SEN Provision

SEN Provision at St.John the Baptist's College

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs being met in a mainstream setting wherever possible.

The five SEN categories are-

Cognitive and Learning
Social, Emotional, Behavioural and Well-being
Speech, Language and Communication Needs
Sensory
Physical

At St. John the Baptist’s College, we embrace the fact that every child is different, and, therefore, the educational needs of every child is different; this is certainly the case for children with Special Educational Needs.

If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s form teacher or Mrs Karen Towe (Lerning Support coordinator) to discuss your concerns.

Does the school know if children/young people need extra help and what

should I do if I think my child/young person may have special educational needs?

At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as follows:

“A child or young person has SEN if they have a learning difficulty or a disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty if he or she:

has a significantly greater difficulty in learning than the majority of others the same age, or
has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16s ”

Where pupils’ progress is significantly below age related expectations, despite high quality teaching targeted at specific areas of difficulty, provision of SEN Support may need to be made.

Who is responsible for SEN?

The class Teacher:

Responsible for…

Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/ co-ordinator (SENCo) know as necessary.
Personalised teaching and learning for your child as identified on the school’s provision map.
Ensuring that the school’s SEN Policy is followed in their classroom and for all the pupils they teach with any SEN

The LSC- Mrs K. Towe

Responsible for…

Providing professional guidance to colleagues and works closely with staff, parents and other agencies.
Overseeing day to day operation of the school’s SEN policy
Co-ordinate provision for children with SEN
Advising on a graduated approach to provide SEN Support
Advising on the deployment of the school’s delegated budget and other resources to meet pupils needs effectively
Liaising with parents of pupils with SEN
Liaising with EYFS providers, other schools, EP, Health and Social Care professionals and independent or voluntary bodies
Help to manage the transition process
Ensure school keeps the records of pupils with SEN up to date
Work with head teachers and school governors with regards to reasonable adjustments and access arrangements

The Principal: Mrs N. Murray

Responsible for…

The day-to-day management of all aspects of the school; this includes the support for children with SEN
The Head teacher will give responsibility to the SENCO and class teachers, but is still responsible for ensuring that your child’s needs are met
The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEN
Regularly review staffing structure, ensuring that appropriate provision and adult support is in place.

The SEN Governor: Mrs Carol Breen

Responsible for...

Making sure that the necessary support is given for any child with SEN who attends the school.
To support and challenge the Head teacher and SENCO with regards to SEN within the school.

How will the Curriculum be matched to my child's/young person's needs?

If a learner is identified as having SEN need, we will provide support that is additional to or different from the differentiated approaches and learning arrangements normally provided as part of high quality, individualised teaching intended to overcome the barrier to their learning.

SJBC adheres to the following inclusive principles:

Staff value pupils of different abilities and support inclusion. Within the school, staff and pupils will be constantly involved in the best ways to support all pupils needs within the school. There is flexibility in approach in order to find the best provision for each child. Within each class, teaching and learning styles and organisation will be flexible to ensure effective learning. Grouping to support children identified with additional needs will be part of this process.

How will both you and I know how my child/young person is doing and

how will you help me to support my child's/young person's learning?

In addition to normal reporting arrangements, there will be the opportunity for parents to meet with their child’s class teacher and LSC to review the short term targets on their PLP and to discuss the progress the child has made. Obviously, we also encourage an “open door” approach whereby teachers are accessible at the end of the day.

Your child’s progress will be continually monitored by his/her class
His/her progress will be reviewed formally and tracked every term in literacy and numeracy, though GL assessment scores. If necessary, your child will be included in the enhanced literacy and numeracy withdrawal programme, which allows them one to one tuition with qualified teachers and fully trained Classroom Assistants.
At the end of each key stage children are required to be formally assessed.
With the strategic use of data we will ensure that our provision is tailor made in line with pupil needs informed through targeted baselining and regular monitored assessment.
Where necessary, children will have a Personal Learning Plan based on targets set by the school / outside agencies specific to their needs with the intention of accelerating learning and to close the gap. Progress against these targets will be reviewed regularly, evidence of judgments assessed and a future plan
The progress of children with a statement will be formally reviewed at an Annual Review with all adults involved with the child’s education.
The Head teacher and SENCO will monitor the progress made by SEN children in their class work and any intervention that has been put into place
Regular book scrutiny and lesson observations will be carried out by members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is
The added provision of High Achievers Provision which stretches and challenges more able students and enhances the curricular offer.
A supervised Homework club is offered every day after school.

What support will there be for my child/young person's overall well-being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. All classes follow a structured PSHE curriculum to support this development. However, for those children who find aspects of this difficult we offer.

Nurture Provision
One to one sessions with Learning Mentor
Access to school Counsellor
Social awareness games and activities
Lunch/Break time clubs and support
Buddy system
Individualised programmes of work including activities to complete at home
Access external agencies and professionals and follow their advice
Effective use of Teaching Assistants
Workshops with outside agencies including REACH, ASPIRE and Transform

How does the school use ICT to assist pupils with SEN?

At St. John the Baptist's College we have been awarded the highly prestigious CAPITA ICT Excellence Award for differentiated use of technology to make learning inclusive for all pupils. ICT is widely used in the classrooms to assist all pupils especially those with Special Educational Needs. This allows all students to not only improve their ICT skills but to work more efficiently and allows then to engage more effectively.