‘I can do things you cannot, you can do things, I cannot. Together we can do great things.’
St. John’s C .of E. Academy is an inclusive school which strives to provide the best learning opportunities for all children within an inclusive Christian school community. Where a child is identified as having a special need or disability we will work together to meet those needs so that your child can meet their full potential. We will do this first through our usual classroom practice and if needed by providing additional support. Where appropriate, the involvement of outside agencies will be organised. Every teacher at St. John’s C. of E. Academy is a teacher of pupils with SEND, therefore teaching these children is a whole school responsibility.
Special Educational Needs and Disabilities Co-Ordinator - SENDCO
St John's C of E SENDCo is Mrs Joanne Peaper.
For further information or advice please contact via the school office 01594 832046.
Contact details are:
Email at firstname.lastname@example.org
Supporting pupils with SEND
Pupils with SEND will receive the additional support they require both academically and with their personal development, in line with the school’s SEND Policy.
When appropriate pupils with SEND will work with TAs in smaller groups once a week to work on topics covered in lesson to ensure they do not fall behind their peers.
Pupils with SEND will not be discriminated against in any way and they will have full access to the curriculum.
The progress of pupils with SEND will be monitored by teachers and reported to the SENDCO.
The SENDCO will work closely with teachers to help them break down any barriers pupils with SEND have to education.
Special Educational Needs and Provision
We recognise that all children are individuals who each have different learning needs. We work as a team to ensure all children are given the right balance of support and challenge.
Special educational needs and provision can be considered as falling under four broad areas:
- Communication and interaction
- Cognition and Learning
- Social. Emotional and mental health
- Sensory and /or physical
Communication and interaction
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Cognition and learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. St. John’s Church of England Academy has a clear process to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.
Sensory and/or physical needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
For further information on SEND provision at St John's C of E Academy please read our SEND policy and SEND Information Report below.
Gloucestershire SEND Support Information
Gloucestershire Graduated Pathway
Once a pupils has been identified with potential special educational needs the Gloucestershire Graduated Pathway will be employed.
This approach includes:
- Clear assessment of the pupil’s needs
- Planning with the pupil (where age appropriate) and the pupil’s parents, the interventions and support to be put in place, as well as expected impact on progress, development and behaviour.
- Implementation of interventions, with support from the SENDCo
- A clear date for reviewing interventions and support and making any necessary adjustments
- Targets will be Specific, Measurable, Attainable, Realistic/relevant, Time scaled. Targets will be set by staff, parents, outside agencies and pupils using child-friendly language.
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