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Sir John Cass's Foundation Primary School

Sir John Cass's Foundation Primary School - The City of London's primary school - is a mixed gender, Church of England primary school in the heart of the Square Mile. We serve a diverse community and aim to ensure our pupils excel in their personal, social and emotional development.

We received an 'Outstanding' rating from Ofsted in our last inspection and pupil achievement in reading, writing and maths were well above those of most schools nationally by the end of Year 6. This success is mirrored by the excellent teamwork between staff, governors, parents, pupils and community workers.

You can find the link to our most recent Ofsted report in the Useful documents box at lower left.

Who to contact

Telephone
020 7283 1147
E-mail
office@sirjohncassprimary.org
Website
Sir John Cass's Foundation Primary School
Notes

For information about admissions: admissions@sirjohncassprimary.org

Where to go

Address
St. James's Passage
Duke's Place
London
Postcode
EC3A 5DE

Local Offer

Local Offer Age Bands
Early Years (0 to 5)
Primary (5 to 11)
SEN Provision Type
Universal
Targeted

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?

Our provision for children with SEND takes many forms. We aim to make all SEND provision appropriate for each individual child and their unique needs.

Our first priority would be to always deliver First Quality Teaching throughout the school.

Initially we work in partnership with parents, carers and other agencies to identify what provision is appropriate for particular children with SEND. This might include:

  • Specialised 1-1 teaching or teaching assistant support
  • Small group interventions
  • Specific teaching interventions to target the development of a particular skill.

We have a range of well trained staff to support children with SEND including:

  • SENCO
  • Teaching Assistant
  • Learning Support Assistant
  • Intervention/Behaviour
  • Ethnic minority teaching team
  • Numbers count teacher

External support will be sought if necessary. This might include:

  • Educational Physiologist
  • Speech & Language Therapists
  • Health Visitors & Social Workers
  • Early Years Advisory Support
  • Clinical Psychologist
  • Family support worker
  • Play Therapist
  • Phoenix Outreach (Autism Specialists)
  • Stephen Hawkings Outreach ( Global and Physical delay)
  • Outreach worker
  • Occupational/ Physiotherapist

The class Teacher or SENCO would oversee the outcomes of the interventions.

Our staff are well trained and experienced to support children with a range of SEND. Recent staff development work as included:

  • Sing-along which helps children receptive language.
  • ECAT has recently been implemented in the Child and Family Centre.
  • Autism Training.
  • Downs Syndrome awareness training has been received by several staff and disseminated through to many others.

This training is used to inform and support Quality First teaching in every classroom. Also it may indicate that specific teaching points may need to be taught in a small group or individually.

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

The building is accessible at lower ground and ground floor level, however the rest of the building is accessed by stairs. We are pursuing a school expansion project which would address issues relating to accessibility.

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

The Child and Family Centre runs an open access policy to most of our programme which anyone is entitled to attend. For some activities we ask parents to register in advance so we can gauge the level of interest. Stay and Play sessions with associated help and advice sessions are open to all.

Access to the under 3’s childcare is through the City of London admissions policy.  Excess places are marketed to parents with priority given to City of London resident working families on the basis of income.

Access to our school is through the School Admissions Policy. We are an inclusive setting and all children are welcomed regardless of special education needs so long as we can provide appropriate support for the child in question.

If your child is admitted to the school we will meet with you to discuss how we can best meet their needs. We follow the guidance as laid out in the Equalities Act 2010 and the New SEND Policy of 2014. 

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?
  • Where children attend Children Centre activities, staff engage with parents to establish if there are any areas of concern which can be addressed by providing a range of early support.
  • Children new to the Early Years Foundation Stage receive a home visit prior to entry where the parents are asked if they have any specific concerns about their child. Where children already have an identified need, we liaise with the relevant professionals already working with the family to ensure our provision is appropriate.
  • Where a child transfers from another school, contact is made with the previous school to find out about any concerns or special needs.
  • All new children are assessed closely during the first half term by the staff working with them. This then contributes to our on-going assessment of every pupil and can sometimes raise previously unidentified special needs.
  • Children are assessed termly for their progress in Literacy and Numeracy alongside foundation subjects.
  • We then hold Highlighting meetings with the teaching and SMT team 3 times a year to discuss each child as an individual.
  • Identification of special needs would be made through observation, work studies, specific interventions and or assessments. Any interventions or specialist support would be discussed with the parents.
  • We always encourage parents to come and talk to us in informal and formal situations.
  • We monitor records of behaviour incidents and sanctions so we can look for and patterns in behaviour or social and emotional needs which may need support.
  • If a parent is concerned that their child has special needs they would be encouraged to initially speak to their class teacher and then to have a conversation with the SENCO.
  • We will be guided by and follow the guidance set out in the SEND Code of Practice 2014
What support will there be for my child's/young person's overall well being?
  • Before a child attends our school the parents and child are encouraged to visit the school and speak to relevant adults about the school and their child’s particular needs.
  • If possible files from previous settings and any professional’s information would be read and studied in order that we can ensure a smooth settling in and continuation of progress. The SENCO may also have conversations with professionals involved with the child to gain extra information.
  • Our school staff always try to be available to talk to parents on a daily basis if this is needed thus we can gather feedback from parents so that, we know what they think the child or young person’s needs are.
  • We pride ourselves on having very good relationships with the children so monitoring their social and emotional well-being on a constant basis.
  • We report to parents and carers each term. We also provide details of any additional provision for children with SEND. This is outlined at either a target setting or SEND meeting.
  • Where a child has a Statement of SEN or an Individual Health and Education Plan we would hold an annual review meeting. 
What specialist services and expertise are avaliable at or accessed by the setting/school/college?

At Sir John Cass we provide many opportunities for working with children with SEND.

This may include:

  • Speaking and Listening support usually delivered by the LSA or TA.
  • Sensory Room
  • Social Skills Groups
  • Additional teaching support
  • Very experienced LSAs and TAs
  • Out Reach support from Phoenix and Stephen Hawkins School
  • After school clubs (these are sometimes supported 1-1 depending on the subject being taught)

We would follow our Equal Opportunities/Inclusion Policy and Procedure this ensures that all children are treated equally.

We seek to implement advice given by specialist services and include it in our Personal Learning Plans. The PLPs are developed with input from everyone involved with child. 

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

The child`s individual needs would be assessed over a short period of time, and if necessary appropriate additional support would be discussed and put into place. This may mean that the child is individually indicated on the teachers planning. Where expected progress is not being made strategies are discussed within the class team and with the SENCO.

Depending on the level of need we would adapt the curriculum suitably to meet the needs of the child to ensure they made good progress over time.

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

When a need is indicated we would discuss with the parents or carers and then look for the relevant professional support. In order to support your child we work with a range of professionals and partners including:

  • Early Years Advisory Teacher,
  • SENCO
  • Speech and Language Therapist
  • Counsellors
  • Outreach Workers from Stephen Hawkins and Phoenix Schools
  • Educational Psychologist

In the Cass Child and Family Centre staff meet and discuss children’s needs regularly in both weekly room meetings and then as a whole centre team 6 times a year where concerns are shared and strategies suggested.  The wider team meetings are attended by our clinical psychologist.

All classes in the school have target setting meetings 3 times a year where concerns are shared and strategies reviewed.

There may be times when we do not have the resources or facilities to meet the specific needs of an individual child. Where this does occur we work with partner agencies to ensure that the family is signposted to appropriate support and guidance.

All interventions are measured for success at the end of the time allocation which has been set for the intervention. We proactively evaluate the effectiveness of any provision put in place and reflect on how it can be improved to ensure the young person with SEND gets the support they require. 

How accessible is the setting/school/college enviroment?

SEND provision is funded through the school delegated budget. Children with statements and Health and Education Plans are identified and support funded sometimes through childs home borough and then reviewed on an annual basis.

In the Cass Child and Family Centre, SEND provision is funded from school managed budgets. Where a child under Five attends the setting who is resident in another borough, appropriate support is sought from the Local Authority the child resides in.

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?

Our transition procedure is well established, flexible and ensures that change has a minimum effect on our children.

Our family support worker has a programme of follow up visits to every notified new birth in the City of London. This is very valuable in assessing whether there is any need for additional early help. If a need is identified then a family may be referred to the City of London Early Intervention and Prevention service for additional support.  There may also be an early referral to the appropriate assessment service.

Children who we know have been awarded places are encouraged to attend Stay and Play sessions to begin to become familiar with the setting and staff.

In the Early Years home visits take place with the class teacher and key worker this ensures that the child and family have the opportunity to meet and ask any questions in the home setting before coming into school. This is followed by sessions which are closely monitored when the child comes into school with their parent or carer. And depending on the individual the settling in time is decided upon. We pride ourselves on our close daily contact with parents and carers.

If children are transferring from us to another setting as far as possible prior visits with the parents child and key members of staff, will take place to the new school together with a meeting of relevant staff to share strategies used to support the child.

We prepare children well for the next phase in their education. In Year 6 we proactively signpost secondary school open days. We also meet with the teaching teams or SENCO’s of key partner secondary schools to purposefully transfer information about children with SEND. We pass on statutory information to partner schools in a timely manner. 

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

In the Cass Child and Family Centre we monitor the progress of all children in our childcare from the earliest ages, using the EYFS Learning Outcomes and the programmes of study in the new National Curriculum. Their progress in Early Years is then tracked on a termly basis to ensure that effective strategies are being used.  Where progress is not at an expected level then conversations take place with the relevant staff working with the individual and strategies discussed and alternative approaches considered.

All staff are subject to regular observations of practice as well as the performance management cycle. In Early Years our clinical psychologist offers further advice and guidance to staff where appropriate.

In Year 1 to 6 Sir John Cass School we measure success of Interventions through the school assessment tracker which looks at National Curriculum levels. We also consider age appropriate progress as set for each individual child.

Qualitative and quantitative evidence may also relate to:

  • Emotional Wellbeing of children
  • Communication, Speech and Language
  • Counselling
  • Social Skills
  • Behaviour Modification

Parents will receive regular feedback about the interventions and support.

As a school we have been graded as providing ‘Outstanding’ Provision for all of our children. 

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

All complaints would follow the Sir John Cass complaints procedure which can be found on the school website. http://www.sirjohncassprimary.org/policies.html

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

If your child is admitted to the school we will meet with you to discuss how we can best meet their needs. We follow the guidance as laid out in the Equalities Act 2010 and the New SEND Policy of 2014.

We then work in partnership with parents, carers and other agencies to identify what provision is appropriate for particular children with SEND. This might include:

  • Specialised 1-1 teaching or teaching assistant support
  • Small group interventions
  • Specific teaching interventions to target the development of a particular skill.

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