St John's School Prospectus

PROSPECTUS

ST JOHN’S R.C. SCHOOL Turpins Lane, Woodford Bridge, Essex IG8 8AX Telephone: (020) 8504 1818 Fax: (020) 8559 2409

Headteacher: Ms. J. Sheehy

Chair of the Governing Body: Fr. Bob Hamill Trustees: The Sisters of the Sacred Hearts of Jesus & Mary Charity No: 287232

INTRODUCTION

St. John’s School was founded by the Sisters of the Sacred Hearts of Jesus & Mary in 1897 as a boarding school for delicate children. In its long history of ‘Special’ education the school has helped boys with ophthalmic difficulties, cardiac illness, respiratory diseases and learning difficulties – meeting each of these needs as they emerged up to 1970, when the school was closed for refurbishment. It reopened in January 1972 as a day school for boys and girls with moderate / severe learning difficulties with additional language disorders.

The specifically caring and supportive environment helps to cater for children who may have social and emotional needs. The school, which has charitable status, is approved as a Special School by the D.f.E.S. (1993 Education Act, Section 188) for 100 pupils ranging in age from 5 to 19 years.

Places are available to children from L.E.A.s. At present 10 L.E.A.s use the school. St. John’s is a Roman Catholic School, but accepts any child, where it is thought that their educational needs can best be met within the environment it has to offer. Over half the pupils on roll are from other faiths or no faith. The ethos is of a caring Christian community.

St. John’s is situation in spacious grounds at the edge of Epping Forest. It is easily accessible from the M11, M.25, A406 and London Underground.

GENERAL AIMS

In St. John’s School our general aims are:

• To help the children to grow to maturity with an awareness of their own spiritual and emotional needs and the needs of others.

• To encourage them to achieve the physical, intellectual, cultural and emotional independence appropriate to their age.

• To prepare them for the opportunities, responsibilities and experiencesof adult life.

• To enable them to enjoy their childhood in an environment where the ethos is of a caring Christian community.

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ESSENTIAL INFORMATION The School Office

Our School Office staff are ready to help with enquiries. If they cannot help they will put you through to someone who can. Please do not hesitate to contact the school at any time. Please be aware that the telephone lines are busier at the start and end of the school day. It is extremely important that we have up to date contact details for you in case we need to contact you in an emergency. We are using email to keep in contact. Please let us have your email address if you would like us to use this to contact you.

Working Together

We recognise the importance of working alongside parents to ensure that your child receives the best possible education. We offer a variety of events to involve and inform you about the life of the school and your child’s progress. We keep you informed of these events and what is going on generally through a letters, and increasingly, on our web site. We will also contact you by telephone and letter about specific issues.

Attendance

We recognise the importance of good attendance and its impact on the progress pupils’ make. We understand some absences are unavoidable and ask you to contact us on the first day of absence and keep us informed during the absence. If no explanation has been received from home, a member of the administrative staff will phone to establish the reason for absence. We are monitored by the Behaviour and Attendance Service and have to account for all absences.

School regulations made by the Department for Children, Schools and Families limit the time allowed for term time holidays to a maximum of 10 days in one year and parents are encouraged not to take their children out of school.

A holiday request form can be obtained from the School Office and needs to be authorised by the Headteacher.

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Complaints

If parents have any concerns regarding the curriculum, discipline, or any other aspect of school they should, in the first instance, try to resolve these with the Class Teacher.

Most problems can be resolved at this level; if concerns are ongoing please contact the Headteacher. The school has a published Complaints Procedure which will be made available if the problem cannot be resolved. If you wish to make a formal complaint, having tried to resolve the issue through the formal Complaints Procedure, you can write to the Chair of Governors who will convene a Governors’ Complaints panel. The decision of the Governors is final. If you wish to make a complaint to OFSTED

Child Protection

We encourage members of the school community to discuss any wellbeing concerns.

Causes of concern about a child in any form will immediately be brought to the attention of one of the designated Child Protection Officers at school. The school has a statutory duty to inform the appropriate agency of any suspected cases of abuse involving a child.

A copy of the schools safe guarding policies is available on request procedures is available from school.

School Uniform

We have a school dress code and we hope that parents/ careers will cooperate and ensure that pupils are suitably dressed for school.

School sweatshirts/polo shirts are available through the School Office. They are Royal Blue in colour. We do, on occasions, have a small supply of used sweatshirts for purchase that parents have returned to us - contact the school office for information.

PE Kit

Students must be provided with a change of clothing for PE and games. Parents will be informed when their child is swimming and they will be informed of any special requirements for games.

Food

Students should not bring any sweets, snacks or fizzy drinks to school other than their packed lunch. Chewing gum is NOT allowed in school. Children should never share their packed lunches as they will be unaware of other children’s allergies and this could be very dangerous. Fruit may be eaten at break time. Pupils are welcome to bring in bottled water

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Jewellery

For children with pierced ears, stud earrings ONLY may be worn for safety reasons and even these should be removed/covered for PE, games, swimming, Design Technology, Science and Work Related Learning. No other jewellery should be worn to school. We encourage pupils not to have multiple piercings for reasons of Health and Safety; as they will need to be removed or covered for some activities.

Mobile Phones

We recognise that some of our pupils have a long way to travel and parents like to be able to contact them on the home/school transport. We ask pupils to hand their phones into their class teacher at the start of the day. They can collect them at the end of the day. If pupils refuse to hand in their phones, they will be confiscated and parents asked to collect them. We advise pupils not to exchange telephone numbers with each other without written consent from their parents.

Valuables

Students should never bring personal possessions to school without the prior knowledge and permission of their parents. The school does not accept responsibility for their safe keeping. A valuable can be considered anything that the child or parent would be upset at the loss of or damage to. On past experience this includes jewellery, electrical equipment, cameras, computer games, MP 3 players and treasured toys. Where it is agreed a pupil may bring in a specific item for an activity, this should handed in to their class teacher at the beginning of the day for safe keeping.

Lost Property

Lost property will be returned to the child if possible. Every year we have numerous unmarked items that are not claimed. Pupils and their families are given the opportunity to claim any lost items at parents’ evenings which are held every term.

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School Meals

The school has its own kitchen and runs its own canteen. The quality of meals is very high and every effort is being made to ensure that they are healthy. We are also able to cope with any dietary needs as required. The scale of charges for the meals is kept to an absolute minimum. It is perfectly in order for children to bring packed lunches to school and provision is made for them to eat in the dining hall with everyone else. Staff eat with younger pupils in a family setting to give pupils the opportunity to practise appropriate social skills. School meal menus are arranged over a four week rota. If parents feel they may be entitled to free school meals, forms are available from the School Office.

You are encouraged to apply as soon as you think you have become eligible because the free meals may not be back-dated. It is very important that you let us know of any food allergies your child may have.

Transport

As the school serves a large area the vast majority of our pupils are brought to school by coach, mini-bus or taxi; this is arranged by the child’s Local Education authority. It is important that parents keep to the agreed time of pick-up because the schedule is tight and vehicles have to pick up a number of children from different locations. You are also expected to have made suitable arrangements to meet them when they are dropped off at home, as the transport are unable to drop off children without a known adult being present. When pupils get to school they remain in their transport until 8.55am when they are met by school staff.

At the end of the day, pupils meet at the school gate and are escorted to the appropriate transport. We cannot make alternative arrangements for pupils to travel to the homes of other pupils. If for any reason your child is to be collected by another person, please let the school know who this will be. The person collecting your child will need to have identification and authorisation on them, for example a letter signed and dated by you. If you have a complaint about the behaviour of a child on the transport please consult with the driver and/or transport operator. If this fails to resolve the problem please contact the school as we can usually resolve the situation quickly and easily. Pupils should arrive home at approximately the same time each day; in the event of a problem the transport operator will make every effort to notify each parent as soon as possible. Finally, it is worth remembering that occasionally school transport may be late due to factors beyond their control e.g. fog, ice, snow or traffic problems 6

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School Times 09.00 09:15 09.35 10.15

Tutor time Assembly Lesson 1 Lesson 2

10.50 Break

11:10 Lesson 3 11.45 Lesson 4 12:25 Lunch

13:15 13:20 14.00 14.40 15:15 15.25

Registration / tutor time Lesson 5 Lesson 6 Lesson 7 Tutor time Assemble for buses and taxis

Illness at School

If your child is taken ill during the school day we will contact you or the Emergency Contact. It is VERY IMPORTANT that this information is up to date. Please contact the School Office if you need to amend your child’s emergency details.

Medical Appointments

If possible please make medical appointments outside of school hours. If this is not possible your child can be collected from school for such appointments during the day.

They may, of course, have to be kept off school for such appointments but we would ask that these must be kept to a minimum. The school cannot take the responsibility for getting children to medical appointments arranged by parents.

Medicines and Medical Information

If your child needs prescribed medicines to be given at school, you must give written permission for us to administer them. If you bring your child to school, medicines should be given to the School Office, or to the taxi/bus driver or escort. All medicines MUST be in the original container given by the pharmacy, with clear information on the dosage to be given. On admission we request information on any diagnosis or condition and any regular prescribed medication that your child takes. We update this information from time to time but would request you keep us informed of any changes to either diagnosis or medication.

If the medicine is regularly given at school the school nurse will draw up a protocol for you to sign.

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Accidents at School

Occasionally, as in any school, accidents happen and a student may be injured. In these cases it may be necessary to take them to hospital for a proper medical diagnosis. We will contact you and we expect you to meet us at the hospital. Again we do therefore ask you to give us an emergency telephone number on which you can be contacted.

Medical Care Plans

If your child has a condition requiring a medical care plan this will be written by the School Nurse and overseen by the Head Teacher. All staff are made aware of the needs of pupils with Medical Care Plans.

Assemblies

Assemblies are held every day of the week. They may be whole school, Upper or Lower School or class assemblies. Other assemblies are held to mark specific events.

Monday Tuesday Wednesday Thursday Friday

Achievement assembly Music/Drama assembly Departmental assemblies School assembly Whole school ‘Celebration’ Assembly

OUR SCHOOL COMMUNITY Pupil Wellbeing

All pupils will have a Class Tutor and at least one Teaching Assistant who are responsible for monitoring progress and helping to solve minor problems. More serious problems may be passed to the Head of department. We encourage parents to contact the Class Tutor if they have any concerns, however small. Students are also supported by our learning mentor’s team. Students are referred to the team by the class teacher for various behavioural or emotional reasons. The basic rule of conduct is that all pupils should show respect to all members of the school community.

We recognise and take into consideration the different ages and abilities of the children in deciding what is acceptable behaviour.

The school acknowledges that bullying is a problem in society but we aim to minimise all forms of bullying in every area of school. The school uses a range of strategies to reduce bullying; including listening to pupils, ensuring high staff ratios at unstructured times and effective behaviour plans.

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School Council

All pupils participate in Class Councils. Each class elects a representative to give their views and opinions on the School Council. The School Council takes an active role in all aspects of school life.

Governors

School Governors are appointed to serve for four years and they form an important link between school and the community, working closely with the Head teacher, in a strategic role to move the school forward. They operate within the statutory guidelines, meeting regularly to ensure the efficient running of the school and the maintenance of high standards.

Connexions

The Connexions Personal Advisor (PA) is there to support pupils from Year 9 in their transition period into adulthood. The Connexions PA can work with statemented pupils until they are 25. The Connexions PA provides advice, guidance and support about college, work and training and through their links with other agencies they can provide signposting to other areas where support may be obtained, e.g. housing and benefits. The Connexions PA is an integral part of the multi-agency approach to supporting young people.

Speech Therapy

The school has three Speech Therapists, who work in school one full time and two part time. There is also a part time Speech Therapist assistant.

All are available for advice and guidance. Individual children may receive specific help as agreed by the Speech Therapists and as identified in their Statement of Special Educational Needs. All support staff are trained in speech therapy techniques through the ELKLAN programme

Behaviour

We have high expectations of both work and behaviour. We believe in a climate of mutual respect, of valuing pupils and a willingness to devote time to listen. We recognise that, for some of our pupils, behaviour is a barrier to learning and that our curriculum and school environment needs to support and reinforce positive behaviour models, giving pupils clear choices and responsibilities to enable and encourage them to develop appropriate social skills. Where a pupil is finding it hard to cope in a class situation we will work with parents and other agencies to put in appropriate support, therapies and/or a highly differentiated curriculum. We believe that a reward based approach is preferable to a sanction orientated ethos and that both rewards and sanctions should be seen to be fair and just. The use of rewards underpins and supports general Behaviour

Management and all pupils have the opportunity to gain recognition through them, whereas sanctions are used more rarely to reinforce behavioural expectations for individual pupils.

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TEACHING AND LEARNING

Our Aims are to:

• Develop lively, imaginative and enquiring minds, the ability to question and argue rationally and apply themselves to tasks and challenges;

• Acquire understanding, knowledge and skills relevant to adult life; • Develop personal moral values and respect for others;

• Develop concern for the environment and an understanding of the world in which they live; • Appreciate their own aspirations and achievements and that of others;

• Take their place in society in an informed, positive and active way; • Support pupils in developing and maintaining a healthy lifestyle;

• Develop and maintain relationship with others in a range of situations; • Value learning.

Methods of Teaching

The ethos underlying all teaching and learning is that all pupils will have access to a range of learning experiences that reflect their needs. Particular emphasis is placed on the core skills of ‘communication and interaction’ including reading, writing, speaking and listening, personal, social and ICT skills.

Pupils are taught in whole class groups, small groups and as individuals, depending on the activity/task to be done and the needs of the child. Many children do not learn effectively in an incidental manner. Learning experiences are structured to build upon and extend prior learning, enabling pupils to have a sense of achievement and recognise that they are making progress in their learning. All lessons use a variety of teaching strategies that reflect the individual need, previous experience, intellectual abilities, and current levels of attainment and learning styles.

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ORGANISATION AND FACILITIES

Children within the school work in class bases arranged by Key Stages. Within these units children work in small groups and attend specialist teaching areas appropriate to their age.

Children with communication difficulties, whether receptive or expressive, are helped by individually designed programmes which are initiated and implemented by our Speech and Language Department who, in conjunction with class teams, withdraw or support either individuals or small groups. All support staff are trained in speech therapy techniques through the ELKLAN programme.

In addition to ten class bases, the school provides a purpose built Gym, Design & Technology, Food Technology, R.E., Music, Art and I.C.T. rooms, a Science Laboratory, Language and Communication suites, kitchenettes and a multipurpose hall. Facilities also include a soft play room and a multi-sensory room, both of which have proved invaluable in meeting the therapeutic needs of the young people.

Spacious playing fields and playgrounds containing large play equipment contribute to the physical and social development of the pupils.

Part of the school is housed in a three storey building dating back to the 1900s. It is therefore a necessity that all pupils of school age are ambulant.

Our Sixth Form Centre enjoys good access with ramps and a lift offering access to all.

Pupils and staff have access to advice and support from specialists in their LEA such as physiotherapists and peripatetic teachers from the sensory impairment services where specified in individual Statements of Special Educational Need.

The children’s medical well-being is also checked by visits from a community nurse, doctor, dentist and optometrist.

Staff and pupils have access to the Educational Psychology service of the pupil’s L.E.A.

The school places emphasis on practical subjects where the pupils can learn kinaesthetically.

Food Technology, Design and Technology and Information Technology are offered to all secondary and most primary aged pupils on a weekly basis. P.E. is included in most class’s daily programmes. This takes the form of leisure pursuits at Key Stage 4 and Sixth Form.

The Moral and Cultural Dimension

The school, like family life, provides a context for moral and cultural learning and experiences. At school pupils will have the opportunities to experience different aspects of society within a clear and consistent moral frame work, developing mutual respect and tolerance for each other.

Your child will be given opportunities to make informed choices to develop leadership skills, to take responsibility and to consider the consequences of their actions now and in the future.

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STAFFING

The school maintains a high staff / pupil ratio. As well as relevantly qualified teaching staff (20 in addition to the Head Teacher), three speech therapists and a language assistant, there are a large number of special support assistants (currently 42) and three learning mentors with considerable experience and expertise in working with pupils with special needs.

School lunches are prepared on site by our own catering team.

Staff are highly trained with access to a number of professional training organisations. The school is a training centre and is able to offer Makaton and ELKLAN training to other professionals and parents as well as all our own staff. In addition all staff undergo First Aid training.

The school uses the Team Teach behavioural intervention approach and staff tutors ensure colleagues maintain an approach to managing the children on a day to day basis

The Curriculum

The term ‘Curriculum’ refers to the pupil’s learning experiences. At St Johns School we recognise the need to provide a broad and balanced curriculum that enables pupils to make progress both academically and socially; and prepare them for the future. Pupils follow a balanced and broadly based curriculum, covering the full range of the National Curriculum and enhancing their learning experiences.

Where appropriate, KS4 pupils attend local high schools to complete GCSE courses typically in Maths, ICT or Art. On-going evaluation is made of programmes of study and these are modified and extended on a regular basis.

English (Literacy)

We recognise effective communication as crucial to our pupils’ ability to take their place in society in a positive and active way. We develop all areas of communication through the main areas of literacy; speaking and listening, reading and writing.

To determine the need for intervention, assessments are carried out and individual programmes designed to meet each student’s needs. Several commercial language schemes are available for use within the school. Makaton (signing/symbols) and PECS (Picture Exchange Communication) may be used to augment communication, where appropriate. To enhance children’s speaking and listening skills, class teachers liaise with our speech and language therapists.

Drama and Music are important mediums we use in the school and pupils are involved in a number of performances both in and out of school.

In reading we adopt any approach that will work with an individual. We try to encourage children to enjoy books and realise that there is meaning behind words. We have access within the school to several reading schemes, including Story Chest, Oxford Reading Tree, Ginn 360, Wellington Square, Rapid, ‘Impact’ and many other supplementary Schemes and we actively encourage children to read from these schemes before progressing onto new levels.

Writing and handwriting skills are both developed and when handwriting difficulties interfere with creative skills there are a variety of ICT solutions available in each class to help eliminate this particular problem.

Accreditation includes AQA units and ASDAN qualifications.

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Mathematics (Numeracy)

We recognise effective numeracy is crucial to our pupils’ ability to take their place in society in a positive and active way. We use an approach to Maths which broadly follows the guidelines of the National Curriculum, but which places a strong emphasis on Maths for living. Students from Key Stage 3 need to experience Maths in a more holistic way to encourage independance.

Consequently, whilst covering all areas of the National Curriculum, opportunities will be provided for practical activities which involve students in real and role play situations e.g. shopping, use of time, measurement and surveys in and around school etc.

Accreditation includes GCSE, Entry Level, ASDAN and AQA unit awards.

Information Communication Technology (ICT) Pupils carry out a range of activities, including word processing, spreadsheets,

presentations, databases, drawing and control technology. Pupils are encouraged to consider how they use ICT in other subject areas. They need to be confident and competent in their ability to understand and use a wide range of ICT. There are five main themes in ICT. These are; Investigating; Developing Ideas and Making Things Happen; Exchanging and Sharing Information; Reviewing; Modifying; and Evaluating Work, as it progresses.

At St Johns there is a strong ethos to support your child’s progress in developing the skills they will need to take an active role in the adult world.

Accreditation includes GCSE, Entry Level, ASDAN and AQA unit awards.

Personal, Health, Social, Citizenship (PHSCE)

At St Johns there is a strong ethos to support your child’s progress in developing the skills they will need to take an active role in the adult world. P.H.S.C.E. Education is delivered across the curriculum as well as in specific lessons. The emphasis is on developing skills such as making informed choices, planning, communication and research as well as specific knowledge such as healthy eating and personal care. Skills and subject knowledge are delivered through a range of themes including: Our World; Who am I? Healthy Living; The Future, Relationships and Understanding Others. Within the Citizenship element of this subject pupils develop an understanding of how local, regional and national communities function. They also look at how rules are made, both formal and informal. Time is spent working on the theme of differences and how conflict can be resolved.

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Science

Science develops pupils’ knowledge and understanding of the world around them.

Science supports the development of a wide range of skills including observation; framing hypotheses; devising and conducting experiments; and applying the knowledge and understanding gained in new situations. There is a strong emphasis on practical work in Science. There are four strands of knowledge developed through science. These are: Scientific Application, Life and Living Processes, Materials and The Physical World.

Science is coordinated and taught by a specialist teacher in our science area at Key Stages 3 and 4. In the Primary Department Science is delivered by the form tutors Accreditation includes GCSE, Entry Level, ASDAN and AQA unit awards.

Art

Art offers pupils the opportunity to express themselves in different mediums.

Through Art pupils develop a range of skills including observation, planning, organisation, creativity and presentation.

Accreditation includes GCSE, Entry Level, ASDAN and AQA unit awards.

Design Technology

Design Technology is taught through two subject areas, Food Technology and Resistant Materials. All pupils will have will have the opportunity to attend food technology lessons during the course of the academic year. Pupils from KS3 will access the resistant materials room Pupils at KS 1 and 2 will be taught by their class teacher. Pupils are encouraged to develop the skills of research, planning, organisation, use of equipment, making and evaluation. There is a strong emphasis on practical work in Design Technology.

Accreditation includes, ASDAN and AQA units award.

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Drama

Drama provides pupils with the opportunity to develop a wide range of skills. Pupils experience a range of workshops, drama productions and live performances. In the Lower School pupils have the opportunity to find out more about the world around them as part of their topic work. They will look in more detail at different countries.

Accreditation includes, ASDAN and AQA unit awards.

French (Modern Foreign Languages)

In the Lower School pupils have the opportunity to find out more about the world around them. They will look in more detail at different countries. Pupils will start to learn basic French. The emphasis is on enjoyment, listening to and speaking simple French.

Accreditation includes ASDAN and AQA unit awards.

Geography

In the Lower School Geography is taught as part of their topic work. Pupils will explore this subject, developing an appreciation and understanding of the variety of physical and human conditions on the earth’s surface and how change has been caused.

History

In the Lower School History is taught as part of the theme/topic approach. In this subject pupils will explore the past and how it has influenced events and conditions in the future. Pupils are encouraged to see that the present world has grown out of the past and develop a sense of chronological order.

Music

Music forms part of the theme/topic work as well as part of the enhancement programme. We have a designated Music Room in the school. We encourage the pupil’s performance skills. Students are encouraged to perform at our weekly music assemblies There is also a School Choir. Accreditation includes ASDAN and AQA unit awards.

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RELIGIOUS EDUCATION

Religious Education is an integral part of our curriculum. All the children study R.E. as part of their National Curriculum entitlement. In addition Catholics receive additional instruction according in their faith tradition. There is a daily act of worship which is attended by all staff and students. It is part of our Admissions Criteria that parents accept the Christian ethos of our school. We teach Religious Education to help students to experience people from different cultural and religious backgrounds.

Physical Education (PE)

This is an area of learning where children are encouraged to develop control, coordination and mobility. Pupils are also encouraged to develop their understanding of their body and how to develop and maintain a healthy lifestyle. Pupils from KS3 are given the opportunity to be part of a ‘team’ and represent the school. Students at KS 1, 2 and 3 are given the opportunity to take part in a weekly swimming session.

Students at KS 4 and 5 take part in a leisure afternoon where they will attend different activities outside the confines of the school

Work Related Learning

During their time at St John’s School pupils are encouraged to think about what they are going to do when they leave the school. In the Lower School, within the topics/themes, work areas are discussed. During Year 9 the focus is on making choices.

Year 10 and 11 pupils spend at least one afternoon a week developing Work Related Skills; finding out more about specific areas of work. During this time pupils will have the opportunity if appropriate, in Year 11 a period of Work Experience.

Educational Visits (EV)

Your child may be involved in Educational Visits. These visits are an integral part of the curriculum and children are expected to participate. The school has an Educational Visits Co-ordinator (EVC) who has been trained for the role and whose job it is to approve all school visits.

All school visits undergo a Risk Assessment to ensure the safety and wellbeing of pupils. If this shows that there is an increased risk for a pupil, it may be decided that the pupil is unable to participate. There is no charge for Educational Visits but you will be asked to make a voluntary contribution towards some activities. For Residential visits you may be expected to pay the full cost.

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Healthy schools

We are committed to the National Healthy Schools Programme which helps us to look at the health needs of our pupils in the widest sense. All areas of the school are expected to develop the skills needed to ensure the pupils are informed and supported in developing and maintaining a healthy lifestyle.

Information, Advice and Guidance

At St John’s we are committed to providing good quality information, advice and guidance to our pupils about a wide range of issues. This includes developing a healthy lifestyle and making choices now and in the future. All pupils are encouraged to speak to staff about any issues they have that are concerning them, and may be a barrier to learning.

Sex Education and Relationships (SRE)

It is important that pupils have the opportunity to develop into active and responsible adults.

Through the SRE programme relationships are discussed within a framework of: loving and caring; family values; acceptable forms of behaviour and respecting the beliefs of different cultures and religions. It will take into account current issues, practical guidance and changing attitudes; and delivered in a way that is appropriate for the needs of the young people.

Pupil Progress

An important element of our work with the children at St John’s is monitoring the progress made. This can be in very small steps for some pupils, with the rate of personal progress varying for each individual. Pupil’s progress is assessed throughout the school day both formally

and informally. The information gained from these assessments is used to inform future planning. All pupils are encouraged to be actively involved in assessing their own progress; and in setting their own short term and long term targets. St John’s holds termly parents evenings. This is also an opportunity to set new targets.

A range of assessment methods are used which include: personal assessment; peer assessment; teacher assessment; and formal testing also takes place when appropriate.

Staff continually assess pupils progress and the results are recorded on the Green box system in school.

Parents/carers receive reports on their child’s progress annually. Each student will have an Annual Statement Review. Many of our pupils find it difficult to appreciate the progress they make. It is an important part of the school’s culture that we celebrate achievement and success for all members of the school community.

If you have concerns about your child’s progress and wish to discuss this with staff please do not hesitate to contact the school and arrange an appointment.

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Annual Statement Review

All pupils at St John’s have their needs fully assessed and provision identified through a Statement of Special Educational Needs. Each year this is reviewed to see if the needs have changed and to make sure we are providing the most appropriate education for your child. If necessary, recommendations are made for amendments to the Statement. Reviews are sent out at least two weeks prior to the review meeting and every effort is made to ensure that parents can attend. This is a statutory process and is the opportunity to ensure the provision and placement are meeting the needs of your child. Where other professionals are involved they are invited to these meetings. With the review paper work sent prior to the review.

There may be occasions where either the parents or school feel that a full reassessment is required of your child’s needs. This will involve further investigation and reports by professionals. Parents are kept fully informed and are expected to contribute to any reassessment.

Transition Reviews

Transition Reviews are held as part of the Annual Review from Years 9. The purpose of these is to help the child and their family plan for what is going to happen when they leave St John’s. The Connexions Personal Advisor should attend these Reviews.

Pastoral Care

Pastoral care is mainly undertaken by learning mentors, tutors, Heads of Department or Senior Management according to the need at the time. All those involved keep in constant communication.

Person, Health and Social Education

Our Personal, Health and Social Education programme is central to our teaching and learning. It is tailored to the philosophy of the school and its pupils. From an early age our children learn to have a positive self-image and genuine concern for others. Children in their middle years of school learn how to cope and come to terms with changes in themselves and others and to be aware of danger and safeguarding issues.

The ASDAN Award Scheme

The programme blends activity based curriculum enrichment with a framework for the development, assessment and accreditation of independent, life and key skills. There is an emphasis on rewarding achievement. The school offers the Transition Challenge, the Bronze and Silver Challenge and the Toward Independence Schemes from KS4.

Inspection

The school is eligible for inspection by OFSTED personnel. The school also contracts educational consultants to carry out frequent visits to help ensure we maintain appropriate standards and education practices.

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Assessment and Record

Assessment is an integral part of the curriculum and is an essential part of teaching here at St. John’s. We use the structures of the National Curriculum assessment format which can include testing but more usually, is based on teachers’ assessment. The arrangements include continuous formative assessment by teachers. The school uses CASPA and the Green Box assessment approach. Parents are informed of the results during the Annual Review procedure. Keeping records allows teachers to focus on the needs and attainments of individual children. Teachers must keep a record of each pupil’s progress through the attainment targets set out for each subject area. This enables the teacher to plan learning activities which are appropriate to the child’s levels of attainment and to determine the overall level reached at the end of each Key Stage. Record-keeping is also essential for discussions with parents and, indeed, with the pupils themselves. On leaving school, each student receives a personal profile showing the areas in which they have achieved success. Annual Reviews for each student take place on the anniversary of their first statement. Parents are invited as well as other professionals. Pupils also attend their Annual Review meetings and contribute their own views.

IEPs

Pupils’ individual education plans are set and reviewed three times a year at Parents’ Evenings. The IEP offers three to four smart targets which pupils should be able to attain over the course of a term. A Transition Plan forms the basis of future planning for the students from the age of 14.

External Accreditation

Our students have the opportunity take part in the following external accreditation awards: A.Q.A. Unit Award Scheme (Entry Level) A.Q.A. On Demand Tests (Literacy and Numeracy) ASDAN Transition Challenge ASDAN Bronze / Silver Challenge Award ASDAN Towards Independence Scheme.

A small group of pupils may access GCSE - to date Maths, ICT and Art. This has been facilitated via a local high school, although we are now starting our own Art course.

Vocational Education

St. John’s operates a mini enterprise group which contributes to work related learning and produces items for sale. These include garden furniture, plants, Christmas cards and gifts.

Work Experience and Work Related Learning

Wherever possible, students in Year 10 and above are offered Work Experience placements.

Many of these placements are in the community suitable to the needs of individual students.

Students also take part in practical work related activities in the school’s grounds or in appropriate settings where they can extend their experience and skills.

St. John’s R.C. School n Learning for Life

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Involvement of Parents

It is the philosophy of the school to maintain close collaboration with parents. They are welcome to visit the school, by appointment, for discussions with the Headteacher and / or class teacher at any time during the year. In keeping with the recommendations of the Code of Practice, parents are offered a termly opportunity to discuss their child’s progress and targets. This occurs at three evenings spread over the school year. Parents are strongly encouraged to attend their child’s Annual Review meeting where they are invited to discuss any concerns or issues concerning their child. There are two major whole school events each year; Sports Day in July and the Christmas Concert as well as regular coffee mornings and social events. These are always tremendously well supported by parents and provide them with the opportunity to meet informally with teachers.

External Links

The school also has close links with local schools and colleges. We offer work experience placements to school students and take part in projects with other schools. Through our leisure programme strong links exist with various recreational groups, Youth Clubs and Sports Centres.

Expectations

In line with our Mission Statement, our Behaviour Policy and the Christian ethos of the school, children are expected to act in a socially acceptable way, with courtesy and good manners, showing respect for other people and their possessions. They will be expected to treat school property with respect. They will avoid rough play and will refrain from inappropriate language eg. Swearing. Children are expected to move about the school in a restrained manner and are expected to follow guidance and instruction from all staff.

Further information about the school may be obtained by contacting the Headteacher.

ST JOHN’S R.C. SCHOOL

Turpins Lane, Woodford Bridge, Essex IG8 8AX Telephone: (020) 8504 1818 Fax: (020) 8559 2409

Headteacher: Ms. J. Sheehy Chair of the Governing Body: Fr. Bob Hamill Trustees: The Sisters of the Sacred Hearts of Jesus & Mary Charity No: 287232

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St. John’s R.C. School n Learning for Life