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St Thomas of Canterbury Catholic Primary School

Assessment Policy

Our Mission Statement

We are a Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents and guardians, the parish and the wider community
  • The professional development of all staff


This policy will

  • recognise the paramount importance of assessment for learning

  • clarify the procedures surrounding the schools use of assessment (both summative and formative) the schools use of target setting, record keeping and report writing

  • highlight the need for accurately marked work

  • make clear the next steps for continued pupil progress

  • make clear the role of reflective and responsive lessons and teachers

Formative and Summative Assessment

“Classroom formative assessments allow teachers to make decisions and monitor their instruction based on student performance, while summative assessment occurs at the end of a learning unit and determines if the content being taught was retained” Ainsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, CA: Corwin Press.

  • Assessment for learning is formative assessment.

  • Assessment of learning is summative assessment and involves judging pupils’ progress performance against national standards.

Assessment in FS1 and FS2

Assessment is collected in a formative manner using daily snap shots of pupils learning. As part of the teaching and learning process we assess pupils’ progress in relation to Development Matters (Target Tracker) and then the Early Years Goals. An initial baseline assessment is carried out at the beginning of term 1 and then further assessment is based on the accumulating observations and knowledge of the whole child.

KS1 and KS2

In KS1 a combination of end of unit/term summative assessment occurs (as shown in the assessment timetable); as one part of assessing progress more informal formative assessment occurs. The assessment for learning is fundamental to the development of independent learners. Through ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG 2002) assessment for learning encourages pupils to take ownership of their learning.

A successful learner requires carefully planned lessons targeted to the needs for the learner. The pupils’ progress will be assessed formally and informally to allow for the next step to be taken on their learning journey, helping pupils to enjoy learning and make good and continued progress.

To allow for successful learning all pupils must be given the tools for independent learning. They need to understand the next steps and be responsive to what they are taught.

Pupils have personalised learning through;

  • establishing supportive conditions for learning
  • using assessment for learning to support decision making on planning learning opportunities and teaching strategies
  • clear targets

Pupils work will be assessed informally on a daily basis and teachers are expected to address any areas of need in future planning.

Pupils are encouraged to use self assessment where appropriate to assess their own performance. In KS2 the assessment process is more summative with end of unit/term assessment in maths, GPaS, reading comprehension, writing, R.E. and science. The cycle of assessment is shown in the assessment timetable; this data is analysed and informs the teacher for future planning.

Whole School

Individual reading records are kept and a contact book is kept to allow home and school to liaise. Reading ages are recorded using the Salford Reading Test twice a year. Spelling ages are collected twice a year using the Schonell Spelling Test. Mathematics tests occur at the end of each term and a gap analysis is completed allowing for informed planning in future lessons.

Formal assessments are made using the Rising Stars optional tests at the end of years 3, 4 and 5 and Standard Assessment Tasks will be administered in accordance with the requirements of the Government at the end of KS1 and KS2. We also administer NFER tests in years 3,4 and 5.

Assessment in R.E.

Using the respond part of the “Come and See” scheme of work all pupils, review what has gone before, to make their own assessment of what has recently been explored, and to look ahead with the confidence of knowledge gained from past or present. Three times a year all children are assessed and given a band, this is then recorded on Target Tracker. Pupils work undergoes whole staff moderation and pupils self-assess their achievements.


Teachers use a common policy for marking work which is fully understood and adhered to by all. (See Marking and Feedback Policy)

Banding and Record Keeping

To ensure the accurate banding, adequate coverage of the curriculum and adherence to the highest standards, pupils’ work and teachers’ lessons undergo regular work scrutiny, pupil book trawls, lesson observations, analysis on Target Tracker and moderation. The outcomes are discussed with the SMT and SENCO at regular Pupil Progress Meetings. These are outlined on the assessment timetable, staff meeting timetable and observation timetable. (See attached timetables)

Records are needed to track the progress of individual pupils or groups of pupils. They should help to identify targets for future improvements and help develop pupils’ knowledge and skills. They are needed to inform future planning and should help to confirm end of year and statutory end of key stage assessment.

The school uses Pupil Progress Meetings, Target Tracker, Provision Maps and Education Health and Care Plans to identify areas of success and target requirements.

Report Writing and Statutory End of Year Tests

Three opportunities a year will be given to parents and guardians to meet with the class teacher. A report will be sent home once a year outlining pupil progress. At the end of year 2 and year 6 a written report showing statutory end of year test results will be sent home.

Additional Educational Needs

Children identified as having additional educational needs will have a written Individual Education Health and Care Plan (EHCP) and this will be reviewed annually. A Provision Map is produced for each class, each term and it is the teacher’s responsibility to make sure that all work is differentiated to the necessary requirements of the pupils.

Written: September 2015 Renewal Date: September 2017

St Thomas of Canterbury Catholic Primary School

Behaviour Policy

Mission Statement

We are a Roman Catholic Community committed to:
  • Mutual respect, positive encouragement and participation.
  • Recognising the different personal and educational needs of all pupils.
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church.
  • The highest standards of teaching, learning and performance.
  • Maintaining a supportive partnership with parents, the parish, and the wider community.
  • The professional development of all staff.

All children shall be taught to:
  • Respect themselves
  • Respect individuals and their property
  • Respect school property
This shall be evident when children:
  • Say “please” and “thank you”.
  • Line up quietly without pushing.
  • Walk in quietly, keeping together and obeying Prefects’ instructions.
  • Take responsibility for their own actions.
  • Apologise and show contrition.
  • Put up their hands quietly and do not shout out in class.
  • Sit quietly in the dinner hall and respond to instructions from Midday Meals Supervisors.
  • Show developing listening skills without interrupting or fidgeting.
  • Walk quietly around the school, keeping in single file and to the left of the corridor and, especially, the stairs.
  • Use the toilet facilities responsibly, NOT as a communal gathering place.
  • Give way to adults, do not “push past”, and remember to say “excuse me”.
Playground routines
  • Children walk quietly to their exit onto the playground.
  • Junior children will NOT be allowed into school without permission from teacher or midday meals supervisor.
  • Ball games will be kept to the nominated area of the playground.
  • Junior children ONLY will be allowed to sit on the wall. NO child will be allowed on the bank behind the wall unless collecting a ball with the express permission of the teacher in charge.
  • At the end of play the teacher on duty in the junior playground rings the bell and:
Coming out of school
  • Preparation for departure should be made in good time so that children can leave promptly.
  • Children should be in uniform and be tidy – NO TRAINERS.
  • Teachers to escort children to the front of the school.
  • Children should keep to the paths.
  • Teachers should ensure children are collected.
  • After 3:50 pm, children waiting shall stay quietly in the hall or library.
Positive Reinforcement

In class:
  • Castle points.
  • Stickers.
  • Showing good work.
  • Open praise.
In school:
  • Showing good work.
  • Open praise.
  • Junior certificates.
  • Infant certificates.
  • Head Teacher’s Award stickers.
  • Midday Meals Supervisor castle point awards.
  • Special letter to parents.
  • Time out – children work at a table by themselves; no contact with other children.
  • Lunchtimes – Infants sent to “time out” area by the fence; junior children sent to area by Mrs Hurrell’s outside door. More serious offences to be dealt with by Mrs Phillips or, ultimately, the head teacher (Mrs Myatt).
  • Loss of playtime, kept in by class teacher.
  • Sent to a nominated teacher:
    • Infants – Mrs Copperwheat
    • Juniors – Mr Griffin
    • If child persists in misbehaving – deputy head (Mr Round).
    • Ultimately – head teacher (Mrs Myatt). This will result in a letter being sent home to parents to inform them of the reason (Appendix 1). If the child is sent to the head a second time, a further letter will be sent home, requesting that the parents come and discuss the situation with the head teacher (Appendix 2).

Persistent behaviour problems may result in a behaviour support programme being introduced for the child, with relevant/suitable rewards and sanctions.

Serious Misdemeanours

If serious difficulties arise which may require exclusion, then the head must adhere to the Governors’ procedure.

Date: Summer 2016

Review date: Summer 2018


St Thomas of Canterbury Catholic Primary School

Marking and Feedback Policy

Mission Statement

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, guardians, the parish and the wider community
  • The professional development of all staff


At St Thomas’ we feel that marking and feedback should:

  • Be manageable for teachers and accessible to all children

  • Relate, where appropriate to the learning objective for that lesson

Give children recognition and appropriate praise for the success of their work

  • Encourage children by demonstrating the value of their work, thought and effort

  • Give children clear strategies on how they can improve their work

  • Allow specific time for children to read, reflect and respond to the marking where appropriate

  • Inform future planning

  • Provide a tool for teacher assessment

  • Use of consistent pen colours and marking codes. (see appendix)


  • Promote the child’s self esteem, interest and respect for their work

  • Encourage and praise by noting examples of good practice

  • Demonstrate to the child our interest and concern for their work

  • Focus children’s attention on some of their errors and suggest ways to improve them for next time

Marking Strategies

At St Thomas of Canterbury we will endeavour to use a range of marking and feedback strategies for example.

Oral Feedback - This will be given whenever possible as a priority and is particularly important for subjects that do not always have written evidence.

Summative -Usually consists of ticks or crosses, for closed tasks or exercises.

Secretarial -Marking of spelling, punctuation, grammar etc. – this should NOT be applied for every piece of work but used appropriately for each child.

Focused / Quality -Marking that concentrates on the learning objective of the task set and focuses on closing the gap between what they have achieved and what they could have achieved, in order to extend their thinking.

Self Marking -Where appropriate, children should self mark closed tasks individually, in groups, in pairs or as a class.

Frequency of Marking -Marking should, where possible, take place soon after the work is completed and be handed back as soon as possible.

Longer term tasks may be marked on completion of the task.

Equal Opportunities

All children will have equal access to quality marking and feedback.

Codes and Colours

All marking, across the curriculum, is to be in green pen. There should be regular pink ‘next step’ comments in literacy. In numeracy books and foundation subjects pink ‘next step’ comments will be used when necessary.

Stamps can be used instead of code if preferred.




Verbal feedback was given

T or TA

Teacher or TA assisted the individual or group specifically


The work was totally independent with as minimal input as possible to allow the task to be completed. This will be used when appropriate.

Green Ink

General comments in relation to the learning objective or other appropriate aspects of the child’s work.

Green is for GOOD



Constructive comments that will move the child’s work forward.

Pink is for THINK

Reviewed: April 2015

Next review date: April 2017


St Thomas of Canterbury Catholic Primary School

Maths Policy

Mission Statement

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, guardians, the parish and the wider community
  • The professional development of the staff


Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a healthy and enthusiastic attitude towards mathematics that will stay with them to encourage economic wellbeing.

It is important that a positive attitude towards mathematics is encouraged amongst all our pupils in order to foster self-confidence and a sense of achievement.

National Curriculum

The New National Curriculum 2014 order for mathematics describes what must be taught in each year. St Thomas of Canterbury School follows the New National Curriculum 2014. This ensures continuity and progression in the teaching of mathematics.


At St Thomas’ we aim to provide:

  • The pupils with a mathematics curriculum, which will produce individuals who are literate, numerate, creative, independent, inquisitive, enquiring and confident.

  • A stimulating environment and appropriate resources so that pupils can develop their mathematical knowledge, skills and understanding to their full potential.


    Our pupils should:

  • Have a sense of the size of a number and where it fits into the number system
  • Know by heart number facts such as number bonds, multiplication tables, doubles and halves
  • Use what they know by heart to facilitate mental arithmetic.
  • Calculate accurately and efficiently, both mentally and in written format, drawing on a range of calculation strategies.
  • Recognise when it is appropriate to use a calculator and be able to do so effectively
  • Make sense of number problems, including real life problems, and recognise the operations needed to solve them
  • Discuss and explain their methods and reasoning using correct mathematical terms
  • Judge whether their answers are reasonable and have strategies for checking them where necessary
  • Suggest suitable units for measuring and make sensible estimates of measurements
  • Explain and make predictions from the numbers in graphs, diagrams, charts and tables in appropriate curriculum areas
  • Develop spatial awareness and an understanding of the properties of 2D and 3D shapes
  • Recognise and know the value of Roman Numerals. To use Roman Numerals in simple calculations, expressing their answers as Numerals.


Pupils are provided with a variety of opportunities to develop and extend their mathematical skills in and across each phase of education.

The teaching of mathematics at St Thomas of Canterbury Catholic Primary School provides opportunities for:

  • Group work
  • Guided work
  • Paired work
  • Whole class teaching
  • Individual work

Pupils engage in:

  • The development of mental strategies
  • Written methods
  • Practical work
  • Investigational work
  • Problem solving
  • Mathematical discussion
  • Consolidation of basic skills and number facts
  • The appropriate use of ICT to support learning

At St Thomas of Canterbury Primary School we recognise the importance of establishing a secure foundation in mental calculation and recall of number facts before standard written methods are introduced.

Mathematics contributes to many subjects and it is important children are given opportunities to apply and use Mathematics across the curriculum and in real contexts.

We endeavour at all times to set work that has high expectations for all, is challenging, motivating and encourages pupils to talk about what they have been doing.


To fulfil the requirements of the National Curriculum 2014, we use the objectives for each year group as our long term plan to help ensure that our yearly targets are met, to aid the progression of our pupils and to enable the sharing of good practice.

KS1 and KS 2 work is based on the Collins Primary Numeracy scheme, with teachers preparing their own sheets and dipping into other additional schemes where, using their professional judgement, they feel this is appropriate.

The class teacher differentiates the plans, materials and resources to suit classes as necessary.

Weekly plans identify the specific activities and teaching strategies that will be used to meet the objectives, as well as the differentiated group activities and plenary tasks.

The key objectives are covered within a daily maths lesson. Cross curricular links provide the children with further opportunities to practice and improve their mathematical skills.

Equal Opportunities

We teach Mathematics to all children regardless of their ability and provide learning opportunities matched to the individual needs of children.

This is monitored by analysing pupil performance throughout the school to ensure that there is no disparity between groups.

Special Educational Needs

We endeavour to enable all children to access the Mathematics curriculum at their own level. It is the responsibility of the class teacher to identify needs and to differentiate planning as appropriate.

Access to the Mathematics curriculum is ensured through:

  • Differentiated activities
  • Differentiation of tasks
  • Differentiation by outcome
  • Provision of suitable materials and resources

Assessment Recording and Reporting

Assessment is regarded as an integral part of teaching and learning and is a continuous process. It is the responsibility of the class teacher to assess all pupils in their class.

In our school we are continually assessing our pupils and recording their progress. We see assessment as an integral part of the teaching process and strive to make our assessment purposeful, allowing us to match the correct level of work to the needs of the pupils, thus benefiting the pupils and ensuring progress.

Information for assessment will be gathered in various ways: by talking to the children, observing their work, marking their work, etc. Teachers will use these assessments to plan further work.

Formal assessments will be carried out termly and recorded on Target Tracker

We aim through careful planning to ensure that there is inbuilt progression and continuity of the Mathematics teaching within the school. To this end we ensure the regular reviewing of:

  • The School Development Plan to ensure periodic reviewing of Mathematics within the school
  • Regular monitoring of lessons and books
  • Regular Pupil Progress Meetings

A written report is produced for each child in the summer term


Mathematics resources are located:

  • Juniors - in the Maths cupboard

  • Infants – in the classrooms

  • Some general resources in each classroom

    Health and Safety

    The school will endeavour to provide a safe environment in accordance with the Health and Safety Policy.

    The Role of the Maths Coordinator

    It is the role of the Mathematics Curriculum Group to:

  • Monitor the planning, teaching and assessment of Mathematics throughout the school
  • Support staff in the planning and delivery of the Mathematics lessons
  • Attend INSET and ensure all staff remain up to date with current Mathematics teaching
  • Identify resource needs and submit a bids for the purchase and organization of central resources
  • Be aware of any Health and Safety issues within Mathematics

Reviewed: May 2014

Next review date: May 2017

APPENDIX 1: Calculations Policy

Progression towards a standard written method of calculation


The New Curriculum 2014 provides a structured and systematic approach to teaching number. The school places emphasis on teaching mental calculation strategies. Informal written recording should take place regularly and is an important part of learning and understanding. More formal written methods should follow only when the child is able to use a wide range of mental calculation strategies.

Reasons for using written methods

  • To aid mental calculation by writing down some of the numbers and answers involved
  • To make clear a mental procedure for the pupil
  • To help communicate methods and solutions
  • To provide a record of work to be done
  • To aid calculation when the problem is too difficult to be done mentally
  • To develop and refine a set of rules for calculation

Whole School Approach

We have developed a consistent approach to the teaching of written calculation methods. This will establish continuity and progression throughout the school.

Mental methods will be established. These will be based on a solid understanding of place value in number and will include the following:

  1. Remembering number facts and recalling them without hesitation

    e.g. pairs of numbers which make 10

    Doubles & halves to 20

  2. Using known facts to calculate unknown facts

    e.g. 6 + 6 = 12 therefore 6 + 7 = 13

    24 + 10 = 34 therefore 24 + 9 = 33

  3. Understanding and using relationships between addition & subtraction to find answers and check results

    e.g. 14 + 6 = 20 therefore 20 –6 = 14

  4. Having a repertoire of mental strategies to solve calculations

    e.g. doubles / near doubles

    bridging 10 / bridging 20

    adding 9 by +10 & -1

  5. Making use of informal jottings such as blank number lines to assist in calculations with larger numbers e.g.83 – 18 = 65

  6. Solving one-step word problems (either mentally or with jottings) by identifying which operation to use, drawing upon their knowledge of number bonds and explaining their reasoning

  7. Beginning to present calculations in a horizontal format and explain mental steps using numbers, symbols or words

  8. Learn to estimate/approximate first e.g. 29 + 30 (round up to nearest 10, the answer will be near to 60).

    Place value will be taught mental from Reception class where number lines are used. In Yrs 1 and 2
    the empty number line will then be introduced to aid calculations.

    Subtraction will be taught by counting on and counting back depending on the numbers.

When are children ready for written calculations?

Addition and subtraction

  • Do they know addition and subtraction facts to 20?
  • Do they understand place value and can they partition numbers?
  • Can they add three single digit numbers mentally?
  • Can they add and subtract any pair of two digit numbers mentally?
  • Can they explain their mental strategies orally and record them using informal jottings?

Multiplication and division

  • Do they know the 2, 3, 4, 5 and 10 time table
  • Do they know the result of multiplying by 0 and 1?
  • Do they understand 0 as a placeholder?
  • Can they multiply two and three digit numbers by 10 and 100?
  • Can they double and halve two digit numbers mentally?
  • Can they use multiplication facts they know to derive mentally other multiplication facts that they do not know?
  • Can they explain their mental strategies orally and record them using informal jottings?

The above lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation.

Stages in Addition

1. Mental method, using partitioning:

47 + 76 = (40 + 70) + (7 + 6)


2. Vertical layout, contracting the working to a compact efficient form:







1 1


3. Bigger numbers and decimals

Stages in Subtraction by Decomposition

  1. 563 - 241 (Horizontally) 500 – 200 = 300 60 – 40 = 20 3 – 1 = 2




- 2






4 5

15 6


- 2






Stages in Multiplication


    Arrays and groups


2. Mental method using partitioning multiplying tens first: 38 x 7

38 x 7 = (30 x 7) + (8 x 7) = 210 + 56 = 266

3. Grid layout 38 x 7










4. Grid layout - extend to bigger numbers i.e. 238 x 7











Extend to ThHTU


5. Extend to bigger numbers: 56 x 27

56 x 27 = (50 + 6) x (20 + 7)


















6. Extend to HTU x U


7. Long multiplication

Vertical format, compact working


















Stages in Division


1. Number lines & grouping


2. TU ¸ U (bus stop method)


5 ) 72

  1. HTU ¸ U


    7) 256 remainders may be expressed as a fraction 36 4/7

    5. Extend to decimals


    7)87· 5 remainder is now expressed as a decimal

    6. ‘Chunking’ HTU ¸ TU

560 ¸ 24




24 x


= 240

- 240

Approximate answer



550 ¸ 25 = 22

24 x


= 240

- 240




24 x


= 48





24 x


= 24


Answer: 23 r 8





7. Efficient chunking HTU ¸ TU

560 ¸ 24




24 x


- 480

Approximate answer



550 ¸ 25 = 22

24 x




Answer: 23 r 8




8. Extending to an efficient standard method

560 ¸ 24 =







Extend to decimals with up to 2 decimal places


  • Children should always estimate first
  • Always check the answer, preferably using a different method eg. the inverse operation
  • Always decide first whether a mental method is appropriate
  • Pay attention to language - refer to the actual value of digits
  • Children who make persistent mistakes should return to the method that they can use accurately until ready to move on
  • Children need to know number and multiplication facts by heart
  • Discuss errors and diagnose problem and then work through problem - do not simply

re-teach the method

  • When revising or extending to harder numbers, refer back to expanded methods. This helps reinforce understanding and reminds children that they have an alternative to fall back on if they are having difficulties.


Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier. Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below:

Year 1

Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.

Year 2

Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts.

Year 3

Derive and recall multiplication facts for the 2, 3, 4, 5, 8 and 10 times-tables and the corresponding division facts.

Year 4

Derive and recall multiplication facts up to 12 × 12, the corresponding division facts and multiples of numbers to 12 up to the twelfth multiple.

Year 5 and 6 practice and consolidation of previous years

When reciting tables the following pattern will be adhered to in all year groups for whole school consistency and consolidation.

One times two is two

Two times two is four

Three times two is six

And so on up to

Twelve times two is twenty four

St. Thomas of Canterbury Catholic Primary School

Religious Education Policy

Our Mission Statement

We are a Roman Catholic Community committed to:
  • Mutual respect, positive encouragement and participation
  • Recognising the different personal and educational needs of all pupils
  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church
  • The highest standards of teaching, learning and performance
  • Maintaining a supportive partnership with parents, the parish and the wider community
  • The professional development of all staff

At St. Thomas’ we aim to educate the whole person based on the belief that the human and the divine are inseparable.

We provide:
  • A way of life based on Gospel values.
  • A sense of belonging to a community that places Jesus at its centre and therefore demonstrates the Christian values of respect, trust, honesty and cooperation.
  • A celebrating community which accepts prayer, assemblies, liturgies and worship as a vital part of everyday life, thus enhancing our pupils’ experience of and witness to Christ’s presence in today’s society.
  • Opportunities for our pupils to grow in their awareness of what it means to be a member of the Catholic Church.
  • An understanding and sympathetic appreciation of the faiths of others.
  • A familiarity with the religious language, signs, symbols and gestures of worship and prayer.
  • Opportunities for our pupils to move from an inherited faith (or non-faith) to a personal faith.
The teaching of Religious Education

The foundation of religious education at St. Thomas of Canterbury is the “Come and See” programme. The three themes are based on the main teachings of the Vatican Council and explore Church, Sacraments and Christian Living.


The life experiences of the children are explored. Key questions raised, shared, investigated and their significance reflected upon.

Weeks 2 & 3: REVEAL

This is the heart of the scheme where knowledge and understanding of the Catholic faith is revealed through the Word, in scripture, Tradition, doctrine, prayers rites and Christian living.


This is where the learning is celebrated and final assessments made.

The teaching of others faiths and religions is part of the ‘Come and See’ scheme. Judaism is studied by everyone and is taught every year for one week. It gives us the opportunity to learn more about our Jewish sisters and brothers. Islam, Hinduism, and Sikhism rotate on a three year cycle with one week's teaching time.

Collective Worship

Our assembly programme is:
  • A whole school assembly is on Thursday morning led by the Senior Management Team..
  • A class assembly every other week, led by a different class each time and presented to the whole school and parents on Friday afternoon.
  • Foundation Stage and Key Stage 1 assembly on Wednesday morning, shared between all infant staff.
  • Key Stage 2 assembly on Monday morning shared between all KS2 staff.
  • Daily morning, lunchtime and evening prayers/ celebrations in the class room.
School Masses

Each child will take part in a service/ Mass every 3 weeks on Tuesday morning.

It is at the discretion of the teachers to choose the Mass and Assembly themes, although they are usually linked to their “Come and See” topic.

On Holy Days a whole school Mass is celebrated in the hall to which all members of the School Family and parish are invited.

Year 6 attend a special leavers’ Mass with their teachers at Aylesford Priory; this enables them to reflect upon their years at St. Thomas of Canterbury and prepare for the next stage on their journey towards adulthood.

Parents, clergy and friends are regarded as an integral part of the School Family. They are always invited to share the School Family’s acts of worship on Tuesday morning, Holy Days and Friday afternoons.

FS1, FS2 and KS1 perform Nativity plays. Year 4 and 5 present a Passion Service and Year 6 present the Stations of the Cross. The staff present the Christmas Service to the school.
Preparation for the Sacraments of Reconciliation and First Holy Communion

In accordance with the Diocesan Guidelines for the preparation of the Sacrament of Reconciliation and Eucharist, preparation begins when the children are in Year 3 i.e. 7+ years.

Preparation for the Sacraments is conducted during an after school club. The parents are invited to attend several meetings during the year to help them prepare their child. The school works closely with the parish and through means of the “Come and See” programme, it supports the Catechetical Sacramental Programme.

There are various celebrations during the year including a family celebration of the Sacrament of Reconciliation in early spring, culminating in the celebration of the Sacrament of Eucharist in June. The children also have an additional celebration in school at Corpus Christi or thereabouts.

Equal Opportunities

Through the delivery of R.E. we aim to actively promote, in the light of the Gospel values that we teach, an understanding of the importance of equal opportunities. The R.E curriculum encourages the children to learn, discuss and consider other cultures and their religions and evaluate their own spirituality.

Special Educational Need
A variety of tasks in keeping with the skills and abilities of the children should be offered.
Assessment and Recording Keeping
Assessment is an integral part of the Respond element of “Come and See”. We encourage children to review what has gone before, to make their own assessment of what has recently been explored/ discovered, and to look ahead with the confidence of knowledge gained from past or present. Twice a year all children have a level recorded. Pupils work undergoes whole staff moderation and pupils self-assess their achievements.
“Teachers are responsible for what goes on in the classroom. Staff, along with the school governors and clergy, are responsible for the Gospel atmosphere of the school. These have the unique task of marrying together their sphere of life with academic and religious spheres.” (Religious Dimension of Education in a Catholic School.)

The Head and the R.E. coordinator are responsible for the leadership of religious education within the school.
The Right of Withdrawal
The school recognises the right of parents to withdraw their child from participation in Catholic worship and instruction in the Catholic faith. However, having children from different faith backgrounds from within the school family, the right of withdrawal has not, as yet, been taken up by any parent or guardian.
Revised: OCTOBER 2014
Review: OCTOBER 2016

St Thomas of Canterbury Catholic Primary School

Safeguarding Policy

Mission Statement

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation.

  • Recognising the different personal and educational needs of all pupils.

  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church.

  • The highest standards of teaching, learning and performance.

  • Maintaining a supportive partnership with parents, the parish, and the wider community.

  • The professional development of all staff


This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004; the Education Act 2002, and in line with government publications: “Working Together to Safeguard Children” 2015, Statutory Guidance for School and Colleges “Keeping Children Safe in Education” September 2016, Revised Safeguarding Statutory Guidance 2 “Framework for the Assessment of Children in Need and their Families” 2000, “What to do if You are Worried a Child is Being Abused” 2003. The guidance reflects “Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings” DCSF March 2009 and Medway’s Safeguarding Children Board (MSCB) Safeguarding Children Procedures[1]


[1] The MSCB Child protection Procedures are only available online at


The Governing body takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of children. The Governing Body is also committed to working together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.

We recognise that safeguarding is everyone’s responsibility, including temporary staff[2], volunteers and governors. All have a full and active part to play in protecting our pupils from harm, and child welfare is our paramount concern.

All staff believe that our school should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.

The aims of this policy are:

  • To support the child’s development in ways that will foster security, confidence and independence.
  • To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident, and know how to approach adults if they are in difficulties, and that they will be effectively listened to.
  • To raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
  • To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those children.
  • To emphasise the need for good levels of communication between all members of staff.
  • To develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.
  • To develop and promote effective working relationships with other agencies, especially the Police and Social Care.
  • To ensure that all staff working within our school, who have substantial access to children, have been checked as to their suitability, including verification of their identity, qualifications, and a satisfactory DBS check and where necessary a barred-list check (according to guidance)[3], and a single central record is kept for audit.
Safe School, Safe Staff

We will ensure that:

All members of the governing body understand and fulfil their responsibilities, namely to ensure that:

  • there is a Child Protection policy
  • the school operates safer recruitment procedures
  • the school has procedures for dealing with allegations of abuse against staff
  • senior leaders have Designated Safeguarding Lead (DSL) responsibility
  • the DSL undertakes interagency training and DSL training updates every 2 years in line with statutory guidance. (In Medway refresher training is delivered annually)
  • all other staff have Safeguarding training every 3 years
  • any weaknesses in Child Protection arrangements are remedied immediately
  • the Chair of Governors is the nominated Governor for allegations against the Headteacher
  • Child Protection policies and procedures are reviewed annually

The school has a trained DSL.

  • The Designated Safeguarding Lead will be a member of the Senior Leadership Team. The DSLs are Mrs Myatt and Mrs Thomas. The DSL has undertaken the compulsory training delivered through the Medway Safeguarding Team, or by an approved external training provider, and will undertake other training as required, at least every 2 years.
  • The DSLs who are involved in recruitment and at least one member of the governing body will also complete Safer Recruitment Training (either via MSCB or currently on-line on the DfE website)

All members of school staff and volunteers:

  • All members of staff and volunteers are provided with child protection awareness information at induction, included in their arrival pack and the school safeguarding statement so that they know who to discuss a concern with.
  • All members of staff are trained in and receive regular updates in e-safety and reporting concerns.
  • All other staff and governors have child protection awareness training, updated by the DCPC or another approved provider every 3 years, to maintain their understanding of the signs and indicators of abuse.
  • All members of staff, volunteers, and governors know how to respond to a pupil who discloses abuse through delivery of the Whole School Training.
  • All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through publication of the school’s Child Protection Policy, and reference to it in our Parents’ Handbook.
  • Our “Visitors to Schools” policy will ensure the suitability of adults working with children on school sites at all times.
  • Community users organising activities for children are aware of the school’s child protection guidelines and procedures.
  • that child protection concerns or allegations against adults working in the school are referred to the LADO[4] for advice, and that any member of staff found not suitable to work with children will be notified to the Disclosure and Barring Service (DBS)[5] for consideration for barring, following resignation, dismissal, or when we cease to use their service as a result of a substantiated allegation, in the case of a volunteer.

Our procedures will be regularly reviewed and up-dated.

The name of the designated members of staff for Child Protection, the Designated Safeguarding Leads, will be clearly advertised in the school, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.

All new members of staff will be given a copy of our safeguarding statement, and child protection policy, with the DCPCs’ names clearly displayed, as part of their induction into the school.

Parents/carers are made aware of this policy and their entitlement to have a copy of it via the school handbook/newsletter/website.


The designated DSLs are responsible for:

  • Referring a child if there are concerns about possible abuse, to the Children’s Social Care Team[6], and acting as a focal point for staff to discuss concerns.
  • To discuss any concerns about a child with Medway Council’s Children’s Advice and Duty Service. If it is agreed that a referral is the right course of action, the DSL may follow this up in writing.
  • Keeping written records of concerns about a child in a child’s safeguarding file, even if there is no need to make an immediate referral.
  • Ensuring that all such records are kept confidentially and securely and are separate from pupil records, and are stored for 75 years. A copy of the file to be securely passed to the child’s next school or college.
  • Ensuring that, if the school holds a safeguarding file on a pupil, a marker is placed on the pupil’s records to alert staff to the existence of the safeguarding file.
  • Liaising with other agencies and professionals.
  • Ensuring that either they or the staff member attend child protection conferences, core groups, or other multi-agency planning meetings, contribute to assessments, and provide a report which has been shared with the parents.
  • Ensuring that if any pupil currently with a child protection plan is absent in the educational setting without explanation for two days, this is reported to the child’s social worker in Children’s Social Care Team.
  • Organising child protection induction and update training every 3 years, for the whole school staff.
  • Providing, with the Headteacher, an annual report for the governing body, detailing any changes to the policy and procedures; training undertaken by the DSL, and by all staff and governors; number and type of incidents/cases, and number of children who are subjects of a child protection plan (anonymised)[7]
Supporting Children

We recognise that a child who is abused or witnesses violence may feel helpless and humiliated, may blame themselves, and find it difficult to develop and maintain a sense of self worth.

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

Our school will support all children by:

  • Encouraging self-esteem and self-assertiveness, through the curriculum as well as our relationships, and not condoning aggression or bullying.
  • Promoting a caring, safe and positive environment within the school.
  • Liaising and working together with all other support services and those agencies involved in the safeguarding of children.
  • Notifying Children’s Services as soon as there is a significant concern.
  • Providing continuing support to a child about whom there have been concerns and who leaves the school, by ensuring that appropriate information is copied under confidential cover to the child’s new setting and ensuring the school medical records are forwarded as a matter of priority.
  • Listening to a child’s wishes and feelings.

We recognise that all matters relating to child protection are confidential.

The Headteacher or DSLs will disclose any information about a child to other members of staff on a need-to-know basis only.[8]

All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

All staff must be aware that they cannot promise a child to keep secrets that might compromise the child’s safety or wellbeing.

We will always undertake to share our intention to refer a child to Social Care with their parents /carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with the Children’s Advice and Duty Team at the Children’s Social Care Services, on this point.

Supporting Staff

Through the existing school system of performance management, mentoring and staff consultation arrangements we will ensure that staff have routine opportunities to reflect on the well-being of their students and to consider if there are any safeguarding concerns or suspicions.[9]

All staff and volunteers who require supervision when working with or supervising children will be monitored as set out in ‘Keeping Children Safe in Education’ by staff who are appropriately briefed about supervision responsibilities.

We recognise that staff working in the school, who have become involved with a child who has suffered harm, or appears to be likely to suffer harm, may find the situation stressful and upsetting.

We will support such staff by providing regular sessions to talk through their anxieties with the DCPCs and to seek further support as appropriate, and decisions made in these meetings will be recorded[10].

Allegations against staff

All Staff should be aware of Medway’s Guidance on Behaviour Issues, and the school’s own Behaviour Management policy.

Guidance about conduct and safe practice, including safe use of mobile phones by staff and volunteers will be given at induction[11]

We understand that a pupil may make an allegation against a member of staff.

If such an allegation is made, or information is received which suggests that a person may be unsuitable to work with children, the member of staff receiving the allegation or aware of the information, will immediately inform the Headteacher[12].

The Headteacher on all such occasions will discuss the content of the allegation with the Local Authority Designated Officer (LADO)[13]

If the allegation made to a member of staff concerns the Headteacher, the person receiving the allegation will immediately inform the Chair of Governors who will consult with the LADO and HR services, without notifying the Headteacher first.

Any member of staff who believes with reasonable cause that allegations about staff are not being referred to the LADO or handled appropriately may refer the matter directly to the LADO.

The school will follow the Medway procedures for managing allegations against staff. Under no circumstances will we send a child home, pending such an investigation, unless this advice is given exceptionally, as a result of a consultation with the LADO.

Suspension of the member of staff, excluding the Headteacher, against whom an allegation has been made, needs careful consideration, and the Headteacher will seek the advice of the LADO and HR services in making this decision.

In the event of an allegation against the Headteacher, the decision to suspend will be made by the Chair of Governors with advice from the LADO/HR for schools.

We have a procedure for managing the suspension of a contract for a community user in the event of an allegation arising in that context.

All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.


We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

All staff should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the attitude or actions of colleagues. If it becomes necessary to consult outside the school, they should speak in the first instance, to the LADO or the Education safeguarding co-ordinator, following the Whistleblowing Policy.

Physical Intervention

We acknowledge that staff must only ever use physical intervention as a last resort, when a child is endangering him/herself or others, and that at all times it must be the minimal force necessary to prevent injury to another person.

Such events should be recorded and signed by a witness.

Staff who are likely to need to use physical intervention will be appropriately trained in Positive Handling Techniques.[14]

We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.

We recognise that touch is appropriate in the context of working with children, and all staff have been given ‘Safe Practice’ guidance to ensure they are clear about their professional boundaries.[15]


Our school policy on anti-bullying is set out in a separate document and acknowledges that, to allow or condone bullying may lead to consideration under child protection procedures. This includes all forms e.g. cyber, racist, homophobic and gender related bullying. We keep a record of known bullying incidents. All staff are aware that some children perceived as being different are more susceptible to being bullied / victims of child abuse.

Racist Incidents

Our policy on racist incidents is set out separately, and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures. We keep a log of racist incidents.


We recognise that the school plays a significant part in the prevention of harm to our children by providing children with good lines of communication with trusted adults, supportive friends and an ethos of protection.

The school community will therefore:

  • Work to establish and maintain an ethos where children feel secure and are encouraged to talk and are always listened to.
  • Include regular consultation with children e.g. through safety questionnaires, participation in anti-bullying week, asking children to report whether they have had happy/sad lunchtimes/playtimes
  • Ensure that all children know there is an adult in the school who they can approach if they are worried or in difficulty.
  • Include across the curriculum, including PSHE, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help. In particular this will include anti-bullying work, e-safety, road safety, pedestrian and cycle training. Also focused work in Year 6 to prepare for transition to Secondary school and more personal safety/independent travel.
Health & Safety

School has a duty to ensure the safety of children whilst on the school site and hence a responsibility for making the site secure.

All staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may come to light. We operate within a whole-community ethos and welcome comments from pupils/students, parents and others about areas that may need improvement as well as what we are doing well.

Appropriate checks will be undertaken in respect of visitors and volunteers coming into school as outlined within guidance. Visitors will be expected to sign in and out via the office visitors’ log and to display a visitors badge whilst on school site. Any individual who is not known or identifiable should be challenged for clarification and reassurance. Schools have a responsibility for identifying approved adults who are collecting children from school.

The school will not accept the behaviour of any parent or individual that threatens the school security or leads others (child or adult) to feel unsafe. Such behaviour will be treated as a serious concern and may result in the decision to refuse access onto the school site for that individual.

Our Health & Safety policy, set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment and, for example, in relation to Internet use, and when away from the school and undertaking school trips and visits.

Monitoring and Evaluation

Our Child Protection Policy and Procedures will be monitored and evaluated by:

  • Governing Body visits to the school
  • Senior Leadership Team (SLT)‘drop ins’ and discussions with children and staff
  • Pupil surveys and questionnaires
  • Scrutiny of Attendance data
  • Scrutiny of range of risk assessments
  • Scrutiny of Governing Body (GB) minutes
  • Logs of bullying/racist/behaviour incidents for SLT and GB to monitor
  • Review of parental concerns and parent questionnaires
  • Review of outside school activities – eg breakfast and after school clubs and nurture groups etc.

This policy also links to our policies on:




Health & Safety

Allegations against staff,



Administration of medicines

Drug Education

Sex and Relationships Education

Positive Handling

ICT and Internet Policy

Risk Assessment

Revised by Judy Bilsland, Safeguarding Co-ordinator (Education)

April 2014

This policy was adopted: May 2015

The policy is to be reviewed: May 2017

Reviewed Nov 2017
Next review date: Nov 2019 

Designated Safeguarding Lead (DSL): Mrs Alma Myatt

Deputy DSL: Mrs Siobhan Thomas 

Safeguarding Nominated Governor: Mrs Kerry Rushton

[1] The MSCB Child protection Procedures are only available online at

[2] Wherever the word “staff” is used, it covers ALL staff on site, including ancillary supply and self employed staff, contractors, volunteers working with children etc, and governors

[3] Guidance regarding DBS checks recently updated by the Protection of Freedoms Act 2012 and statutory guidance on “Keeping Children Safe in Education”

[4] LADO Local Authority Designated Officer for allegations against staff tel 01634 331229

[5] Contact the LADO for guidance in any case. Failure to notify DBS service in appropriate circumstances is a criminal offence.

[6] All new referrals go to Children’s Advice and Duty service on 01643 334466 operating Monday to Thursday 8.30am to 5.15pm, Friday 8.30am to 4.45pm. DCPC’s can use the consultation through Children’s Advice and Duty service and speak to a social worker. In an emergency out of hours, referrals can be made to the Kent and Medway Emergency Duty Team on 03000 419191

[7] Format for the Governors Annual Report is available on the Medway’s School Forum or MSCB website.

[8] Guidance about sharing information, can be found in the DfE booklet ‘Information sharing guidance for practitioners and managers’ DCSF-00807-2008

[9] The MSCB recommends that all staff in contact with children have opportunities for ‘reflective’ discussions about children in their care as safeguarding concerns are more readily identified.

[10] MSCB Policy “A Framework for Safeguarding Practice Reflection“

[11] Refer to “Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings” available on the DfE website.

[12] or Chair of Governors in the event of an allegation against the Headteacher

[13] LADO 01634 331229

[14] Training on Team Teach is run by the Medway Autism Outreach Team.

[15] ‘Guidance on Safer Working Practices is available on the DfE website


St Thomas of Canterbury Catholic Primary School

Special Educational Needs Policy

School Mission Statement:

We are a Roman Catholic Community committed to:

  • Mutual respect, positive encouragement and participation.

  • Recognising the different personal and educational needs of all pupils.

  • The delivery of the full national curriculum together with a religious education syllabus approved by the Catholic Church.

  • The highest standards of teaching, learning and performance.

  • Maintaining a supportive partnership with parents, the parish, and the wider community.

  • The professional development of all staff.


All children have the human right to learn and to be educated alongside their peers. At St Thomas’ we are fully committed to meeting the needs of those pupils with Special Educational Needs so far as is reasonably practicable and compatible with the provision of the efficient education of other pupils. At St Thomas’ we believe that all children have rights to a full, enriching and enjoyable curriculum, irrespective of race, belief, gender, background or ability. We aim to meet each child’s requirements, making necessary adaptations and taking into account their needs and wishes. We will consult with children, parents and outside agencies to help support our good practice. Strengths will be acknowledged as well as difficulties, so that adaptations will be made relevant to the individual child. We focus on individual progress as the main indicator of success. Every child is valued. Every child is an individual with a personality, needs and interests. We believe in the right of children to feel safe and to enjoy their school experience – thus developing the whole child, academically, socially, physically, morally, emotionally and spiritually.

High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section21 of the Children and Families Act 2014.

SEN Code of Practice 2014 paragraph 1.24


The whole team at the school is committed to providing a welcoming, attractive and stimulating environment to support the needs and develop the learning of the children and families in the community. Every child and family in our community is valued and diversity is celebrated. Our school is staffed by a team of qualified teachers and teaching assistants. The school provides a broad and balanced curriculum in a safe, stimulating and caring environment which allows everyone to achieve, develop, learn and grow.

All areas of school life are inclusive and the teaching is tailored towards individual learning providing challenge and support; encouraging everyone to reach their full potential. Staff provide a positive ethos to enable the children to work towards the development of ‘life skills’ and instil life -long learning aspirations for everyone through a range of activities which are fun and enjoyable.

Objectives of the Policy

In providing for those pupils defined as having SEN at St Thomas’ we seek to:

  • Provide the highest standard of education for all pupils.
  • Value all pupils in our school equally.
  • Ensure that all pupils have equal access to a broad, balanced curriculum, which is differentiated to meet individual needs and abilities so that pupils make progress.
  • Work in partnership with parents/ carers and children.
  • Ensure that teachers carry out their responsibilities in identifying Special Educational Needs, thus aiding early assessment.
  • Ensure pupil’s needs are met as soon as possible.
  • Work proactively with the LA and other agencies in identifying, assessing and meeting Special Educational Needs.

This policy will contribute to achieving these objectives by ensuring that provision for pupils with SEN is a matter for the whole school and is a part of the continuous cycle of assessment and review.

We will achieve this by:

  • Ensuring pupil progress is tracked systematically and action is taken to address needs at an early stage.
  • Identifying individuals with special educational needs.
  • Ensuring all class teachers are trained and equipped to support different additional needs.
  • Keeping up to date with research and best practice.
  • Working in a cooperative, productive partnership with the LA and other outside agencies to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners.
  • Listening to pupils and parents, working in partnership with them, respecting their views and concerns.
  • Promoting children’s self-esteem and emotional well-being and helping them to form and maintain worthwhile relationships based on respect for themselves and others.
  • Offering quality provision which meets needs, is value for money and leads to good outcomes.


Special educational provision means educational provision that is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA or other advisory body, other than special schools in the area.

Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.

A child, or young person, has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

a) have a significantly greater difficulty in learning than the majority of others of the same age; or

b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Roles and Responsibility for Co-ordination of SEN Provision

Provision for pupils with SEN is a matter for the school as a whole. Responsibility for the organisation and monitoring of provision:

The person responsible for overseeing the provision for children with SEN is the Head Teacher: Mrs Myatt.

The person co-ordinating the day to day provision of education for pupils with SEN is the school SENCo. At St Thomas of Canterbury, the Special Educational Needs Co-Ordination, known as the SENCo, is Mrs Thomas who has completed the National SENCo Award.

SENCo duties include:

  • Helping to co-ordinate provision.
  • Liaising with and advising teachers and support staff.
  • Overseeing the records of all children with SEN.
  • The administration of reviews and SEN Register.
  • Liaising with parents of children with SEN (in conjunction with class teachers.)
  • Contributing to the in-service training of staff.
  • Liaising with external agencies, including The LA, Educational Psychology Services, Health and Social Services and voluntary bodies.
  • The SENCO is responsible for reporting to the governor with responsibility for SEN
  • Supporting the Head Teacher.

Governing Body

The school governing body have specific responsibility to:

  • Do its best to ensure that the necessary provision is made for any pupil who has SEN.
  • Ensure that, pupil’s needs are made known to all who are likely to teach them.
  • Ensure that all teachers are aware of the importance of identifying and providing for those pupils who have SEN.
  • Ensure that pupils with SEN are enabled to access the National Curriculum alongside their peers.
  • Ensure that parents are notified of a decision by the school that SEN provision is being made for their child.

Parents and Carers

At St Thomas’ we value and accept the positive role and contribution parents/carers can make. We make every effort to work in full co-operation with parents/carers, recognising and respecting their roles and responsibilities. Parents/carers are encouraged to work with the school and other professionals to ensure that their child’s needs are identified and met as early as possible. In order that parents play an active part in their child’s development, the school endeavours to provide relevant information so they can reinforce learning in the home.

We acknowledge the difficulties parents/carers can face when their child is going through an Education, Health Care Plan application therefore, we endeavour to provide extra support as their child goes through the process.

School Staff

All teachers are teachers of children with SEN and do their best to adapt the curriculum to meet their needs. Class teachers, through quality first teaching and differentiation, are responsible for setting suitable learning challenges, responding to pupils’ diverse needs, for overcoming potential barriers to learning and for monitoring progress.

Admission Arrangements

The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEN; those with Education, Health and Care Plans and those without.

Identification of Pupils Needs

Identification: A graduated approach:

Quality First Teaching

a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.

b) Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.

c) The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.

d) The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.

e) Through (b) and (d) it can be determined which level of provision the child will need going forward.

f) If a pupil has recently been removed from the SEN register they may also fall into this category as continued monitoring will be necessary.

g) Parents will be informed of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.

h) The child is recorded by the school cause for concern but this does not automatically place the child on the school’s SEN register. Any concerns will be discussed with parents informally or during parents’ evenings.

We accept the principle that pupils’ needs should be identified and met as early as possible. There are four areas of need as stated in the SEND Code of Practice, 2014. Whilst these four areas broadly identify the primary need of a pupil we also consider the needs of the whole child, which may also impact on a pupil’s progress

  • Communication and Interaction (C and I)
  • Cognition (Cog)
  • Social Emotional and Mental Health difficulties (SEMH)
  • Sensory and/or Physical. (S/P)

Whilst these four areas broadly identify the primary need of a pupil we also consider the needs of the whole child, which may also impact on a pupil’s progress:

  • Disability
  • Attendance and punctuality
  • Health and welfare
  • English as an additional language (EAL)
  • Being in receipt of the Pupil Premium Grant. (PP)
  • Being a Looked After Child (CLA)
  • Being a child of a service woman/man.

The SENCO works closely within the senior leadership team, using whole school tracking data as an early identification indicator. We use a number of additional indicators of special educational needs

  • the analysis of data, including entry profiles at FS1 and 2 baseline and end of FS
  • data, SATs, reading ages, annual and termly pupil assessments
  • The use of our local authority SEN criteria
  • The following up of teacher concerns
  • following up parental concerns
  • tracking individual pupil progress over time
  • Information from previous schools on transfer
  • Information from other services

SEN Support

Where it is determined that a pupil does have SEN, parents will be formally advised of this and the pupil’s name will be added to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning.

The support provided consists of a four – part process: Assess, Plan, Do, Review. This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.


This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.

This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.


Planning will involve consultation between the teacher, SENCO, pupil and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.

All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.


The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO.


Reviews of a child’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.

Specialist SEN Provision

SEN Support (SENS)

Through SENS, the pupil will get help that is either additional to and/or different from the help that the school usually gives pupils through differentiation. If there are concerns that the pupil is not making adequate progress, the class teacher will discuss this with the SENCo. The SENCo will gather information from the pupil, parents and class teacher. The information gathered will help the school decide what help may be needed. The help will be recorded on a Provision Map. This will only record that which is additional to, or different from, the differentiated curriculum and will focus on individual targets that match the pupil’s needs.

These will be reviewed three times a year, though certain children might benefit from more frequent reviews.

Referral for an Education, Health and Care Plan

If a child has significant difficulties which are not improving even with the support given, they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan will be taken at during the In School Review (ISR).

The application for an Education, Health and Care Plans will be completed by the SENCO and will combine information from a variety of sources including:




Social Care

Health professionals

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Education, Health and Care Plans (EHC Plan)

Following Statutory Assessment, if an EHC Plan is approved this will be provided by Medway Council. The school and the child’s parents will be involved developing and producing the plan. Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The person centred annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.

Review of Pupil Progress

At St Thomas’ we acknowledge the importance of keeping records to meet the needs of individual pupils. The following procedures are followed:

  • Class teachers have responsibility for keeping records of concerns, intervention and progress in the class.
  • The SENCo is responsible for ensuring that records are kept properly and available as needed.
  • If the school refers a child for Statutory Assessment to the LA, a record of the child’s work, including the resources or special arrangements already used are made available.
  • St Thomas’ uses a style agreed by the staff for Provision Maps.
  • The Senior Management Team and the SENCo meet with class teachers and teaching assistants three times a year in Pupil Progress Meeting where progress and provision is discussed.
  • On transfer to another educational establishment, the school provides full pupil records to the receiving school, even if the receiving school does not lodge a request. Such records include all the information held by the SENCo.


The SENCo maintains records of all pupils on the Special Needs Register. Each teacher has Special Educational Needs file containing information pertinent to the SEN pupils in their class which they are responsible for keeping updated and sharing the information with support staff. St Thomas’ has acquired a range of resources to support those pupils with SEN. These are regularly added to each year and we try to meet the children’s needs when resources are recommended.

Evaluating the success of Provision

This policy will be the subject of ongoing review by the Head Teacher, SENCo, SEN Governor, teaching and non-teaching staff. The school might, from time to time, set specific targets against which the success of particular aspects of the policy can be measured.

Complaints procedure

  • In the first instance, parent’s complaints about the provision or organisation of SEN are dealt with through the procedures outlined in the Whole School Complaints Policy.
  • If there continues to be a disagreement with regard to the SEN provision, the LA should make arrangements that include the appointment of independent persons, with a view to avoiding or resolving disagreements between the parents and the school. Parents have a right to appeal to a SEN tribunal at any stage.
  • More detailed information can be found in the new Code of Practise 2014

Accessibility to the Policy

The school makes this policy available in the following ways:

  • on the school’s webpage.
  • paper copies, available upon request from the school office.
  • large print copies, available upon request from the office.

The Governing Body believes that all children, regardless of ability and behaviour, are valued equally at St Thomas of Canterbury School. SEN children are not viewed as a separate entity but are part of the whole school approach, and different children’s needs are recognised and met through varied and flexible provision throughout the curriculum.

SEN Policy Written by Mrs Siobhan Thomas (SENCo)

December 2016