SEND Information Report
We are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Advice from the LA or other agencies may be requested to ensure any the school can meet any needs appropriately.
Full details of the admission arrangements can be found in the Primary and Secondary Admissions brochure produced by Durham County Council.
Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEN
Children and young people with an Education, Health and Care Plan (or Statement of Special Education Needs) follow a different admission and transfer process for a new school. Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school. You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs. The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.
All of our school policies can also be found on our Policies page
- Equality and Diversity Policy
- Accessibility Report
- SEND Policy
Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
Include and value the contribution of all families to our understanding of equality and diversity.
Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
- Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
Assess a child’s special educational needs
Plan the provision to meet your child’s aspirations and agreed outcomes
Do put the provision in place to meet those outcomes
Review the support and progress
- Quality First Teaching and what this means for your child;
- Specific group work on Maths and English topics;
- Specialist group support from outside agencies e.g. Speech and Language Therapy;
- Specific individual support for children whose learning needs are severe, complex and lifelong;
- A range of teaching and learning styles;
- An innovative and supportive curriculum;
- Mentoring and Counselling
- A broad range of extra-curricular activities, including homework club and learning centres;
- Differentiated learning materials such as coloured reading overlays and ACE spelling dictionaries
- Support for literacy:
- Support with numeracy:
- Support for children with significant learning difficulties
- Support for children with physical needs:
- Support for children with speech, language and communication needs:
- Support for children with a hearing, visual or multi-sensory impairment:
- Support for children with social, emotional and mental health difficulties:
- Support for children with medical needs:
- Support for children with English as an Additional Language:
- Support for Looked after Children with SEND:
- Act in an advisory capacity
- Extend expertise of school staff
- Provide additional assessment
- Support a child directly
- Suggest statutory assessment is advisable
- Consult with all parties involved with the child
Types of SEND at the School
At St John’s, we have experience of supporting children and young people with a wide range of need including:
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Area of SEN
How do we support our students?
Communication and Interaction
Intervention, outside agency support, LA planning tools and thematic panels. Educational Psychologist input where necessary. On going CPD and training for both support staff and teaching staff.
Cognition and Learning
Screening, differentiation, adaptation of resources, curriculum planning and intervention groups. EP and outside agency involvement where necessary.
Social Emotional and Mental Health (SEMH)
Rigorous identification of needs via various internal and external assessment. CAMHS and School Welfare Team involvement where necessary.
CAMHS is the Children and Adolescent Mental Health Service based in County Durham.
Sensory and Physical Need
This area of need is well supported in school via adaptations and support from LA and advice and support from outside agencies .Screening and involvement of school nurse where necessary.
Wheelchair ramps and 2 lifts available
If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.
A Costed Provision Map will be developed in liaison with the child, young person, parent or carer. A Costed Provision Map is a cost breakdown of all the resources associated with the child’s needs.
Compliments and Complaints
Compliments are always greatly appreciated and can be passed on either directly to staff and the SENCO, or formally recorded via our regular communications to parents or in the form of a letter to the Head Teacher. These positive comments may be published on this area of our school website in an anonymous format
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.
View our Complaints Policy here
Alternatively, please email or contact Kathryn Palmer SENDCO with details of your concerns.
Consultation with Children and Young People with SEND
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. The children take an active role with setting their targets, discussing them with the class teacher/SENCO.
The children have regular meetings with support staff to discuss their progress and support. There are also termly student council meetings.
Statement of Intent for Promoting Equality
At St John’s School we are committed to equality. We aim for every student to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:
How we identify and assess children with special educational needs - Our graduated response to students with SEND
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At St John’s we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:
As part of this approach, we will produce a SEN Support Plan 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.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
External Agencies and Partnerships
The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families, particularly when a child is demonstrating further cause for concern or their learning need is more complex and persistent. The external specialists may: