St Joseph's Rotherhithe



September 2019


We at St Joseph’s believe that all children should have a fair and equal opportunity to be the best they can be. We are an inclusive school who cater our education to meet every child’s needs in a nurturing environment.





“What kinds of special needs are provided for in this school/setting?”

St Joseph’s endeavours to meet the special needs of all children in our setting. The school currently supports children with a range of special educational needs including autism, speech and language disorder, global delay and physical difficulties such as hypermobility.


“Who is involved?”

All members of the school community are involved in the education and development of our pupils with special educational needs. When necessary, whilst working in partnership with the parents, the school may request outside support from external agencies to help guide the care and support that we can provide.


“Where can I find out about what is available locally for me, my family or my child?”

Southwark LA have a website called the Local Offer which runs in tandem with St Joseph’s School Offer. This can be found by clicking on the following link:

If you have any questions regarding the School or Local Offer then please do not hesitate to contact the school SENDCO who is Miss Sophie Fisher.




“How do I know if this school is right for my child?”

By utilising the information available via the Local Offer and each individual’s School Offer you should be able to make an informed choice as to whether this school is suitable for your child. If you require any further clarification regarding the information detailed in these documents then please contact the school SENDCO Miss Sophie Fisher.



“How will my child be welcomed into the school/setting?”

We at St Joseph’s will work closely with parents and the local authority in establishing any specific needs that may have been identified prior to the pupil beginning school. We will then put in place the necessary arrangements to ensure a smooth, happy and productive start to the year.



“How will my child be supported to be part of the school/setting?”

We believe that all children should have the right to access the same curriculum, learning opportunities and extra-curricular activities within the school. Special educational needs will not be identified as the sole reason for a child not being able to take part in school based activities such as Sports Days and Class Assemblies.



“How is behaviour managed?”

Please consult the school’s Behaviour Policy to see the specific details of our behaviour management. Children who have special educational needs which could have a bearing on their ability to integrate in class will receive support in managing their behaviour. However, any specific educational need will not be seen as an excuse for bad behaviour and the behaviour policy will be followed.



“What extra-curricular activities can my child participate in?”

Depending on the nature of special educational need, the child will be able to participate in all extra-curricular activities as long as it is safe for themselves and their classmates to do so. This discussion can be held throughout the school year between the parents, class teacher and school SENDCO to identify support where necessary.



“How will teaching be adapted to meet the needs of my child?”

Teaching at St Joseph’s is outstanding. All children have their needs identified and planned for ensuring all pupils make progress. Where specific adaptation of lesson material is necessary in order for a pupil to make progress this is done beforehand and the child is supported in class in order to complete the assigned work. The support is carried out by both the class teacher and a teaching assistant where appropriate. The teacher will continually review and assess your child’s progress in order to make informed choices and targets for your child.


“How will I know how my child is doing?”

The staff of St Joseph’s are available every day after school or beforehand (with notice) to discuss the progress of your child should you have any concerns. In addition there are two formal parent’s evenings a year and a written report.


“What skills do the staff have to meet the needs of my child?”

All staff at our school are supported through continuing professional development courses. The information in these courses is then shared through staff inset meetings and days. All good practice is shared and the senior leadership team gives regular support to the staff. Specific staff members have specialities in speech and language support.  



“What happens if I am worried about my child?”

In the first instance please contact the class teacher to share your concerns and do not feel afraid to do so. The class teacher can discuss their views and work together with you in identifying a plan in order to support your child and allay any fears you may have. If necessary the school SENDCO will become involved at this immediate stage.


“How do you identify children who may have special needs?”

Our staff are very experienced in identifying children who may have special educational needs. When such an occasion occurs the school SENDCO is contacted and asked to work with the child, or observe the pupil, in order to establish if the child has any special educational needs. At this point the parents will be asked to come in and share any knowledge they may have and discuss any concerns with the class teacher and SENDCO.


“How do I get to know if my child has SEN?”

The SENDCO and class teacher will contact you immediately in order to discuss and plan together the best possible support for your child.


“How will my child manage tests and exams?”

Tests and exams may not always be appropriate for your child if they have special educational needs. In this case the teacher will use their judgement to establish an academic level that your child is working at and towards. If there is a possibility of taking a test with support then this shall occur.

SEN SUPPORT including students with EHC Plans



“What happens if my child does have SEN?”

If your child is identified as having SEN then a meeting will be called between the class teacher, the school SENDCO, the parents, any outside agencies that are involved with the child and the child if appropriate. In this meeting, a plan will be drawn up called an Individual Educational Plan where we will establish the goals and targets that the child is working towards. This IEP will also highlight the support that the school shall invest in order to meet these targets. One underlying principal throughout our plans is the belief in Quality First Teaching. Our continuing efforts to provide outstanding teaching means that children will have their work differentiated for them to ensure that all children make progress in addition to any additional support identified in the IEP.


 “How will you find out more about what my child needs?”

The school will work closely with the parents to identify specific needs. In addition, the school may contact external agencies to provide support in partnership with the parents. If this is required then a meeting will be called by the SENDCO in order to place a referral to a specific outside agency (e.g. Speech and Language Therapy). The parents will be invited to any meeting to discuss next steps.


 “What will you do once you know what my child finds difficult?”

Establish targets, provision and support and these will be written with and shared with the parents. Intervention will be put in place to help address those needs. This can take the form of small group teaching, 1:1 teaching and in class support. The targets shall be reviewed and updated in partnership with parents and outside agencies where necessary. This is also part of our universal approach to teaching where all children receive additional support in groups where necessary and involvement in such a group does not indicate that a child has SEN.


“What extra support can be brought in to help the school meet the needs of my child?”

External agencies can be contacted in order to help identify best possible support for children with SEN. The school currently receives the support of a Speech and Language Therapist, an Educational Psychologist and the Autism Support Team.


 “Who makes sure everything is happening?”

The Head Teacher has overall responsibility, however the role of SENDCO is to ensure that everything aforementioned is happening. If this does not appear to be occurring then any ongoing issues will be escalated to the Head Teacher.


 “How will I know if the provision is making a difference for my child?”

All targets and support will be reviewed regularly in partnership with the parents to ensure progress is being made and targets are being met. This in itself should indicate how much different provision is being made and whether it needs to be escalated or de-escalated.


“What if it isn’t working as much as I’d hoped?”

If concerns still exist then please contact the SENDCO for a discussion. In addition, there are external agencies which can be found on Southwark’s Local Offer site which may be of use in discussing your concerns.


“What happens if I am still worried or disagree?”

If you are still worried or disagree then a meeting with the Head Teacher can be arranged to review any ongoing issues.

Education Health and Care Assessments and Plans


“What if I think my child needs more help than the school can provide?”

External agencies can be contacted as mentioned elsewhere in School Offer. If a high-level of support is identified as being needed (1:1 support) then it may be necessary to apply for an Education and Health Care Plan. This plan will identify all areas of need and the provision that needs to be supplied in order to support and address these needs. As part of this plan additional funding may be awarded. More information can be found on the Local Offer website:


 “What if I disagree with some aspect of the plan?”

You can highlight any issues you have with aspects of the plan to both the SENDCO and Southwark LA. This is a plan that is written in partnership with you and as a result should be agreed upon before being finalised.


“What if the LA says no?”

The LA may say no for a number of reasons. They may feel it is too early to provide an EHC Plan or they may feel that enough provision is already in place. If this is the case you can appeal the decision. Please contact Southwark or the school SENDCO to discuss options.


Arrangements for supporting transitions for pupils with significant SEND


“How will the school help my child to manage the transitions into the school, into a new class or on to a different school/adulthood?”

St Joseph’s will work closely with the parents, the local authority, the child and the identified school to ensure transition is smooth as possible. This could include day visits, booklets and photos to help the child familiarise themselves with their new environment.


Information about funding and resources


“How will the school fund the support needed for my child?”

As part of the school’s general budget a sum of money is assigned to supporting children with SEN in the school. This money is apportioned to speech and language support, intervention groups, 1:1 sessions and quality first teaching. If additional funding is required than the school may request an EHC Plan of which information can be found above.


“How are decisions made about funding and what can I do if I’m unhappy with this?”

Higher Needs Funding is given to a school where significant levels of support are required (1:1 for 15 hours or more). Any other funding and support is the responsibility of the Head Teacher and the SENDCO and any issues that may arise can be discussed with both.



Information on where to find further support



“Where can I or my child get further help, information and support?

Southwark’s Website the Local Offer has significant information on extra support and is regularly updated. You can find the link here:






Complaints procedures


“How do I complain if I am not happy with what is happening for my child?

In the first instance please speak to the class teacher who can help to resolve any issues. This can then be escalated to the SENDCO and later the Head Teacher if necessary.