St. Joseph’s and St. Gregory’s Catholic Primary School
One Body, Many Parts (Corinthians 12)
EXCELLENCE TOGETHER: We strive to work, as a Catholic community, to secure outstanding outcomes for all our students.
UNIQUENESS: We recognise everyone in our school as being made in God's image. By learning in a community founded on Gospel values, we ensure that our children are prepared for their lives ahead.
EDUCATION FOR ALL: We ensure that our children and staff, of all abilities and backgrounds, are supported to achieve their very best.
Who to contact
Where to go
- St Joseph's and St Gregory's Primary school
Chester Road and Biddenham Turn
- MK40 4AT
- Get directions
We have two sites. The lower primary site educates children from Foundation Stage 1 (nursery) up to Year 3.
The upper primary site educates children in years 4 - 6.
Time / Date Details
- When is it on
- Time of day
- Session Information
Foundation Stage 1 (nursery) 8.30 -11.30
all day for families with 30 hour codes or 12.30 - 3.30
- Age Bands
11-14 years old
Parents and carers
0-4 years old
5-10 years old
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?
Often St Joseph’s and St Gregory’s Primary know that children need extra help because staff are highly skilled in identifying needs, through observations and knowing the children well.
Often St Joseph’s and St Gregory’s Primary know that children need extra help because a doctor, or speech therapist that they have seen, tells us, and asks us to help.
Colleagues at the Child Development Centre let us know that children have particular challenges and, of course, parents tell us about the challenges their children have.
Class teachers are regularly asked to consider whether children in their class may need additional support in order to learn well and be happy at school. If children are highlighted in this way then the Inclusion team and class teacher consider what additional support is needed, contact their parents or carers, and arrange for that to be provided. The child is then considered to have additional needs.
In addition, any member of the school community can ask the Inclusion team to consider the additional needs of a particular child.
Alongside this, we look at children’s attainment and record of behaviour. When we notice that a child is not making good progress, or that they are not behaving in a way that ensures good learning we consider whether additional support is needed.
If you, as a parent, have concerns about your child having special educational needs you need to contact your child’s class teacher or the SENDCO through the SEND email address.
- How will early years setting/school/college staff support my child/young person?
All teachers at St. Joseph’s and St Gregory’s Primary are teachers of children with special educational needs.
When planning lessons, teachers consider the needs of all the children in the class and teach accordingly.
Sometimes children need an individual programme of support. This is planned by the class teacher, in consultation with the SENDCo or Lead Behaviour Professional.
Parents receive a copy of this plan and have an opportunity to comment. Where appropriate there is additional support in the classroom from a Teaching Assistant (TA).
Sometimes children have small group work in or away from the classroom to support a particular aspect of their learning.
Support is monitored by the SENDCO.
If you have any queries about the support your child receives the best person to speak to is their class teacher.
The Senior Leadership team reports to the Directors half-termly. Reports refer to children with SEND and the progress they make. The SENDCOs in the Trust meet at least termly.
- How will the curriculum be matched to my child's/young person's needs?
Teachers know the children in their classes very well and use this knowledge in their planning.
This knowledge and ongoing assessment allows the teachers to plan so that learning takes place in the classroom.
Reasonable adaptions are made to the curriculum and the learning environment where appropriate
- 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?
Class teachers are usually available at the end of the school day for short queries. If a longer discussion is needed an appointment can be made. Parents can also request a telephone call from their child’s class teacher.
The SENDCO, Deputy Head Teacher or the Head Teacher are available to contact via the school office (by phone or email). firstname.lastname@example.org
There are two parent’s evenings each year for each year group.
Each child receives a yearly full school report which includes targets.
Home school books are used with some pupils as a communication tool.
Teachers assess how children are progressing with their learning in every lesson. A formal assessment of their attainment is made three times each year.
If a child has an individualised programme of learning support, parents receive an outline of this programme and are encouraged to contribute their comments.
Children’s progress in phonics (letter sounds and shapes) is assessed every six to eight weeks.
Parents are informed when their child is receiving extra support for learning, thorough, an Outcome Pathway meeting or by their class teacher. The class teacher informs parents about how successful this support has been.
Staff are happy to meet with parents to discuss ways forward for their children.
We run information evenings for parents e.g. maths methods evening.
Parent support can be offered through our Family Support Worker.
- What support will there be for my child's/young person's overall well being?
At St. Joseph’s and St Gregory’s Primary we pride ourselves on our Pastoral Care and our whole child approach. There are staff available to support a child’s needs and this support can be tailored to suit individual needs. Medication and personal care needs are met on an individual level. Needs are taken into consideration and structures are put into place depending on the need. Medical Care Plans, where appropriate, are prepared with help from the School Nurse. Our Behaviour Policy is school wide and is reviewed each year. All staff use the Behaviour Policy and this helps to ensure consistent expectations within the school. The Behaviour Policy specifically includes the need to relate to children’s behaviour taking their age, stage and levels of development into account. The school has a staff team who are experienced and trained to support children with social, emotional and behavioural challenges. Children may participate in programmes designed to support their emotional well-being. Each child’s need is treated individually and support and structures are put in place accordingly. Attendance is monitored daily. There are half-termly Attendance meetings between the head teacher and attendance officer. Appropriate support is put in place for children who are having problems with attendance. We work together with parents to support pupils. Children’s views are very important. Where appropriate we include pupils in reviews and ask their opinion on how they are getting on at school.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
Internal expertise at St Joseph’s and St Gregory’s Primary includes two Behaviour Professionals, who have completed extensive training, and can deliver a variety of interventions via our in-house Nurture provision. Furthermore, several members of staff have undertaken mentor training. We employ an EAL professional who is highly skilled in supporting children new to English. We regularly run a programme called Rainbows, which supports children who have experienced any kind of loss. We also seek support from various outside agencies, and work closely with these agencies to ensure that children are receiving the most suitable support for their needs. Some of the services that currently work and have worked with children in the school include:
St Joseph’s and St Gregory’s Primary seeks support from various outside agencies. We work closely with these agencies to ensure that children are receiving the most suitable support for their needs. Some of the services that currently work and have worked with children in the school include:
Child Development Centre / Community Health Clinics (Paediatricians)
Occupational Therapy Team
Independent Speech and language therapy support
Speech and Language Therapy Service
School Nursing Team
Autism Advisory Teachers
Counselling services including Play Therapy Dramatherapy Carers in Bedfordshire – Young Carers Team
Early Years Support Team
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Professional development for all staff at St. Joseph’s and St. Gregory’s Primary School is recognised as central to improving the quality of learning and achievement for our students. In our school we believe that all staff should be involved in supporting pupils with special educational needs, so we make sure that staff have training to help them do this. We have a vigorous training package for all our staff, which is reviewed, according to the needs of the children. Training for staff has included the following: training around ASC / ADHD; memory, sleep,attachment, Speech & Language Therapy Training; Diabetes, Sickle Cell, Epipen and Asthma training; Dyslexia training; supporting pupils’ mental health; developing fine motor skills; supporting and developing pupils’ maths, reading and writing skills. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. In Inclusion meetings, we regularly discuss and identify staff training needs, usually related to the needs of the children in school at the time.’
- How will my child/young person be included in activities outside this classroom including school trips?
Each child’s SEND are treated individually and trips planned accordingly. Support is offered for school trips if necessary. Where appropriate we speak to parents about their child’s needs regarding particular trips. A risk assessment may be made regarding the needs of particular children accessing a trip and judgement made about how to reduce any risk to an acceptable level. Access to our breakfast and afterschool clubs is for all. Colleagues working there are experienced and skilled at meeting a variety of needs and promoting inclusion. A risk assessment may be made regarding the needs of particular children accessing breakfast or after school club. A judgement is made about how to reduce any risk to an acceptable level.
- How accessible is the setting/school/college enviroment?
Most of St Joseph’s and St Gregory’s Primary School is wheelchair accessible. There is a lift on the Upper Primary site. Placement of pupils with additional needs is considered on an individual basis. There are disabled toilets on both sites. Double glazed windows and full carpeting in most classrooms support a good auditory environment. There is an ongoing decoration schedule, which ensures all areas stay visually attractive. St Joseph’s and St Gregory’s has a nursery and early years department that enhances smooth transition from home to school There are a number of colleagues who speak community languages and, where necessary, they are able to translate. Equipment and adaptations needed to meet the needs of pupils are made if judged appropriate by the Inclusion team. The class teacher plans adaptations and additions to the learning experience of each child with SEND. They do this in consultation with members of the Inclusion team and after taking parents’ or carers’ and the child’s views into account. A description of the provision made is shared with parents/carers and their comments invited. Resources, such as teaching assistant support or specialist equipment, can be made available through the school. Decisions about the allocation of such resources are made by the Inclusion team. They consider the individual case and balance the needs of the child and availability of the resource. The effectiveness of support given to individual children is judged by class teachers each term. The Inclusion team monitor the impact of the various interventions and provisions across the school. The school’s SEND budget is used to employ learning support assistants and behavioural support assistants who are available to work with individual or groups of children. It is also used to engage external specialists and to purchase specialist equipment that supports SEND provision.
- 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?
We have close links with our feeder secondary schools that our children feed into. During the year, we have regular discussions about pupils who are moving to us or away from us.
Where appropriate there are extra visits organised for pupils and we may visit feeder settings to see pupils in their familiar environment.
Children joining the early years are usually visited at their homes, or parent meetings are planned. All needs are considered on an individual basis. We always try to include the children in the transfer process and seek their views.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The class teacher plans adaptations and additions to the learning experience of each child with SEND. They do this in consultation with members of the Inclusion team and after taking parents’ or carers’ and the child’s views into account. A description of the provision made is shared with parents/carers and their comments invited. They consider the individual case and balance the needs of the child and availability of the resource. When a child has an Education, Health and Care Plan, we work closely with the SEND team and other professionals to plan provision according to the child’s need.
Resources, such as teaching assistant support or specialist equipment, can be made available through the school. Decisions about the allocation of such resources are made by the Inclusion team. They consider the individual case and balance the needs of the child and availability of the resource.
The school’s SEND budget is used to employ learning support assistants and behavioural support assistants who are available to work with individual or groups of children. It is also used to engage external specialists and to purchase specialist equipment that supports SEND provision.
- How is the decision made about what type and how much support my child/young person will receive?
Quality first teaching is the entitlement of all children to a curriculum that challenges and supports their progress – whether they are performing at greater depth, at or below age-related expectations. Every member of staff at St Joseph’s and St Gregory’s Primary School has the highest possible expectations for your child and all the pupils in their class. Careful, on-going assessment of daily learning opportunities enables teachers to match their teaching to the diverse needs of individuals and groups of children. All teaching is based on building on what your child already knows, can do and can understand.
Your child’s teacher will check on your child’s progress and will have decided that, if your child has gaps in their understanding/learning, they may need some extra support to help them make the best possible progress. By monitoring the progress of all pupils, we are able to make provision, where necessary, to support individuals or groups of children who need it. Different ways of teaching are in place so that your child is fully involved in learning in class. Specific strategies or resources (which may be suggested by the SENDCO or external advisors) may be put in place to support your child to learn. All children in school will get this as a part of excellent classroom practice when needed.
On occasions, individuals or groups of children may be identified for extra support in school, in addition to that provided through quality first teaching. This may be because progress is minimal or because they are working below age-related expectations. They may have a particular gap in their knowledge or skills which needs closing. They may have a specific learning difficulty or disability. Concerns may have been raised by parents. Additional support may take the form of small group intervention.
In identifying a child as needing additional support, the class teacher working with the SENDCO, carry out a clear analysis of the pupil’s needs. This draws on the teacher’s assessment and experience of the pupil, their previous progress, attainment, as well as the individual’s development, the views and experience of parents, the pupil’s own views and, if relevant, advice from external support services. These assessments are reviewed regularly to ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect.
In some cases, outside professionals from health or social services may be involved with the child. These professionals liaise with the school to help inform the assessments. Where professionals are not already working with school staff, the SENDCO contacts them if appropriate and if the parents agree.
How will the school let me know if they have concerns about my child’s learning?
If your child is identified as continually needing extra support, this will be communicated to you. At the meeting, your child’s class teacher will discuss any identified difficulties with you and complete the Outcome Pathway process.
Any consideration of whether special educational provision is required starts with desired outcomes, including the expected progress and attainment, and the views and wishes of the child and their parents.
Working together is the best way to ensure that children are happy and make progress. We encourage a close relationship between school and parents. For pupils with SEND, we invite parents to attend three Outcome Pathway meetings per year. We also include provision to be completed at home to promote parental engagement and to support a child’s progress in all aspects of their life. There are regular parental opportunities where the SENDCO encourages positive communication between the school and parents/carers. External support will sometimes be invited in for opportunities for parents to learn more information about different aspects of their child’s needs. This could be the school nurse, Young Carers or other organisations that we may have a need for.
- How are parents involved in the setting/school/college? How can I be involved?
Working together is the best way to ensure that children are happy and make progress. We encourage a close relationship between school and parents.
Parents may seek to become school governors.
There are regular parental opportunities where the school Family Support Worker and SENDCO encourage positive communication between the school and parents/carers. External support will sometimes be invited in for opportunities for parents to learn more information about different aspects of their child’s needs. This could be the school nurse, Young Carers or other organisations that we may have a need for.
Parent Coffee mornings
Parent drops ins with the Educational Psychologist
Emails to parents with relevant information that could be of interest
Children have the opportunity to speak to adults about what they are learning, why they are learning it and how they learn best. We do this on a 1-1 basis where appropriate.
We also have a school council where class representatives contribute to school decisions.
The first point of contact for parents of children already at the school is their class teacher.
The office staff are well trained and experienced in addressing parents’ queries and directing them to the right person.
The other points of contact include the Deputy Head and Head Teacher and the SENDCO.
SENDCO – Mrs Michelle Parton email@example.com
Other support, for parents, can be sought through:
Bedford Borough Council Local Offer
Bedford SEND Information, Advice and Support (SENDIAS)
Borough Hall, Cauldwell Street, Bedford MK42 9AP
Tel: 01234 276 267