the child.
Extra Curricular Activities
St Johns operates a daily Breakfast Club available to all pupils. An after school club and Holiday Club, run by Kids Klub is available on site. On Mondays and Thursdays, there is a free homework club for KS 2 for an hour after school. There are opportunities for pupils to take part in a weekly Music lessons (guitar, violin) at a fee. In addition, pupils can take part in after school clubs for no charge. These activities change each half term.
The Clubs are available to all the pupils in the designated age range assigned to that activity.
Children entering Reception are assigned a Buddy from Year 6. Buddies also help Reception children during lunch in Autumn Term to help new pupils settle in to normal school routines.
Some Year 5 and 6 children also are Playground Leaders organising lunch activities for KS1 children.
At dinner times, inclusion staff run clubs for any interested children in KS2 in the Beehive e.g. chess , reading
Our Restorative Approach to Behaviour encourages children to resolve differences calmly.