Statement of intent

Excellent teaching for pupils with SEND is excellent teaching for all. The Code of Practice emphasises that high-quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching. Accurate identification of need and early intervention will support high-quality provision to meet the needs of children and young people with SEND. An uncompromising focus on improvement and recognising what works and what doesn’t for those identified with SEND will raise attainment and make a difference to all children.

At Pilling St John's Primary School we value all pupils and celebrate diversity of experience, interest and achievement. All pupils need to experience praise, recognition and success, and pupils with SEND have equal entitlement to this. 

Please see our SEND Policy for more information.

Inclusion

At Pilling St John’s CE Primary School and Nursery we believe that inclusion is at the heart of  everything we do in our efforts to achieve the best for our pupils. It is the right of every individual to  belong, to be recognised for their achievements and to receive the education that is best suited to  their needs.  

The DfE has stated that:  

• Pupils should, where possible, receive their education alongside their mainstream peers.  ∙ 

• All pupils have an entitlement to a curriculum that is broad, balanced and well differentiated  and includes the National Curriculum.  

• The needs of individual children are paramount. Where these cannot currently be met in  mainstream schools specialist provision should be available.  

At Pilling St John’s we are constantly working to make our school more inclusive. We recognise the diverse needs of our pupils, including able and gifted, and wish to plan ahead for situations in the future when we may have a higher percentage of SEN children within our mainstream setting. 

Pilling St John’s is a loving and joyful community. Leaders ensure that the school’s Christian vision is a  lived reality. Positive relationships are prioritised. Staff are exemplary role models in how to treat others.  They invest significant time in getting to know every pupil and their family well. In turn pupils and their  families value the deep care shown to them. They recognise the extraordinary lengths to which staff go to  support them as individuals. From their earliest time at school, pupils are taught the importance of  kindness. Older pupils delight in looking after their younger schoolmates. The result is a culture in which  pupils and adults are enabled to flourish and know that they are cherished. 

Pupils and family  members are enthusiastic about bespoke programmes introduced by leaders to support their wellbeing. Leaders are mindful of the mental health of staff. Innovative use of technology and streamlining of  systems and procedures increases efficiency and reduces workload. Training and professional  development is empowering adults in their roles and, in turn, enhancing the flourishing of pupils. This is  particularly evident in relation to the emotional and mental wellbeing of some of the most vulnerable  members of the pupil body.  SIAMS Report 2024

For more information about Inclusion and Accessibility at PSJ please see our our plan here