Inclusion

Providing for individual needs and special educational needs and disabilities at St John’s

At St John’s we believe strongly that every child has individual needs and deserves to be helped to achieve their full potential. This means developing their learning but also entails encouraging the growth of social and personal skills to ensure good communication, high self-esteem and resilience that will help them throughout their schooling and into adulthood.

Many children will require some additional support with aspects of the above and we provide a range of interventions to assist with learning, language, social and emotional and sensory needs in addition to providing resources and strategies in class to support different learning needs and styles. The range of interventions offered will be shared with you at parent consultations and those that your child is having will be highlighted and discussed. We have highly qualified specialist teachers delivering literacy and maths tutoring tailored to individual needs and an experienced in-school play therapist, alongside teachers and teaching assistants running small group interventions supported by appropriate training. Sometimes we may also carry out some individual diagnostic assessments in school to help us identify the type of difficulty a child has so we can target provision effectively. The impact of interventions are measured and reviewed to ensure that they are helping the child to make progress.

On some occasions the amount of need and support may be more significant, leading us to determine that a child has special educational needs or disabilities (SEND). Often, this is accompanied by the child being referred for specialist advice and support from agencies such as Occupational Therapy, Speech & Language Therapy or the Specialist Teaching Service. The child may be referred for a diagnosis (such as Autism Syndrome Disorder, Attention Deficit and Hyperactivity Disorder or Auditory Processing Disorder) or an Educational Psychologist assessment requested. This enables us to ensure that a full identification of the child’s needs has taken place and that we are supporting them appropriately in overcoming barriers to learning. Some children with support from external agencies or with a diagnosis may not be considered to be SEND where this difficulty does not impact unduly on their learning and the support required in school is not significantly greater than that of their peers.

If a pupil is considered to have SEND an individual provision plan will be created setting out some outcomes for the end of the year and how we will work towards them. This plan is reviewed and evaluated regularly and provision changed where appropriate. Where the child’s needs are complex and severe it may be appropriate to apply for an Education, Health and Care Plan which enables outcomes and provision to be planned across a range of different agencies.

From a single intervention to an EHC plan, our intention is to ensure that barriers to a child’s learning are broken down and the pupil is able to make progress. In 2014/15, some 50% of children with SEND at St John’s made greater progress that their peers in reading, writing and maths demonstrating that with the right support, many pupils can begin to close the gap.

At every point, parents will be involved in this process and parent views will be sought so that home and school work together in the best interests of the child. Parents of children with SEND will be invited to attend regular meetings for parents of children with SEND, in addition to parent consultations, and input into the set up and review of the provision plan.

Please click here to read our SEN and Vulnerable Children Annual Review 2014/15

If you would like to know more about SEND and provision at St John’s, you can read our full SEND information report and policy here.

A list of interventions currently run in KS1 and KS2 can be found here.

If you have a concern about your child’s needs or current support, please contact:

Jeannie Newhouse

Tel: 01732 453944