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St John’s School & College

St John’s Special school and College acquired Academy status with effect from 1st September 2011. St John’s School is part of the BILTT (Bedford Inclusive Learning and Training Trust.

The latest OfSTED inspection of the school in June 2018 judged St John’s to be an Outstanding school. St John’s became a Specialist School in Communication and Interaction in September 2009

St John’s is a day school for children and young people who present a range if complex needs which, among other conditions include:

-Severe Learning Difficulties (SLD)

-Autistic Spectrum Condition (ASC)

-Profound and Multiple Learning Difficulties (PMLD)

-Multi-Sensory Impairment (MSI)

The School is organised into a Primary Department (2-11 years), including Early Years Foundation Stage, Lower phase and Middle phase; and a Secondary Department (11-19 years) including Seniors phase and FE phase, encompassing our Post-16 provision. The departments are led by members of the Senior Leadership Group (SLG).

St John’s operates from two separate sites: the main site at Kempston, and on the site of Kempston Challenger Academy, where some of our FE students are based. 

Class groups are arranged by age, physical and sensory needs and social communication compatibility. Class sizes reflect the needs of the pupils but are much smaller than those at most mainstream schools.

Who to contact

Contact Name
Antonia Drysdale
Contact Position
Head of School
Telephone
E-mail
sjs@biltt.org
Website
st-johns-school.co.uk/

Where to go

Name
St. Johns Special School & College
Address
Austin Canons
Kempston
Bedford
Postcode
MK42 8AA
Get directions

Time / Date Details

When is it on
School Day 9:05am -3:20pm

Other Details

Age Bands
11-14 years old
18-25 years old
Parents and carers
15-17 years old
0-4 years old
5-10 years old
Needs Level
Low
Medium
High
SEN Provision Type
Specialist

Schools Extended Local Offer Response

How does the setting/school/college 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?

St John’s is an academy. Admissions will normally be reserved for children and young people for whom Education Health Care Plans are maintained. Admissions will be arranged in liaison with the local authority – Bedford Borough.

Pupils are admitted throughout the year depending upon availability of places within the appropriate class group.

How will early years setting/school/college staff support my child/young person?

 well planned ‘starting school’ programme ensures that pupils and their families are sensitively introduced to school life at St. John’s. This will involve school staff visiting home and sharing essential information. Parents and carers are welcome to stay in school during the early settling in period.

 

The continuous provision of clearly defined areas provides the basis for the long term planning, with each area supporting the Characteristics of Effective Learning and the seven areas of learning. Themes from EQUALs are used within long term planning and to ensure continuity. The provision is planned for daily through discussions as a team as to how we can build on pupils learning, interests and needs. This is to ensure the provision is continuously reflecting pupil’s current learning and needs. 

Workshop areas are enhanced by the addition of resources, for example, to introduce or extend learning, or related to children’s particular interests, to provide the enhanced provision.  

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

All pupils at St John’s receive a broad, balanced and personalised curriculum that is delivered at Early Years Foundation Stage, National Curriculum and Post16 levels. Functional and transferable learning targets and goals within the Individual Education Plan (IEP) are taught throughout the daily/weekly timetabled lessons. In order to ensure the inclusive presence, participation and progress of all pupils, the school responds to individual learning styles by providing flexible classroom structures and routines and by using a range of recognised specialist teaching strategies.

 

The timetables and curriculum are carefully designed to promote all areas of learning identified within the Education Health Care Plan (EHCP): cognition and learning; communication and interaction; social, emotional and mental health; sensory and/or physical needs; self-help and independence.

 

Pupils are placed in classes depending on their individual needs, not necessarily aged based.

The school’s major resource is well-trained and expert staff. Each class is led by a teacher, a Senior Learning Support Assistant (SLSA) and several learning support assistants 

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?

St John’s recognises the importance of working in partnership with pupils’ families to optimise the abilities of each pupil and to ensure that every pupil’s individual skills and talents are monitored and developed on an on-going basis. Parents and carers receive regular information that allows them to evaluate the quality of provision for their own child. The school seeks to support families at all times via:

  • Home/School diaries
  • Annual Reviews
  • School events, such as performances or WOW! celebrations
  • Consultation evenings
  • Pre-booked meetings at home or school
  • The St. John’s Special School Association (SJSSA), who organise regular family events and fun day, and fundraise for enriching provisions for pupils
  • Our Family Forum (FAMCOMS), where we discuss important matters and ways we can best work together
  •  Regular school newsletters
  •  School family events and fun-days
  • The Home School Agreement

All relevant professionals are invited to the yearly Annual Review meeting along with parents/carers. At the meeting, the EHCP is reviewed to ensure it reflects current pupil needs, particularly focused on the outcomes and the required provision to meet these. These outcomes are translated into the IEP by the teacher and shared at the meeting. The meeting provides opportunity to discuss pupil progress, concerns or any anticipated changes to provision.

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

Successive OfSTED inspections have judged St. John’s as outstanding in providing a safe environment for all pupils.

We are committed to involving Pupil Voice in all aspects of learning. All pupils are assigned a Pupil Voice LSA. We also have a School Council that explores key issues affecting the pupils

We recognise our moral and statutory responsibility to safeguard and promote the welfare of all pupils. We endeavour to provide a safe, secure, caring and highly skilled environment where all pupils are respected and valued, and a curriculum which nurtures self-esteem and empowers pupils to protect themselves. We are alert to the signs of abuse and neglect and follow our procedures to ensure that pupils receive effective support, protection and justice.

St John’s actively provides a friendly, calm and consistent manner and curriculum which enables all staff and pupils to feel safe. There is an appropriate match between activity and ability/interest and communicate clearly and calmly.  There is an emphasis upon helping pupils learn appropriate social behaviour through positive reinforcement, including the use of rewards, both intrinsic and tangible.

In a small number of cases, behaviour may become defined as ‘severely challenging’ and require an individualised approach to ensure effective, safe and consistent management. A behaviour support plan (BSP) will, in such cases, be devised.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

We have a Family Support Lead Professional who co-ordinates all safeguarding procedures and work with families. We also have a Transitions Manager who invests much time in working closely with students and their families on planning and preparing for post-school placement.

Speech and language therapists, physiotherapists, occupational therapists, music therapists and nurses all have dedicated areas within the school. We work closely with a large number of other professionals and specialist services from education, health, care and voluntary sectors.

As a Specialist College in Communication and Interaction the school employs teachers trained in specialist strategies including Intensive Interaction, Sherborne Developmental Movement, and Rebound Therapy.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The school is committed to investing in professional development and staff wellbeing. Training days are tailored and monitored to the current needs of pupil and staff cohort. All training is planned to improve practice and provision in classrooms. Rigorous induction training is provided for all new staff which includes safeguarding, moving and handling, signing and introductions to specialist approaches such as Intensive Interaction and structured teaching. All staff receive Team Teach training, embedding our commitment to positive behaviour support.

The BST is led by SLG and is supported by teachers with additional knowledge, experience and interest in challenging behaviour. Class teams can always draw upon their knowledge for support as required. The team meets on a regular basis to revise, monitor and improve policy, procedure and practice in this area of school activity.

 

How will my child/young person be included in activities outside this classroom including school trips?

Through our Special School Status, St John’s works with a number of mainstream partner school to develop inclusive practice.

As pupils move through the school they begin to access the community for a range activities and trips including PE and sporting events, horse riding, trips to the local museum, community access and weekly sessions at Kempston Pool/Gym.

How accessible is the setting/school/college enviroment?

St. John’s provides a comprehensive transition programme for pupils when joining the school, transferring between phases and to post school placement. The school’s Transition Manager is a major source of specialist support in this essential area of school activity and works closely with students and their families to ensure full involvement in person centred planning.

The school has a long standing partnership with local colleges and independent training providers. Post-16 students access link courses – as and if appropriate - prior to leaving school to aid transition and extend curricular opportunities.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Functional and transferable learning targets and goals within the Individual Education Plan (IEP) are taught throughout the daily/weekly timetabled lessons. In order to ensure the inclusive presence, participation and progress of all pupils, the school responds to individual learning styles by providing flexible classroom structures and routines and by using a range of recognised specialist teaching strategies. Pupils benefit from a range of specialist resources, for example hydrotherapy swimming pool, sensory playground and ramps and overhead hoists as appropriate. 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Functional and transferable learning targets and goals within the Individual Education Plan (IEP) are taught throughout the daily/weekly timetabled lessons. In order to ensure the inclusive presence, participation and progress of all pupils, the school responds to individual learning styles by providing flexible classroom structures and routines and by using a range of recognised specialist teaching strategies. Pupils benefit from a range of specialist resources, for example hydrotherapy swimming pool, sensory playground and ramps and overhead hoists as appropriate. 

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

The EHCP reflects current pupil needs, particularly focused on priority areas of learning and the required provision to meet these. These outcomes are translated into the IEP by the teacher and shared twice per year.

How are parents involved in the setting/school/college? How can I be involved?

The school seeks to support families at all times via:

  • Home/School diaries
  • Annual Reviews
  • School events, such as performances or WOW! celebrations
  • Consultation evenings
  • Pre-booked meetings at home or school
  • The St. John’s Special School Association (SJSSA), who organise regular family events and fun day, and fundraise for enriching provisions for pupils
  • Our Family Forum (FAMCOMS), where we discuss important matters and ways we can best work together
  •  Regular school newsletters
  •  School family events and fun-days
  • The Home School Agreement