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Special Education Needs and Disabilities at St John's

“Let the children come to me, and do not stop them, because the Kingdom of God belongs to such as these." Mark 10:14
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Important SEN Documents

SEN Information Report 2019

St John the Baptist Catholic Primary School

Floral Way, Andover. SP10 3PF

Acting Head Teacher: Mrs. Catherine Whatley

Image result for special educational needs

Information Report 2019


Our Special Educational Needs Coordinator (SENCo)

Mr. Stephen Darby


(01264) 361806

Contents Page

(Please click on the questions below to go straight to the relevant information)



St John the Baptist Catholic Primary School

St John the Baptist Catholic Primary is a mainstream primary school where the staff truly believe that all children have an entitlement to personal, social, intellectual and spiritual development and must be given the opportunity to achieve his/her potential in learning. 

Each child at St John the Baptist is unique in terms of characteristics, interests, abilities, motivation and learning needs and should be treated equally.  Those with exceptional learning needs and/or disabilities should have access to high quality and appropriate education.  We do recognise however that some children will require extra support to enable them to do this. 

We believe for a child to succeed, we need to work closely with parents, to help support them and their child during their time at St John’s.


How does St John the Baptist know if a child needs extra help?

This is done through a variety of ways:

  • Progress of all children is closely monitored.
  • Regular cause for concern and pupil premium meetings are held with all staff and referrals can be made at any time.
  • Regular assessment is made to ensure all children are making the expected level of progress.
  • If your child is making little or no progress, despite teaching being focused on supporting their needs; is displaying behaviour or emotional difficulties, which prevent or hinder him/her accessing the curriculum; has speech or language difficulties or other physical or sensory difficulties, then concerns will be raised by the class teacher.

At St John’s, we have different assessments that we can use to support the identification of any difficulties. These include:

  • DEST - used with all Reception children to identify problems in reading so that we can support their needs early.
  • Language Link – all Reception children are screened to identify any weakness in understanding.  This is repeated following a personalised intervention programme.
  • GL Screener for dyslexia- a short online test given to those children who are displaying signs of dyslexia or a general weakness in reading, spelling and organisation. 
  • Dyslexia Portfolio - a more detailed assessment to specifically identify the areas of weakness.
  • GL Screener for dyscalculia – a short online test to assess problems in understanding number.
  • BOXALL – A means of understanding children’s difficulties with behaviour.


What should I do if I think my child may have special educational needs? 

  • If you have concerns about your child and you believe that they may have special educational needs, you should primarily speak with the class teacher.
  • Additionally, you could also arrange to meet with our SENCo, Mr Darby or make a bookable appointment with an Educational Psychologist.
  • Discussion between yourself, your child’s teacher and SENCo may follow to ensure all views have been considered and then an appropriate course of action will be taken between the SENCo, class teacher and parent(s), all closely working together.


What if my child’s needs are more complex?

If a child is displaying complex needs, we may complete a checklist which may indicate tendencies sometimes associated with different disabilities, such as autism, ADHD and attachment disorder.  In this instance, we would speak to you, and with your permission, involve the support of outside agencies.

Outside agencies are contacted to support us and your child and ensure their full potential in reached. These may include:

  • Educational Psychologist (EP)
  • Special school outreach e.g. Norman Gate
  • School Nurse
  • Children and Adult Mental Health Service (CAMHS)
  • Primary Behaviour Service (PBS)
  • Speech and Language Specialists (SALT)
  • Occupational Therapists (OT)
  • Specialist Teaching Advisory Services


Together, we ensure the right support and strategies are there for your child.


How does St John’s know what they are doing is right?                   

  • Our SENCo is constantly developing an excellent understanding of how children with SEND learn through training, reading, observation and regular discussion with the children and staff. 
  • The SENCo and class teacher regularly analyse pupil data to ensure they are making the expected progress.
  • The SENCo has regular discussions with the Head teacher, teachers and support staff, focusing on the progress and attainment of pupils.
  • The SENCo, Head teacher and Deputy Head observe practice in class to ensure differentiation is effective and that Children with SEN are accessing the curriculum.
  • Provision mapping is a tool we use to see, at a glance, the provision provided for all children and to ensure everybody who needs extra support is targeted. 
  • Our SEND Governor, Roger Coveney, is dedicated to ensuring high achievement for all our children with SEN and meets with our SENCo each term to monitor and evaluate how we are ensuring this happens.
  • Additional support from specialists is valued and through a very close relationship with yourselves, your child’s teacher, LSA and SENCo it is reviewed continuously to make sure it is having the desired impact on the child’s learning.


How will the school and I know how my child is doing and how will you help me to support my child’s learning?

  • Your child will have their own targets that have been devised by the class teacher and child with support from the SENCo and you as the parents. 
  • At St John’s, we believe for your child to be successful they must be involved in the process of setting their own targets and in how they learn.  As a target is met, new ones are devised to establish an ongoing learning process.  Each target is created to be very specific, measurable, challenging and achievable. 
  • You will be invited to a review each term to discuss progress, learning strategies and any issues that have arisen.  This will be with the class teacher and with our SENCo.  This is an opportunity for you to discuss how you can support your child’s learning at home so that everybody is working together to move the child’s learning forward.
  • You will also have the opportunity to meet with our SENCo at regular SEND Drop-in sessions.  This is an opportunity to discuss progress being made or any concerns the school or you may have.  If you find it difficult to meet with the SENCo due to other commitments, this can be done over the phone or via email. 
  • It may be also useful for a child to have a home/school book in which messages about your child’s day can be recorded or issues that may have happened at home which could affect learning, which can be relayed to the class teacher.



Image result for graduated responseHow will the school involve me in my own child’s education?

  • As previously stated, we aim to meet with the parents of all children with SEND termly to review targets and strategies for learning, adopting an Assess, Plan, Do, Review approach.
  • This may take the form of SEND Drop-in sessions, MSP meetings, telephone calls or emails with the SENCo.
  • As well as your child’s report, which are written every year, all parents also have access to
    • Parent consultations
    • Appointments with your child’s class teacher, made via the school office
    • Transition meetings
  • We also encourage parents into school to see how their children learn and what they are learning. This could be in the form of:
  • Information meetings for every class
  • Curriculum Workshops
  • Opportunities to join your child’s lesson
  • Open School (an opportunity for parents to visit their child’s classroom and see what they have been working on)
  • Open days


How will the school involve my child in their education?

  • Pupil conferencing with class teacher and SENCo. 
  • Complete involvement in target setting and deciding upon the strategies to achieve those targets.
  • Where appropriate, children with an Educational Health Care Plan (EHCP), Statement of Educational Needs or Inclusion Partnership Agreement (IPA) will contribute to their annual review and their thoughts are taken into consideration.

How will the school staff support my child?

  • Every lesson will be differentiated according to your child’s needs so that it is carefully matched to their learning style. 
  • Multi-sensory learning opportunities are given.
  • Steps to success are used to ensure your child meets his/her goals in a particular lesson.
  • Highly trained and experienced teachers and Learning Support Assistants (LSAs) are employed who consistently deliver high quality impact teaching.
  • Your child will have a copy of their individual targets that they can write on in their own personal learning folder.  This can be a great way for children to record their thoughts or notes for another lesson to help them.  The teachers and LSAs will also make notes so that anybody working with that child will see how they are doing and how they can help them. 
  • Depending on the needs of your child, sometimes he/she will work as a whole class, in a small group or on a one to one basis.  These groups can either be in the classroom or in a quieter area of the school so that the target can be extremely focused.  This may be teacher or LSA led. 
  • We recognise that children with SEND may have challenging behaviour.  We follow our behaviour policy to ensure the child receives the appropriate support and use effective strategies and resources to ensure the right choices are made.
  • Staff in our school have expertise in different areas and we use this expertise accordingly.



Who is responsible for helping my child at school?


The Class Teachers

The Learning Support Assistants (LSAs)

Mr Darby is a fully qualified teacher, who is currently completing the national SENCO qualification from the University of Winchester. He is non-classed based for 2 days a week and it is his responsibility to:

  • Work closely with teachers, LSAs, parents and outside agencies
  • Ensure that the SEN policy is adhered to
  • Ensure good provision and support for pupils with SEN
  • Monitor and track children’s progress

It is their responsibility to:

  • Deliver high quality teaching to every child
  • Provide interventions for children who need additional support
  • Identify or raise concerns about a special educational need
  • Devise targets with the child and parent
  • Discuss children’s progress, achievements and targets with parents
  • Exercise the advice or support given for the child

It is their responsibility to:

  • Support the class teaching in the implementation of support programmes, interventions set by the class teacher, SENCo or outside agency.


We currently have two trained ELSAs (Emotional Literacy Support Assistant) in our school; Mrs Pearce and Mrs Rooney.  They are trained and experienced ELSAs and support children with emotional and behavioural needs with excellent results.


How will the curriculum be matched to my child’s needs?

At St John’s, it is our duty as a Catholic school to recognise that all of our children are unique and should be treated equally.  They have a divine origin and an eternal destiny.  Our faith and our mission demand living out the Gospel values of equality, honesty, support and co-operation with each other.  All have access to the curriculum however, we understand that for some children, certain adjustments and extra support is required if they are to do this.

  • Learning is planned with your child at the centre following a series of assessments so that the learning is aimed at an appropriate level with the correct amount of challenge.  (Assess, Plan, Do, Review)
  • We have available a range of additional support we can utilise to best support your child and their needs. These include:
    • NESSY reading and spelling - a different approach to teaching dyslexic children. Through spelling games and phonics play it helps rebuild lost confidence.
    • Image result for primary curriculumPrecision Teachinga personalised programme for those pupils who are struggling with specific areas of spelling, reading words or sounds, times tables or number bonds.
    • Inference Training – a highly effective reading programme used to build children’s understanding of inference.
    • Black Sheepassists the development of children's speech and language.
    • Beat Dyslexiaa multi-sensory literacy programme.
    • On Track Mathsa targeted approach to mathematics intervention and identifying gaps.
    • Speed Up a programme to support children whose handwriting is slow, illegible or lacking in fluency.
    • Clever bodies/handsan Occupational Therapy programme to improve motor skills and coordination.
    • Social storieshelping children to understand different social situations and learn how to deal with them in positive ways.
    • Toe by Toea carefully structured, diagnostic system for the teaching of reading.


How is the decision made about the type and how much support my child will receive?

  • Together, the SENCo and class teacher will discuss which intervention or support your child needs and how many sessions per week are appropriate.
  • This will be shared with your child and yourselves to ensure we are working together in the best way to support your child.  This is part of our Assess, Plan, Do, Review cycle.


How will my child be included in activities outside the school classroom including school trips?

  • Image result for educational visitsAll children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and seek advice from other professionals. 
  • After school clubs - the school will make every effort to accommodate children with special needs, however the staffing levels will not support 1-2-1 care requirements. Each case will be assessed individually and risk assessed to ensure everyone's safety.
  • For residential trips, a more flexible approach may be necessary.  Overnight arrangements may be changed to allow the child to be brought to the site on a daily basis, by a parent, in order to reduce anxiety.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.



What support will there be for my child’s overall wellbeing?

  • Children have access to one-to-one support from an Emotional Literacy Support Assistant (ELSA) if required - http://www.elsanetwork.org/files/ELSA-leaflet-staff.pdf.
  • We have close links with our partners in health, for example, the school nurse and paediatric occupational therapist.
  • If your child requires personal care, we would work with you and other professionals involved to ensure this is done to the best of our ability.
  • We have a successful behaviour policy which ensures all children understand what acceptable behaviour is and this is adhered to.
  • We listen to the views of all children and through our school council and roles of responsibility, all children are able to contribute to all parts of school life.


What training is provided for staff supporting children with SEND?

  • Our SENCo is a qualified teacher and is currently completing a Masters level National Award for Special Educational Needs Coordination. 
  • All staff have undergone training from Outreach Services on managing children on the Autistic Spectrum.
  • All staff receive regular training and updates for the main categories of special educational needs including, Autism, Dyslexia, Speech, language and Communication difficulties etc.
  • Staff have received training on how to deliver Precision Teaching, how to make the curriculum more accessible for the dyslexic learner and strategies to improve learning for children with special educational needs.
  • Staff have received training from the Primary Behaviour Support Service to ensure we are using appropriate strategies and resources effectively.
  • Staff are well prepared when a child with particular needs is coming to the school or moving into their class.  Training in that area will be given by the SENCo or relevant professional and a good transition procedure will ensue to guarantee the child’s needs are met.


How accessible is St John’s?

  • We make reasonable adjustments taking advice and support from the Area Inclusion Services Department  
  • Part of the school site is across two levels but we have five accessible classrooms downstairs.
  • We have a care suite, disabled toilet and shower downstairs.
  • Parents are fully involved in making any reasonable adjustments.


What steps could I take if I have a concern about the school’s SEND provision?

  • In the first instance, please make an appointment to speak with the class teacher.
  • Contact the SENCo via email or through the school office (01264 361806).


How will the Governing Body at St John’s meet the needs of pupils with SEN?

  • We work closely with outside agencies for consultation, observation and advice. These include Educational Psychologists, Speech and Language therapists, Paediatricians, Occupational therapists, Physiotherapists, CAMHS, Children’s Services and Learning Support Services etc.
  • School promote the use of Support4SEND, formerly Parent Partnership Service, to assist them in the process of requesting an Education Health Care Assessment and for other matters that may arise for SEND throughout their time at St John the Baptist.


How will you prepare and support my child to join school and/or transfer to a new school?

  • The SENCo will liaise with our class teachers, support staff and SENCos from feeder schools and if necessary, a Transition Partnership Agreement (TPA) will be completed.
  • Extra transition is arranged as necessary in addition to the regular transition days. These can be arranged for individual children and are highly personalised and/or for small groups. There are regular visits between us and the feeder schools throughout the year which provides children with opportunities to meet teaching staff.
  • Other professionals may be involved, such as the Primary Behaviour Service to suggest ways in which transition can be a better experience for your child.


What support is available to me as a parent?

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