St Paul's CE Junior School

St Paul's Church of England Junior School is a large, well established junior school, serving a largely suburban area close to Wokingham town centre.

The school has strong links to the local parish church and clergy team. It works in close partnership with the other schools in its cluster and more widely with other groups of schools across the local authority.

With 383 KS2 pupils on roll (March 2019) the school is well above average in size. St. Paul's does generally have 96 pupils per year group.

Pupil stability is much higher than the national average, reflecting the settled nature of the school community.

The proportion of pupils that have special educational needs is currently 11.5% (including EHC and SEN support)

St. Paul’s Mission Statement;

Our mission is to provide, for each and every child in the School, a loving, caring environment, based on Christian principles, in which each individual can develop their full potential, educationally, morally and spiritually and to provide the same quality of care and concern for all adults involved with our school community.

Our Aims:

  • To foster a spirit of self and mutual respect and co-operation between teachers, parents and pupils
  • To provide for the educational needs of pupils as individuals so that each may develop to the full, his or her distinctive abilities and aptitudes
  • To develop a reasoned sense of attitudes, values, morals and beliefs
  • To provide opportunities for pupils to develop their own sense of spirituality
  • To develop a sensitivity towards others
  • To encourage habits of self-discipline and acceptable behaviour
  • To prepare pupils for the adult world by enabling them to acquire the necessary skills, knowledge and practical abilities
  • To help children grow up to see themselves not just as individuals but also as members of social groups and of society
  • To develop the capacity to live as independent self-motivated members of society

Contact information

Website
St Paul's CE Junior School
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Contact Name
Mrs Julieanne Taylor
Contact Position
Head Teacher
Telephone
0118 978 5219 0118 978 5219
E-mail
office@stpauls.wokingham.sch.uk

Location

Name
St Paul's CE Junior School
Address
Oxford Road
Wokingham
Berkshire
Postcode
RG41 2YJ
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When is it On/Open ?

Accessing this service

Type of School
Maintained
Age Ranges
7 yrs - 11 yrs
Local Offer

Local Offer - Support available for children and young people with additional needs

Local Offer Description

Local Offer last reviewed 05/11/2023

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Class Teacher observations, Inclusion Manager observations
  • Information from parents
  • Teachers can/will submit an initial concern form to the Inclusion Manager, raising concerns requiring further investigation  
  • Experiences/data shared from previous schools/ Teachers 
  • Teacher assessments and tracking of progress
  • Diagnostic assessments e.g. Dyslexia screening, reading tests, spelling tests, phonological assessments
  • Pupil progress meetings are held termly in school 
  • Advice from External professionals during surgery discussions are actioned 
  • Year 3 Cognitive Ability Tests
  • Helen Arkell spelling assessments are completed across the school twice per year 
1.2: What should I do if I think my child has SEND?

If you have any concerns about the development of your child at any stage, we are here to support you in any way that we can.  You are able to share your concerns by:

  • Contacting the class teacher initially regarding your concern

or you could arrange to:

  • Meet with Inclusion Manager and/or Head teacher

These meetings can be arranged by contacting the school office. 

Support for children with special educational needs 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children’s understanding through the use of all available senses and experiences;
  • planning for children’s full participation in learning, and in physical and practical activities;
  • helping children to manage and take responsibility for their behaviour and to take part in learning effectively and safely;
  • helping individuals to manage their emotions and to take part in learning.

Where a period of differentiated curriculum support and the use of a variety of classroom strategies has not resulted in a child making expected or adequate progress or where the nature or level of a child’s needs are unlikely to be met by such an approach, they may be identified as having special educational needs. 

The definitions of adequate progress as suggested in the revised SEND code of practice is, progress which:

  • closes the attainment gap between the child and their peers;
  • prevents the attainment gap from growing wider;
  • is similar to that of peers starting at the same attainment baseline, but less than the majority of peers;
  • matches or betters the child’s previous rate of progress;
  • ensures full access to the curriculum;
  • demonstrates an improvement in self-help or social or personal skills;
  • demonstrates an improvement in the child’s behaviour.

 

In order to help children with special educational needs, we will adopt a graduated response. This involves a cycle of assess, plan, do and review with the child at the centre of the process.  

This may involve using specialist expertise if as a school we feel that our interventions are still not having an impact on the individual. The school will record the steps taken to meet the needs of individual children through the use of an Individual Learning Plan (ILP) where necessary. The Inclusion Manager will have responsibility for ensuring that records are kept and available when needed. If we refer a child for statutory assessment/Education Health and Care Plan, we will provide the LA with a record of our work with the child to date.

 

  

2.2: How will I be informed / consulted about the ways in which my child is being supported?

Partnership plays a key role in enabling children and young people with SEND to achieve. Parents contribute to the shared view of a child’s needs and are treated as partners in their child’s education. At all stages of the process, the school keeps parents fully informed and involved. We encourage parents to make an active contribution to their child’s education and have regular meetings each term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and share the process of decision-making by providing clear information relating to the education of their child.  Pupils input will be actively sought in designing support and monitoring provision. They will be encouraged to contribute to the assessment of their needs, the review and transition process.

For all children on the SEND register, whether they benefit from SEND support or an Education Health and Care Plan will have a one page profile.  In addition to this for some, an Individual Learning Plan (ILP) will be created for children requiring targeted academic support.  The one page profile details any physical resources that a child needs in class to support their learning, it also documents external professionals involved and scaffolded support in place.  This is completed in the autumn term by the class teacher, the pupil and parents. The ILP outlines the outcomes we want to achieve in the term, what approaches will be used and what provision will be available to ensure these are achieved. This section is reviewed termly. ILPs are developed by the class teacher, in consultation with the Inclusion Manager and parents. They are reviewed at least once a term, although for some pupils this may be more frequent.  Parents and the child will be invited to contribute to the review and consulted about any further action. 

 

2.3: How will the school balance my child's need for support with developing their independence?

Teachers use a range of strategies to meet children’s special educational needs.   Lessons have clear learning objectives and staff differentiate support appropriately and use assessment to inform next steps in learning. In Maths, the children all complete a diagnostic assessment within each lesson, which in turn helps the adults supporting to identify the level of support required.  All staff receive training to meet the wide variety of needs of pupils in our school. The Inclusion manager attends network meetings to share good practice with colleagues and keeps up to date with SEND developments. Wherever possible, we avoid withdrawing children from the classroom situation. There are times though when, to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside of the classroom.  The following support is implemented across the school in each classroom: 

  • Visual Timetables
  • Visual prompt cards/cues
  • Adult support at regular intervals
  • Support to help with pre-learning
  • Support to recap key learning points
2.4: How will the school match / differentiate the curriculum for my child's needs?

Support with accessing the curriculum will be scaffolded and implemented for an individual's need where necessary, taking into account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions.  Through appropriate curricular provision, we respect the fact that children: 

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences.

There are a variety of interventions used across the school as these are planned according to the individual needs of each pupil. 

 

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

St Paul’s C of E Junior School is committed to providing a high quality education for the children living in our local area. We believe that every child, including those identified as having special educational needs and disabilities (SEND), have a common entitlement to an inclusive broad and balanced curriculum accessible to all.  Each child's needs are assessed individually in order to determine the best strategies for them. Strategies we may use include;

  • Visual timetables
  • Visual prompt cards to help pupils start work
  • Differentiated activities
  • Writing frames
  • Work broken down into small steps
  • Instructions are broken down and written into task plans
  • Alternative ways of recording work, laptops, scribes, using whiteboards
  • Individual reward systems
  • Voice activated software on laptops for longer pieces of writing 
  • Class texts are available on computers so that we can increase the size of the font and lessen the amount of text the children are exposed to while also giving them the option to listen to the story where required. 
  • Brain Breaks- challenge cards for the children to complete 
2.6: What additional staffing does the school provide from its own budget for children with SEND?

The governing body, the Headteacher, the Inclusion Manager and all other members of staff, particularly class teachers and learning mentors, have important day–to–day responsibilities. The Inclusion Manager works in school 4 days each week alongside a SEND assistant, they work together in 'the base'.  In each classroom we have a class teacher and a learning mentor (LM) in some classes there are additional LMs, this level of support is timetabled to meet the needs of the children in the classrooms. 

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Firstclass@number2 Small group
Success@arithmetic Small group
Plus 1 and Power of 2 (Maths) One to one
Precision Teaching (Maths and English) One to one
Specialist Literacy support One to one
Phonic Books One to one
Bright Start Club (OT) Small group
Occupational Therapy exercises One to one
Speech and Language One to one
Social Skills Small group
Nurture sessions One to one
Talking Partners (EAL) Small group
2.8: What resources and equipment does the school provide for children with SEND?

The Inclusion Manager is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with special educational needs and Education, Health and Care plans.  We are a very well resourced school and have access to a number of different support aids: 

  • Use of a laptop
  • Writing slopes
  • Wobble cushions
  • Ear Defenders
  • Fidget tools 
  • Thera-bands around the chair legs.  When they sit in their chair, they place their feet behind the Thera-band and try and pull their legs forward.   It is a great way for them to expend energy, and helps them keep a safe body in the classroom.
  • Stability/yoga balls in the classroom, they provide the feeling of movement with limited distraction, while simultaneously developing core strength.
  • Privacy partitions, limiting the amount of visual stimulation 
  • Pencils and pencil grips
  • Coloured overlays
  • Lap weights
  • Shoulder weights
  • Quiet area/ Calm spaces 
  • Timers 
  • Chewelry
2.9: What special arrangements can be made for my child when taking examinations?

Pupils who have learning difficulties and disabilities may qualify for help in examinations, these are referred to as ‘access arrangements’.  The most common arrangements are for extra time or provision of a computer or a person to read or write for the pupil (except for exams that specifically test these skills, such as English). There is a range of other possible arrangements for pupils with visual or hearing impairments, or other difficulties.  We have in previous years provided the following access arrangements to specific pupils where appropriate: 

  • Additional Time (needs to be applied for in relation to SATs)
  • Scribes
  • Readers
  • Quiet areas
  • Rest breaks
  • Prompters
My child's progress 3.1: How will the school monitor my child's progress and how will I be involved in this?

When any concern is initially identified it is the responsibility of the class teacher to take steps to address the issue. Parents will be consulted and specific support put in place and monitored for a period of up to 6 weeks. If no progress is noted after this time, the class teacher will complete an initial Concern Form and the Inclusion Manager will then carry out any observations and assessments that may be required. Following these and after discussion with the class teacher, the child may be added to the school SEND register following a consultation with parents. 

Any child/ren that require SMART targets directly linked to their academic progress will receive a personalised Learning plan written by their class teacher following a consultation/ discussion with the Inclusion Manager.  The class teacher will then provide interventions that are additional to those provided as part of the school’s differentiated curriculum and the child will be supported within the classroom to meet their targets. These targets will be monitored by the class teacher and learning mentors within the class and reviewed formally with the Inclusion Manager, parents and pupil.

 

Half-termly teacher assessments include: 

  • Reading tests that give standardised scores and comparative ages
  • Spelling tests that give standardised scores and comparative ages
  • Cognitive ability tests in Year 3
  • Non-verbal reasoning tests
  • Parent's evenings
  • Individual Learning plan meetings with class teacher and/or Inclusion Manager
  • School hold termly pupil progress meetings with Head Teacher, Inclusion Manager and Class Teacher
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Any child/ren that require SMART targets will be monitored by the class teacher and learning mentors within the class and reviewed formally with the Inclusion Manager, parents and pupil each term.

If a child has an ILP and receives additional intervention support, class teachers and Learning mentors assess each child prior to the intervention beginning and complete intervention reports upon completion with the entry and exit data, so that the effectiveness of support can be measured and shared with parents. 

Where a child has an Individual Learning Plan, these are reviewed every term with new targets set and comments from parents and children are added 

  • Individual Learning Profiles can be updated as and when necessary to reflect any new or changing needs
  • Advice from outside agencies (if involved)
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

Partnership plays a key role in enabling children and young people with SEND to achieve. Parents contribute to the shared view of a child’s needs and are treated as partners in their child’s education at our school.  There are always members of our team on the playground at the beginning or the end of every school day.  If you wish to contact a member of our staff about your child's progress we would encourage you to contact the school office for this to be arranged.  In addition to parent, teacher consultations you are also invited to book an appointment with our Inclusion manager.  Learning profiles will be shared by the class teacher during parent consultation meetings and we hold annual review meetings for any child with an EHC plan.  

3.4: What arrangements does the school have for regular home to school contact?

Teachers are always happy to arrange a meeting with parents, these can be arranged by contacting the school office.  We also offer more regular methods of communicating by way of email and parentmail where appropriate.  If it is felt to be useful, home school link books can also be introduced. 

3.5: How can I help support my child's learning?

The following support you can offer your child can have a significant impact on their progress;

  • Listen to them read every day
  • Read to them daily
  • Play games e.g. board games
  • Visit places of interest as this will aid topic knowledge
  • Support home learning activities
  • Ensure punctual and regular attendance
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated
  • Transition meetings
  • Parenting courses are offered during each academic year
  • School is able to signpost support from a range of other agencies
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Self assessment opportunities
  • Individual targets for reading, writing and maths
  • If they have an Individual Learning Plan, their views will be sought when writing the plan
  • If they have an EHC Plan, their views will be sought as part of the Annual Review process
  • Termly Pupil Forum meetings for pupils with identified SEND
3.8: What accredited and non accredited courses do you offer for young people with SEND?

Not Applicable

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
  • Annual reviews
  • Monitoring progress via teacher assessments and standardised scores
  • Outside agencies review objectives set and progress made towards these
  • Monitoring the impact of interventions
  • Discussion with children as appropriate and parents
  • Children are aware of their own learning targets and next steps
  • ILP targets
  • Regular meetings with SEND governor to discuss SEND provision

 

Support for my child's overall well being 4.1: What support is available to promote the emotional and social development of children with SEND?

Support will be differentiated according to the child's needs using a range of strategies which may include;

  • Circle of friends
  • 1:1 time with an adult
  • Social stories
  • Social skills group
  • Buddy system
  • Nurture session
  • Zones of Regulations has recently been implemented school wide 
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
  • Individual behaviour plan
  • Pastoral support plan (PSP)
  • Quiet areas inside school
  • Safe place to calm down
  • Clear boundaries and guidelines of choice
  • Team around the family (TAF) meetings 
  • Referral to Foundry college to request advice and/or 1:1 work with a child
4.3: What medical support is available in the school for children with SEND?
  • First aid
  • Staff will be trained to support medical needs of any child
  • Future needs of incoming children are assessed and training put in as required
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs of children
  • First aiders
  • First aid policy
  • Medicine policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Where a child has specific personal care needs, we are able to provide;

  • Disabled toilet/wet room
  • 1:2 support with personal care
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Specialist services and expertise available at or accessed by the school 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
  • Educational psychologists
  • Learning support services
  • Teachers for hearing impaired
  • Behaviour support teachers (Foundry College)
  • ASD advisory teachers
  • Family support workers
  • Child and adolsescent mental health service (CAMHS)
  • Occupational therapists
  • Physiotherapists
  • Speech and language therapist
  • Addington Outreach support 
5.2: What should I do if I think my child needs support from one of these services?

Contact the Inclusion Manager who will advise next steps and make referrals as necessary.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Specialists come in to support as required depending on each child's needs
  • School staff follow programmes provided by occupational therapists through training from this service
  • School staff follow programmes provided by speech and langauge therapists within a class and on a 1:1 basis
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Arrange a meeting with the Inclusion Manager to discuss a referral. A referral to an Occupational Therapist (OT) can be made by school if a child has an EHC plan, a referral for any other child can be supported by school but cannot be made directly by school.  In order to support with this referral, we would write a letter detailing any difficulties for a parent to take to their family GP to complete this referral.  Schools typically have a named linked speech and language (S&L) therapist, the inclusion manager can contact the service for any advice.  The OT and S&L services have both sent detailed support documents into schools for us to use in the first instance.  

5.5: What arrangements does the school have for liaison with Children's Social Care services?

School can access social care services as and when required.

Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • Regular SEND staff meetings
  • A time to discuss children with SEND is allocated to Staff meeting agendas
  • Training is provided depending on current and future needs
  • Inclusion Manager attends regular training and cascades information to staff
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Inclusion Manager holds weekly meetings/training with all support staff
  • Learning Mentors and lunch time staff attend training as necessary
6.3: Do teachers have any specific qualifications in SEND?

Inclusion Manager has a Postgraduate certificate in Special Educational Needs 

Teachers have a great deal of experience in dealing with a range of SEND pupils.

6.4: Do teaching assistants have any specific qualifications in SEND?
  • All Learning Mentors are regularly offered/ encouraged to attend courses and training to develop their knowledge and understanding of all areas of SEN
  • One Learning Mentor has attended the OLT course focussing on supporting children with Dyslexia 
  • One Learning Mentor has attended a 3 day course on occupational therapy programmes
  • Four teaching assistants are qualified as Nurture Assistants
  • CYPIT offer a range of training opportunities and staff have attended training on Lego therapy, colourful semantics, supporting children with limited communication etc
  • Staff have attended Behaviour support training from the FIRST team
  • Staff have attended training from Learning Support Service on precision teaching
  • One member of staff has a Level 3 Certificate in Forest School Programme Leadership and has also attended a 16 hour Forest School First Aid course and an Outdoor First Aid at SCQF level
  • One Learning Mentor has attended the National Autistic Society EarlyBird Healthy Minds Programme 
  • One Learning Mentor was trained by Foundry to deliver Theraplay sessions 
Activities outside the classroom including school trips 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • All children are included in out of school activities and trips in discussion with parents and risk assessments undertaken in line with the Local Authority guidelines.
  • 1:1 support maybe provided depending on level of need
  • Staff undertake a preparatory visit to ensure the risk assessment is appropriate
  • Staff ensure that the venue are fully informed of any additional support/resources that maybe required
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Through discussions with parents and school staff. Advice may also be taken from the place to be visited in terms of their facilities and accessibility.

Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

School is fully accessible.

8.2: Have adaptations / improvements been made to the auditory and visual environment?

School takes advice from outside agencies regarding adaptations in teaching areas for each child as required.

8.3: Are there accessible changing and toilet facilities?

There are accessible toilet and changing facilities.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

Reasonable adjustments are made if necessary to ensure that the school is fully accessible to all children.

8.5: How does the school communicate with parents / carers who have a disability?

Parents needs are accommodated on an individual basis as required.

8.6: How does the school communicate with parents / carers whose first language is not English?

School can access support from the Local Authority EAL team to translate letters etc. We would also encourage parents to bring an advocate (trusted representative) who is able to offer translation services.

If necessary, school will employ an interpreter to attend meetings with parents.

We have accessed additional support from the EAL service in terms of additional support in class, we also have been able to offer one child Drawing and Thinking Therapy 

Preparing my child to join the school or to transfer to a new school or the next stage of education and life 9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • Liaison with current setting
  • Additional transition visits if required
  • Photos of key adults and places in the new setting
  • Next teacher/teaching assistant where possible to see child in their current setting
  • Transition meetings held with parents and key staff
  • Inclusion Manager will attend TAFs, annual reviews and meetings with outside agencies if appropriate
  • Foundry offer a detailed transition programme which we have used historically and plan to use this year with supporting some of our Year 6 children as they prepare to transition to Secondary school 
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

St. Paul's offers an extensive transition programme to all children moving up into the next school year. This involves all children spending a week with their new class teacher in July each year. In addition to this;

  • Photos of key adults and places
  • Transition meetings held with parents and key staff
  • Teachers meet to pass on detailed information on their needs and strategies/support that is currently in place
  • Some children are invited in to meet again with their new class teacher, visit their new class etc. on the INSET day prior to the start of the Autumn Term
9.3: How will my child be prepared to move on to his or her next school?
  • PSRHE curriculum in Year 6 reflects transition
  • Additional transition visits
  • Photos of key adults and places in the new setting
  • Next teacher/teaching assistant where possible to see child in their current setting
  • Transition meetings held with parents and key staff
  • Teachers meet to pass on detailed information on their needs and strategies/support that is currently in place
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs in Year 5 if the child has an EHC plan
  • Invite new school to visit child in current setting
  • Teaching assistant may accommpany child on visits to new school
  • Invite new school to transition meetings held with parents and key staff
  • Child to attend additional transition visits
  • Teachers pass on all relevant information including academic and social needs, specific strategies and support in place and any medical needs
9.5: What information will be provided to my child's new school?

School will share records of intervention, assessments (including teacher assessments, statutory assessments and other standardised tests), reports from outside agencies and effective strategies that have been developed and used.

9.6: How will the school prepare my child for the transition to further education or employment?

Not applicable.

Who can I contact to discuss my child ? 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
  • Class teacher
  • Inclusion Manager
  • Head teacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

 

  • Referrals to the Early Help Hub can be made for some 1:1 parenting support
  • School can signpost parents to parenting courses
  • School will signpost parents to any appropriate support networks outside of school 
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • School keeps up to date contacts for agencies such as REACH and is always happy to help parents find support groups as needed
  • School can signpost parents to external agencies
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parents are encouraged to speak to the class teacher in the first instance as issues arise
  • Head teacher is on the school gate every morning
  • Contact the Head teacher or Inclusion Manager to deal with any compliments and concerns
  • School has a complaints procedure. 
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

We can arrange for staff to visit their existing school to discuss the level of support they currently have in place, unless this school is out of area and then we will make contact with the school via email or telephone.  

Parents are always encouraged to visit our school where they will have the opportunity to look at the provision we are able to implement and ask any appropriate questions to staff as they look around. 

It is important for us that we make the transition successful for the child so we would hope that parents could provide us with as much information as possible to make this a positive transition. 

School Admission Link
St Paul's CE Junior School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

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