Here at St John the Evangelist Catholic Academy we are committed to providing quality first teaching for all of our pupils.
We assess children’s progress against national expectations and age related expectations. Assessment is an ongoing part of the teaching process with teachers and teaching assistants noting achievements, areas for further development and next steps in learning.
We formally assess Reading, Writing and Mathematics each term. Individual targets are set for children and their progress is tracked from Baseline on entry through to the end of Year 6. The results are reported to parents at the end of each Key Stage – EYFS, Year 2 and Year 6.
A pupil progress meeting is held each term and if a child is not making the expected progress towards their targets, further support is discussed. When a child’s support plan is reviewed progress towards their targets is monitored and if they are not on track the targets will be reviewed and if necessary adjusted such as breaking the target down into smaller steps or taking a different approach. Time will then be spent to assess:
o What your child’s strengths are
o Which area(s) they need support in
o How your child can be best supported
o Which additional agency involvement may your child benefit from, if any.

Your child is a unique person.
- At St John the Evangelist Catholic Academy all of our teachers and support staff are very experienced and regularly access training to further develop their practice. Through quality first teaching teachers plan for all individuals and groups within their class, ensuring that the needs of each child are met. In addition to carefully differentiated class teaching, the teachers plan high quality interventions for children to ensure that they are bridging any gaps in their learning.
- Pupil Passports are used to inform all those working with your child. This passport will help with all areas of learning (as required) – cognition and learning, social, emotional and mental health, communication and interaction and physical and sensory needs.
- One to one support is provided if your child requires adult input to ensure their own or others safety. A support plan will be implemented in these circumstances.

Intervention and Strategies:
* Supportive Environment- Visual timetables, pre-teaching, of strategies concepts and vocab, use of ICT, word mats, visual prompts, manipulatives available, resources to support the children to learn independently.
* English - Differentiated curriculum, Beat Dyslexia, Precision Teaching, Rapid Reading, Better Reading, Talking Partners, Pre-teaching.
* Maths - Talking Maths, Ten Town, Numicon, visual and practical resources, manipulatives.
* Speech, Language & Communication- Talking Partners, Nuffield Language Programme, programs set by SLT, visual aids.
* Physical- Motor Skills United, Pindora’s Box, Further differentiation of physical activities (fine and gross motor).
* Social, Emotional and Mental Health- Socially Speaking, Playground Leaders, Reward Systems, family support worker sessions, PSHE sessions.

A special educational need can be a number of different things and will fall into one of the four broad areas of SEND: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health (SEMH), or Sensory and/ or Physical. A special educational need can be helped by putting extra support in at school, providing appropriate interventions, additional resources and in working with partnership with parents and, where required, external agencies. The need may also be due to a disability which makes it harder for the child to access the same educational facilities provided by the school for the majority of children. For some children, this may be a temporary difficulty while for others, it may be a more long-term need and require further specialist help.

All children have a right to quality first teaching which provides appropriate differentiation and support to identify their needs. The first step in identifying a child with SEND is through this quality first teaching using the approach of Assess, Plan, Do, Review (ADPR).

“Assess, Plan, Do, Review” means that we will:
o Assess a child’s special educational needs – This would include assessment by teachers supported by the SENCO, observations and assessments carried out by the educational psychologist and advice from outside agencies.
o Plan the provision to meet your child’s aspirations and agreed outcomes – Additional or different provision is planned by the class teacher with support from the SENCO and external advice where it has been requested. Targets are set and formalized in a short note, a support plan or an EHCP and are discussed with parents/carers and the child.
o To put the provision in place to meet those outcomes – Interventions are put in place and time and support is allocated for them to be carried out.
o Review the support and progress – The impact of any intervention is reviewed with teachers, parents/carers and the child looking at progress towards targets and next steps.

On identifying a child with SEND, the SENCO and the class teacher with parental permission will sit together and set the child achievable targets. These targets will link to areas of specific needs, e.g. communication and interaction/language needs, sensory processing, social, emotional and physical developmental needs, cognition and learning needs.

As part of this approach, we will produce a SEND Support Plan (pupil passport) that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.
It is important that any SEND needs are picked up as early as possible. We track pupil progress really closely to ensure that this happens.
An Education, Health and Care Plan assessment would be carried out where the current levels of support and intervention are not leading to improved progress for the child and where further support might be needed to ensure the needs of an individual child are fully met.
Current additional Education, Health and Care Plan support includes specialist speech, language and communication support, additional support for children with physical difficulties to access the full curriculum, emotional and social support for children where this is impacting on their learning and additional support with cognition and learning to ensure that the pace and level of learning meets the needs of the child.

At St John the Evangelist Catholic Academy the teachers make regular assessments of progress for all pupils in schools. This helps to identify those children who are making less than expected progress. The school will then decide if your child needs SEND support and will talk to you about this.
However, sometimes you may be the first to be aware that your child has special educational needs.

If you think your child may need SEND support you should talk to:
• - Your child's teacher
• - Mrs Natalie Meakin, the Special Educational Needs and Disabilities Coordinator (SENCo)
• - Your health visitor
• - Speak to the school nurse
• - Your GP
The school SENCo, Natalie Meakin can be contacted on the following telephone number – 01782 987200. She can also be contacted on the following email – office@stjohnskidsgrove.org.uk

The SEND policy and other related documents can be found on the school website - https://www.stjohnsnewman.co.uk/.
The following policies can be found on the school website.
Accessibility Policy
Admissions Policy
Behaviour Policy
Exclusion Policy
Health & Safety Policy
Remote Learning Policy
SEND Policy
Supporting children with medical conditions policy

The SENCo, Mrs Meakin, will support staff and parents throughout this process and seek advice from other professionals, such as health professionals, specialist teachers and/or educational psychologists as necessary.
We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn.
A small number of children may experience significant learning difficulties and have a range of professionals working with them to help them to meet their agreed outcomes. In some instances, further assessments may be necessary and it may be deemed appropriate to prepare and submit an Educational and Health Care Plan (EHCP) application to the appropriate Local Authority.
Children working on SEND pupil passports or an EHCP will have their progress monitored carefully and new SMART targets and outcomes agreed on a termly basis by their class teacher and/or the SENCo. For children with an EHCP, an Annual Review will take place involving staff, parents/carers and any external agencies involved with that child. This is an opportunity to fully assess any changes in need and agree next steps.

Support is planned for and implemented using a graduated approach which includes Assess, Plan, Do, Review.
At St John the Evangelist Catholic Academy, the graduated approach includes:
- A high standard of quality first teaching in classes throughout the school, implementing different teaching approaches, support and interventions as appropriate
- A Cause for Concern – where teaching staff or parents have initial concerns about a pupil, a Pupil Passport may be generated to prepare targets to enable staff to observe and monitor the pupil and decide upon next steps. Additional support at this stage may include small group or 1:1 support within class as well as additional interventions outside of class.
- Where a special educational need is identified, with parental agreement and involvement, a pupil will be added to the SEND register and a SEND Pupil Passport will be developed detailing the provisions in place for that pupil focusing on areas of need and planned outcomes
- At this point, consultation with external agencies may be necessary. The SENCo will work alongside teaching staff to identify and consult with appropriate services.
- Where an EHCP application is considered, further information will be gathered and a statutory assessment of the child’s needs will take place. If agreed, a dedicated EHCP will be developed for that pupil through the appropriate Local Authority and clear agreed outcomes will be determined and agreed by all parties.
- Full parental and child participation is encouraged throughout this process

Each child’s teacher will plan ways to support the children such as:
* Changing the way activities are planned and delivered
* Matching activities to the ability / need of each child (scaffolding)
* Adapting learning materials such as equipment and activities to suit each child’s needs
* Offer small group support to promote

To ensure all children are able to access the curriculum at an appropriate level and fulfil their potential we take some of the following actions:
* Make adaptations to ensure that all pupils have access to the school curriculum and school activities.
* Support pupils to achieve their full potential despite any difficulty or disability they may have.
* Ensure that staff are aware of pupil’s individual needs and teach in a way that is appropriate for them.
* Provide opportunities for pupils to develop confidence, self-esteem and resilience.
* Work in partnership with parents/carers, pupils and external agencies to cater for children’s special educational needs and disabilities.
* Make provision for children with SEND to fully develop their abilities, interests and talents.
* Identify special educational needs at the earliest opportunity to ensure early intervention and support.
* Ensure all children with SEND are fully included in all aspects of school life.
* Regularly review policy and practice in order to achieve the best outcomes for all our pupils

* All parents of children in our school are invited to attend a Parent Consultation three times a year. These are designed to discuss the progress a child is making, the targets they are working towards and how parents may be able to help at home. Annual Reports are sent home in July to give an overview of the year. Parents can also meet with Class Teachers at other times throughout the term and this can be arranged through the school office.
* If a child is part of an intervention, this will also be discussed so parents are aware of the support the child is having, how well interventions have gone and what they can do to help. Parents can arrange an appointment with the class teacher or SENCO to discuss these in more depth.
* Parents of children with an Education, Health and Care Plan are also invited to attend a review meeting, at least once a year. All information from outside professionals will be discussed with you and the person involved directly, or where this is not possible, in a report.
* Homework will be adjusted as needed to suit your child’s individual needs.
* Alongside the home school diary, an additional home/school communication book may be used to support contact with you, when this has been agreed to be useful for you and your child.

Your child is a unique person.
- At St John the Evangelist Catholic Academy all of our teachers and support staff are very experienced and regularly access training to further develop their practice. Through quality first teaching teachers plan for all individuals and groups within their class, ensuring that the needs of each child are met. In addition to carefully differentiated class teaching, the teachers plan high quality interventions for children to ensure that they are bridging any gaps in their learning.
- Pupil Passports are used to inform all those working with your child. This passport will help with all areas of learning (as required) – cognition and learning, social, emotional and mental health, communication and interaction and physical and sensory needs.
- One to one support is provided if your child requires adult input to ensure their own or others safety. A support plan will be implemented in these circumstances.

Intervention and Strategies:
Supportive Environment -Visual timetables, pre-teaching, of strategies concepts and vocab, use of ICT, word mats, visual prompts, manipulatives available, resources to support the children to learn independently.
English - Differentiated curriculum, Beat Dyslexia, Precision Teaching, Rapid Reading, Better Reading, Talking Partners, Pre-teaching.
Maths - Talking Maths, Ten Town, Numicon, visual and practical resources, manipulatives.
Speech, Language & Communication - Talking Partners, Nuffield Language Programme, programs set by SLT, visual aids.
Physical - Motor Skills United, Pindora’s Box, Further differentiation of physical activities (fine and gross motor).
Social, Emotional and Mental Health - Socially Speaking, Playground Leaders, Reward Systems, family support worker sessions, PSHE sessions.

At St John the Evangelist we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.
We are committed to ensure that all pupils:
o Have access to and are fully included in the school curriculum and all school activities.
o Have access to scaffolded activities/lessons
o Achieve to the best of their abilities, despite any difficulty or disability they may have.
o Receive provision to fully develop their abilities, interests and talents.
o Have teaching staff who are aware of and sensitive to the needs of all, teaching them in a way that is more appropriate to their needs.
o Have staff who are aware of their individual needs and teach in a way that is appropriate for them.
o Receive opportunities to develop confidence, self-esteem and resilience.
o Have adults who in partnership with each other and external agencies cater for their special educational needs and disabilities.
o Receive special consideration to support their needs (whether these are educational, social, physical or emotional) are identified at the earliest opportunity.
o Receive suitable provision to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
o Are fully included in all activities of the school in order to promote the highest levels of achievement.
o Are encouraged to be independent, resilient and have a greater sense of self-worth.
o Have an entitlement to celebrate their achievements.
o Have their special educational needs identified at the earliest opportunity to ensure early intervention and support.

We continue to improve the access of the physical environment for all through our Accessibility Plan. Regular training is provided to staff to ensure the changing needs of our pupils are being met. We regularly review school publications and promote the availability in different formats for those that require it.
We make the following adaptations to the curriculum to ensure all pupils’ needs are met:
o Scaffolding our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
o Adapting our resources and staffing
o Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
o Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, visual cues to accompany verbal instruction.

• The SEND budget is allocated each financial year. The money is used to provide additional support and resources.
• We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available. This may include the allocation of additional TA support in 1:1 or group situations, intervention teacher input and /or specific resources to meet individual needs.
• The budget is allocated on a needs basis in consultation between the Principal, SENCO and Senior Leadership Team.
• The children who have the most complex needs are given the most support often involving a teaching assistant.
• Parents are involved in the decision-making process through consultation with the SENCO in the development and evaluation of Pupil passports.
• Some children require further support than what is available within the school already. This may require an additional needs funding application being submitted.

We are committed to working with parents and carers to identify your child’s needs and support. Consultation with families is key to ensure we can meet the needs of your child. We encourage a collaborative approach and pride ourselves in forging excellent relationships with our families. Our open-door ethos enables you to come into school to discuss any concerns you may have.

- All children are unique and individuals - all teaching is of the highest standard and scaffolding made in all age groups.
- If a child needs additional support, the SENCO will work with class teachers, key people, parents/carers and outside agencies to ensure appropriate support is given.
- When children join the school, support is allocated using the information provided by the child’s previous school or setting.
- During the school year, provision is regularly adjusted to meet the changing needs of individuals in consultation with the SENCO, class teacher, outside agencies and parents.
- Parents/carers will always be invited into school for consultations regarding the support available/required.

- The type of support, equipment and facilities needed to support children with SEND is led by the child’s individual need. Children with an ‘Education, Health Care Plan’ will have an amount of time to be given as a minimum, to ensure that they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
- Other children will also receive support linked to their needs as indicated on their Pupil Passport. This support may take various forms:
• In class support from teaching assistants
• Small group support
• Specialist 1:1 support
• Support from external agencies
• Provision of specialist resources
- Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Children are given additional and differentiated support and interventions are put in place to support their learning and the impact of that provision measured.
- If interventions are not having the expected impact, then the SENCO may refer to external professionals in discussion with parents to enable further support to be provided.

At St. John the Evangelist we assess children’s progress against national expectations and age related expectations. Assessment is an ongoing part of the teaching process with teachers and teaching assistants noting achievements, areas for further development and next steps in learning.
We formally assess Reading, Writing and Maths each term. Individual targets are set for children and their progress is tracked from Baseline on entry through to the end of Year 6. The results are reported to parents at the end of each Key Stage – EYFS, Year 2 and Year 6.
A pupil progress meeting is held each term and if a child is not making the expected progress towards their targets, further support is discussed. When a child’s support plan is reviewed, progress towards their targets is monitored and if they are not on track the targets will be reviewed and if necessary adjusted such as breaking the target down into smaller steps or taking a different approach.
To ensure quality and personalised provision, Class Teachers, the SENCO and Senior Leadership Team will evaluate the effectiveness of provision for pupils with SEND by:-
-Reviewing pupils’ individual progress towards their Passport Targets termly
-Reviewing the impact of interventions on termly provision maps
-Analysing termly data
-Completing SEND Reviews with class teachers, parents and pupils
-Holding annual reviews for pupils with EHC plans
-Specific monitoring by the SENCO and Senior Leadership Team e.g. Pupil Interviews, Parent Feedback, Interventions, Pupil SEND Personalised Learning Journey Files

St John the Evangelist Catholic Academy will follow the graduated approach and the four part cycle of assess, plan, do, review. There will be a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessments and experience of the pupil
- Their previous progress and attainment and behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents/carers
- The pupil’s own views
- Advice from Senco and external support services, if relevant

* We always strive to work in partnership with parents/carers and welcome their involvement.
* Questionnaires are distributed to all parents and carers annually, giving you the opportunity to evaluate and comment on our school’s performance.
* We hold events for parents and carers (celebration assemblies, workshops)
* All parents/carers are very welcome to make an appointment to discuss children’s needs, however large or small, at any time.
* Parents will be signposted to local agencies who provide any relevant training

Ensuring that all children attending St John the Evangelist Catholic Academy receive provision that maximises their enjoyment and achievement is central to all we offer. The SEND children attending our school are aged 3-11 years so consulting with them to seek their views about how we are meeting their needs has to be age appropriate.
We use the following strategies:
o Have regular meetings and discussions with parents about what we have planned for their child and how to link this with interests and passions demonstrated at home.
o Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning.
o Use appropriate assessments to establish level of need
o Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with.
o Extend any resources that they show a preference for.
o Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school

We continuously ensure the provision has a positive impact on the outcomes for all of our children/young people.
We do this in a variety of ways, including:
o Robust evaluation of policy and practice, regularly updated and ratified by governors
o Book scrutinies through: regular monitoring focusing on progress, links to support plan /EHC plan targets and impact of interventions
o SENCo/SLT/Governor monitoring through: regular meetings of SLT; meetings with link governor for SEND; sharing of SEND information and data at Full Governing Body Meetings; and through the Principal’s Report to governors.
o Learning walks to focus on: progress, quality and impact of interventions and evidence of Quality First Teaching strategies being implemented into the classroom
o Performance management linking to the progress of all pupils
o Taking on board feedback from wider professionals and agencies
o Continually looking to up-skill staff through Continuing Professional Development to meet the needs of all children in school
o Pupil voice
o Detailed assessments and target tracking ensure that all learners achieve and make progress at St John the Evangelist Catholic Academy

- All trips and visits are staffed with appropriate ratio of adults to children unless one to one is required.
- All areas visited are wheelchair accessible.
- Risk assessments are carried out for any activity where there is some form of risk anticipated. Staff may also visit the trip location prior to the school trip for extra information and to make themselves aware of any added support children may require.
- In the Early Years, Key Stage One and Key Stage Two staff are on the door every morning and every afternoon to greet parents and children. This provides opportunity to speak to parents on a regular basis and ensure smooth transition in and out of school.
- If required, children may have a staggered start and end time to the day to ensure smooth transition and safety.
- The ratio of staff to children is taken into consideration at all break and dinner times. Children with an EHC plan/Pupil passport where specific targets/outcomes involve outdoor activities/safety outdoors are supported by an adult at all times.
- PEEP (Personal Emergency Evacuation Plan) are in place for children who require support in such situations.

At St John the Evangelist Catholic Academy we work in partnership with a wide range of external agencies to access advice to support the emotional and social development needs of our SEND children. We have worked on support for managing anger, emotions, friendship, behaviour, self-esteem and resilience. We have a good relationship with the Mental Health team. A member of this team regularly comes into school to work with children. We have staff (including a Family support worker) who are able to offer support both in a supervisory capacity and as someone to listen to your child. This can provide a quiet space and time away from the classroom for your child should the need arise.
As a school we also work with partners including the educational psychologist, occupational therapy, speech and language, school nurses, CAHMS, social services, medical professionals and the Families First team.
As part of PHSE, RSE and our assembly programme, children learn about making friends, strategies for problem solving and coping effectively with their emotions. This is reinforced by the ethos of the school and classroom practice.
The children have opportunities to contribute and share their ideas as part of the school council, playground leaders and buddies. They learn about democracy, working as a team and supporting their peers. Children also take part in a pupil survey where they have the opportunity to share their thoughts and feelings about all aspects of school life and make suggestions for how the school could further improve.
We are an inclusive school with an understanding and caring team who value the children we work with and work to develop high self-esteem in all children. The class teacher has overall pastoral care for the children in their class, but all staff are involved in working with and supporting all the children. If a parent has a concern, the first point of contact would be the class teacher. If further support is required, the class teacher works with the SENCO.
We have positive approaches to managing behaviour with reward systems in class and a celebration assembly every week to mark the academic, sporting and social achievements of the children.

- We follow the requirements of the latest DFE advice (Supporting Pupils at School with Medical Conditions - see policy on the website).
- Any medicines that are required to be taken are kept in the school office (or fridge when required) and parents sign a form to detail when and how they need to be taken.
- Any toileting or eating needs are managed sensitively and in consultation with the parents to agree the best approach.
- In case of a medical emergency, an ambulance is called for and parents contacted, a child’s care plan will detail what should happen in an emergency.
- Where a care plan is necessary, staff work with the school nurse (when required), SENCO and family to create the plan and then copies are given to all staff working with the child.

All staff are made aware of the needs of children with allergies, in particular food, and photographs and details of such needs are displayed in the staffroom and dining hall. Pupils with medical conditions are supported in all areas of the curriculum to ensure equal access to all. Individual care plans can be put in place for those children with more complex medical conditions.
We:
o Work closely with other professionals, both in-school staff, the school nurse, outside agencies and parents/carers to support all public health and medical needs within the school
o Are able to meet with parents/carers to discuss any concerns within a confidential and supportive environment
o Ensure staff receive up to date training and we seek advice from the relevant professionals to meet a families’ needs
o Can arrange school nurse involvement and drop in sessions for parents/carers
As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations (First Aid, Asthma, Epilepsy, Anaphylaxis).

To meet medical needs we will ensure that we have:
o Individualised care plans with recommended approaches implemented consistently
o Trained staff with first aid qualifications including paediatric first aid
o Appropriate equipment available to meet individual care plans and specialist needs. It is vital that such equipment is fully maintained and meets all statutory requirements in terms of health and safety.

The ‘Behaviour Policy’ can be found on the school website.

Parents are encouraged to work with the school to support a pupil’s behaviour and this can involve creating a personalised Individual Behaviour Plan together. Services, such as Behaviour Support Services, CAMHS and Educational Psychologists can be accessed to help support work around behaviour, with children and their families. Pupils will be offered programmes to support their behaviour, learning strategies for self-care and responsibility alongside being supported by trusted adults in school and at home.

The support offered for behaviour and avoiding exclusions would be based upon a pupil’s individual needs but may offer:
- Support in class as needed to support a pupil to settle into a good pattern of behaviour.
- Support offered to the teacher/teaching assistant through working alongside the SENCO or Behaviour Support Services with strategies to maintain improved behaviour.
- An Individual Behaviour Plan, and Risk Assessment if required, would share a pupil’s strengths between home and school, building on success and addressing concerns for development.
- A reward system linked to a behaviour expectation of reward and consequences would be set up with the pupil, parent and school staff.
- If an exclusion has occurred, then the Principal and possibly the SENCO and a Local Authority representative would meet

We have a Designated Teacher for Looked after Children, Mr Phil Turner (Vice Principal) who works closely with the Family Support Worker, Miss Hancock and SENCO (where required), Mrs Meakin, to ensure all teachers in school understand the implications for those children who are looked after and have SEND.
PEPs and SEND Pupil Passports are reviewed every term and parents/carers are invited into school to discuss the progress made towards targets and provision for their child going forward. Children with EHCPs meet annually (at least) with all professionals to agree annual targets, and then their SEND Pupil Passports are broken down to shorter-term targets to achieve across the course of a term.

Teachers, Teaching Assistants and the SENCo will be the key people working with your child in school. Sometimes further support may be required from the Family Support Worker and outside agencies such as Behaviour Support, Educational Psychologists, SEND Support, CAMHs, Occupational Health, School Nurse, Physiotherapist, Speech and Language Therapists.

The class teacher remains responsible for working with the pupils on a daily basis, and has overall responsibility for their pupils' progress. This includes checking on the progress of your child and identifying, planning and delivering any additional help your child may need. Your child’s class teacher will work closely with teaching assistants and specialist staff to plan and assess the impact of support and interventions and will write your child’s outcomes and targets in their SEND pupil passport.

Every teacher and teaching assistant is very clear about their responsibilities under the Code of Practice.
Teachers have a responsibility to know about any additional support that children are receiving, the progress they are making during such sessions and how they relate to their day-to-day classroom teaching. It is the teacher’s responsibility that all children have fair and equal access to the class teacher during lessons.
TAs can make a fantastic contribution to children’s learning, but teachers must know that ultimately, they are responsible for the progress of all children in their class. Expert support from TAs will supplement, not replace, the class teacher.

Termly SEND reviews meetings take place between the SENCo and class teachers (teaching assistants also contribute where required). During these meetings the progress of the children is discussed and targets are reviewed/amended.

The SENCo will always communicate any information the relevant staff e.g. sharing report recommendations from an outside agency.

Staff are aware that if anything needs to be discussed regarding a child with SEND, a meeting can be arranged to do so.

- The SENCo, Natalie Meakin, has completed the National Award for SEN Coordination (NASENCO)
- The members of staff all have a wealth of experience and have undergone training.
- We have a good relationship with outside agencies such as Speech and Language Therapist, Educational Psychologist, Specialist Advisory Teachers, Health Care Professionals and Special Educational Needs and Disabilities (SEND) Advisor.
- Training is undertaken to equip staff with the necessary knowledge as the need arises.
- Courses on Hearing Impaired (HI), Visually impaired (VI), behaviour management along with relevant training to support interventions.
- All staff work closely with you and outside agencies to learn specific skills to support children with additional needs.

At St John the Evangelist Catholic Academy we work with an extensive range of services and professionals to ensure we meet the needs of each individual child. We encourage these professionals to visit school as often as possible to work with our staff and share their expertise.
The professionals within these agencies offer a wealth of knowledge and expertise for us to draw upon and ensure we meet the needs of all SEND children, no matter how complex, both in school and at home. Wherever possible, our staff implement programmes of work linked to these professionals e.g. speech and language programmes, exercises recommended by physical therapists etc.
The external specialists may:
o Act in an advisory capacity
o Extend expertise of school staff
o Provide additional assessment
o Support a child directly
o Suggest statutory assessment is advisable
o Consult with all parties involved with the child
Each year, children with a wide range of SEND attend our school and we continually strive to cater for their unique needs and ensure they develop a range of skills during their time with us. As a result, we have built relationships with a large network of external agencies to consult with and offer support to children and staff respectively.
Below is a list of outside agencies who we work closely with:
- Our Health 5-19: School Nursing/Health Visitors (0300 790 7000)
- SEND support
- Occupational Therapy
- Physiotherapy
- Autism Outreach
- Hearing specialist
- Midlands Partnership Foundation Trust - www.mpft.nhs.uk
- Speech Therapy (01782 234484/234485)
- SEND Hub- (0333 300 1900)
- Behaviour Support Service- (0333 300 1900)
- Educational Psychologist (01782 297524)
- SENDIASS (available to support families. Further information can be found at https://www.staffs-iass.org/or by calling 01785 356921).
- You can find the Local Authority ‘Local Offer’ at https://www.staffordshireconnects.info/kb5/staffordshire/directory/home.page

If you think your child may need SEND support or you are worried about them, you should talk to:
• - Your child's teacher (contact via the school office on 01782 987200 or via email to office@stjohnskidsgrove.org.uk)
• - Mrs Natalie Meakin, the Special Educational Needs and Disabilities Coordinator (SENCo) (contact via the school office on 01782 987200 or via email to office@stjohnskidsgrove.org.uk)
• - Your health visitor
• - Speak to the school nurse
• - Your GP

The school SENCo, Natalie Meakin can be contacted on the following telephone number – 01782 987200. She can also be contacted on the following email – office@stjohnskidsgrove.org.uk

The role of the SEND Governor is:
•To act as the champion for children with SEND and inclusion needs
• To ensure that the school is fulfilling its duties to children with SEND
• To undertake required training, including school-specific induction with the SENCo
• To meet the SENCo in the Autumn, Spring and Summer terms as a minimum
• To ask questions and raise awareness relating to SEND and inclusion provision at Governing Body meetings
• To monitor the SEND notional budget and what impact that spending has had on Learner progress and attainment
• Work with the SENCo to produce a SEND Annual Report to Governors
• To confirm that the school’s duties have been fulfilled

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes. The provision is planned and interventions are allocated to individual needs. Following the Graduated Approach children take an active role and can contribute to the process of identifying their need and setting agreed outcomes. The provision is planned and support is allocated as detailed in a child’s individual SEND Pupil Passport / EHCP.
The children have regular meetings with staff to discuss their progress and support.
The SEND children attending our school are aged 3-11 years so consulting with them to seek their views about how we are meeting their needs has to be age appropriate, especially when many often have communication difficulties.
We use the following strategies:
o Have regular meetings and discussions with parents about what we have planned for their child and how to link this with interests and passions demonstrated at home.
o Where appropriate we consult directly with children in an age appropriate manner
o Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning.
o SEND children complete an annual questionnaire where they have the opportunity to express their thoughts/feelings.
o Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with including asking children about their strengths and aspirations evident on their support plans/short notes.
o Consult with children with an EHC plan to ensure their voice is heard through pupil voice about strengths & areas of difficulties, what they like/dislike about school, what they are good at/need to work on, what their aspirations are for now/future.
o Monitoring between SENCO and SEND pupils for pupil voice to be heard in conjunction with support and provision they access.
o Extend any resources that they show a preference for.
o Most importantly, ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.
o Focus on a child-centred approach.
o Hold discussions as part of the school’s monitoring schedule focused on different aspects of school e.g. support children feel that they receive, behaviour in school, the curriculum, the environment, any interventions they access etc.

Opportunities do arise for parents to apply to become a parent Governor for the school. Parents are notified of these opportunities when they arise.

Class teachers, the Principal and the SENCo are available to support parents if required. The Family Support Worker will also assist families to complete applications forms and requests.

SENDIASS are also available to support families. Further information can be found at https://www.staffs-iass.org/or by calling 01785 356921.

At St John the Evangelist we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children.
- All trips and visits are staffed with appropriate ratio of adults to children unless one to one is required.
- All areas visited are wheelchair accessible.
- Risk assessments are carried out for any activity where there is some form of risk anticipated. Staff may also visit the trip location prior to the school trip for extra information and to make themselves aware of any added support children may require.
- In the Early Years, Key Stage One and Key Stage Two staff are on the door every morning and every afternoon to greet parents and children. This provides opportunity to speak to parents on a regular basis and ensure smooth transition in and out of school.
- If required, children may have a staggered start and end time to the day to ensure smooth transition and safety.
- The ratio of staff to children is taken into consideration at all break and dinner times. Children with an EHC plan/Pupil passport where specific targets/outcomes involve outdoor activities/safety outdoors are supported by an adult at all times.
- Parents are always consulted prior to a school visit/residential and plans are put into place to meet the needs of all of the children attending.
- All children are always invited to before/after school clubs. Adaptations are made if required for children to attend.
- Some of the clubs have a charge but a lot don’t. Support can be given to fund these clubs if required.
- Parents are invited to attend the school visits if required.

Is the building wheelchair accessible? (both sites)
Fully Accessible x
Partially Accessible v
Not Accessible x

The new building (Autumn Term 2022) will also be fully accessible and includes a wheelchair accessible lift. There will be parking facilities and drop off/pick up points which will be accessible by all.

Both sites have an accessible toilet and changing facilities, with one having a movable bed to assist with changing changing children.

- The buildings are partially wheelchair accessible. Access into all classrooms, halls and the outdoors is appropriate for use with wheelchairs and walking aids. There is an accessibility toilet on both premises.
- We ensure where possible, that equipment used is accessible to all children regardless of their needs.
- Guidance from specialists would need to be sought if specialist equipment is required.
- After school provision and extra-curricular activities are accessible to all children, including those with SEND.
- English as a second language can also be catered for.
- We provide: books, posters and culturally appropriate items whenever possible
- Staff are knowledgeable about the Accessibility Plan and training is updated so that all staff are kept aware of the need to offer resources in alternative formats where necessary and staff training requirements are identified (during staff appraisals). Staff training in staff meetings, guest speakers, school nurse, link professionals, inset, on-going cycle of annual training on medical needs and responding to needs as they arise.

The school’s Accessibility Plan can be found on the school website. This Accessibility Plan is compliant with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010.

At St. John the Evangelist we are committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the academy.

We continue to strive to increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of duties under the Equalities Act 2010); this covers teaching and learning and the wider curriculum of the academy such as participation in extra-curricular clubs, leisure and cultural activities or academy visits - it also covers the provision of specialist or auxiliary aids and equipment, which may assist these pupils in accessing the curriculum within a reasonable timeframe

At St. John the Evangelist Catholic Academy we recognise that inclusive communication recognises that people communicate differently and encourages the use of a variety of techniques. We incorporate all forms of communication, both verbal and non-verbal. Where parents whose first language is not English, we will draw on the skills of other parents to support us with the communication.

We use emails, texts and newsletters also as forms of communication.

The Academy Manager, Mrs S. Walklet can be contacted in the school office on 01782 987200 or via email on office@stjohnskidsgrove.org.uk.

The school admission policy can be found in the school website.

Parents/Carers can contact the school office on 01782 987200 or via email on office@stjohnskidsgrove.org.uk to arrange a visit to the school. Visits to the school are encouraged.

EYFS open days are available at different points throughout the year. These will be advertised on the school website.

- In consultation with yourself and other agencies involved with your child we will ensure that the appropriate equipment and care will be in place to make entry into the school as smooth as possible.
- Taster sessions can be arranged when you and your child can visit the school to familiarise yourselves, with the room and staff prior to attending.
- For transition, teachers from the receiving school will visit the school to meet the children.
- Visits are arranged during the summer term, for the children to go with staff to see their feeder school.
- Review meetings will be held regularly to discuss support that could be offered during your child’s transition with the Key Person, Special Educational Needs coordinator (SENCO), yourselves and all other professionals involved in your child’s care. From these, decisions could be made to support children’s transition to specialist schools if required.
- Information is shared with the feeder school that is relevant to the transition.
- Any children with English as an Additional Language (EAL) will be support as they enter the school by qualified staff.
- Parents /Carers who require support with translation will have access through the school and outside agencies to an interpreter.

SENDIASS is available to support families. Further information can be found at https://www.staffs-iass.org/or by calling 01785 356921.

This report was completed in July 2022.
To be reviewed – July 2023

We are always seeking to improve on the quality of education we provide for children with SEND and are keen to hear from parents about their child’s experience.
Compliments are always greatly received and can be passed on either directly to staff and the SENCO, or formally recorded via our regular questionnaires to parents or in the form of a letter to the Principal.
We hope that complaints about our SEND provision will be rare, however, if there should be a concern the process outlined in the school Complaints Policy should be followed.
Further information can be found in the Complaints Policy in the School Policies section of out website.