Key Information & Policies
At St. Joseph’s College we expect each of our students to be fully prepared for the opportunities and the demands of the adult world. During each student’s school career we place strong emphasis on our values: Respect for self, respect for others, respect for environment, respect for learning and respect for college and wider community.
| Behaviour & Exclusion Policy | View | Download |
| Uniform Policy | View | Download |
| Anti-Bullying Policy | View | Download |
Pupil safeguarding is the highest priority at St Joseph's College. St Joseph's College endeavours to provide protection and support to all of our pupils.
Mr Miller is responsible for Safeguarding in the College and is supported by a Safeguarding Team;
Designated Safeguarding Lead – Mr S Miller
Deputy Designated Safeguarding Lead – Miss M Gayle
Safeguarding team and trained Child Protection Officers – Maria Gayle, George Mantillas, Catherine Kane, Matthew Farrah, Teresa Pazos, Dalmain Dunkley, Sara Cummings, Fiona Watts
| Helping Your Child Establish Positive Sleep Patterns | View Website |
| Mindfullness in Schools: A Parents Guide | View Website |
| Understanding & Supporting Anxiety in Your Child | View Website |
| Childhood Obesity - A New Epidemic? | View Website |
| Safeguarding and Child Protection Policy 2020-21 | View | Download |
| eSafety Policy | View | Download |
At St Joseph's College we are committed to offering an inclusive curriculum to ensure the best possible outcomes for all of our pupils whatever their needs or abilities. Our educational aims for students with special educational needs and/or disabilities are the same as those for all students in the school. Full inclusion is a high priority and we encourage all students to take an active role in their learning and all aspects of school life.
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What are special educational needs?
If your child has more difficulties than most children their age with aspects of their learning, communication or behaviour, they are likely to benefit from additional support in school which will enable them to access the curriculum at their level. This is achieved by a flexible combination of extra support within lessons and some withdrawal on occasions.
Good special needs practice is good practice for all students, which is of utmost importance as any student may encounter difficulties at some stage in their school lives. Within school, this means that they will be identified on the school’s school support list so that provision to meet their needs can be planned for.
Sometimes parents/carers can be concerned about their child being identified with SEN; please do not be. It is simply a record of which students require additional support and allows the Special Educational Needs Co-ordinator to ensure that resources are allocated appropriately and to enable support to be sought for your child from additional outside agencies, such as an Educational Psychologist, Specialist Advisors, Outreach Support Workers or Speech & Language Therapist.
Identification of SEND
Pupils are identified in accordance with the four broad areas of need as defined in the 2014 SEND Code of Practice;
• Communication and interaction
• Cognition and Learning
• Social, emotional and mental health
• Sensory and/or physical needs
Some pupils transfer to secondary with additional needs already identified. However, for others, and as needs continue to change, identification may take place at secondary level. Where it is identified that a student has SEND, parents will be informed and students will be placed on the school’s SEND register in order that all staff are understanding of the young person’s needs and work with the pupil and their family to ensure the best possible outcomes for them.
At St Joseph’s College we have a 3 tiered approach to supporting a child’s learning.
Universal – this is the quality first teaching your child will receive from her/his class teacher and may include some very minor adaptations to match learning needs.
Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning. This takes the form of a graduated four part approach of;
a) assessing your child’s needs
b) planning the most effective and appropriate intervention
c) providing this intervention and
d) reviewing the impact on your child’s progress towards individual learning outcomes.
Specialist – it may be necessary to seek specialist advice and regular long term support from a specialist professional outside the school in order to plan for the best possible learning outcomes for your child. This may include educational psychology, speech and language therapy, occupational therapy, sensory advisory teachers and the child development service. The school may need to prioritise referrals to these services. However, for a very small number of pupils access to these specialists may be through a Statement of SEND or an EHC Plan.
Some children have a Medical (MED) need which does not necessarily imply SEN but they will be included on the school medical list.
| SEND School Information Report | View | Download |
| SEND Policy | View | Download |
| Use of Word Processors | View | Download |
All of our teachers are experts in their fields but they also have passion – not merely for their subject - but also for teaching. Pupils are encouraged to be curious, creative and contemplative. They often take an active role in lessons, collaborating in groups or giving presentations. Pupils need variety to sustain interest, but it is also important to have a disciplined approach to learning. We want them to meet our high expectations and high standards by understanding
how they are learning, so that they can transfer this skill to the rest of their lives.
At St. Joseph’s College we provide a curriculum which is rich, varied, challenging and inspiring, enabling all students to achieve their personal best.
| Careers Policy | View | Download |
| Learning & Teaching Policy | View | Download |
Policies Are Currently Being Updated
Charging and Remissions
The Governing Body recognises the contribution that the wide range of additional activities,
including trips, clubs and residential experiences can make towards students' education. The
Governing Body aims to promote and provide such activities both as part of a broad and
balanced curriculum for the students at St. Joseph’s College and as additional optional
activities. However, due to the limited funds in the delegated budget, the Governing Body
reserves the right to make a charge in certain circumstances for activities organised by the
College. The Governing Body will, from time to time, review and amend the categories of
activity for which a charge may be made. This policy complies to Sections 449-462 of the
Education Act 1996.
Complaints
St. Joseph’s College has a consistent policy of making parents/carers feel welcome at their
child’s school. Governors hope that parents/carers find it easy to discuss their child’s progress
with members of staff. When there are particular concerns which parents/carers wish to share,
we encourage the parent/carer to contact us by telephone or email/letter so that the matter
can be dealt with quickly and informally.
The Complaints Policy is for the benefit of parents/carers of students at St. Joseph’s College and
accords with good practice. This policy will be relied upon in respect of all complaints by
parents/carers against St. Joseph’s College except in the following areas, where separate
policies exist:
• child protection allegations
• permanent exclusion
• admission appeals
• appeals relating to internal assessment decisions for external qualifications
Data and Privacy
With new data regulations coming into effect, we would like to update our parents, carers,
students and staff on how Westminster Academy complies with the new legislation. Please find
below our Privacy Notices and Data Protection Policy available to download
| Charging & Remissions Policy | View | Download |
| Complaints Policy | View | Download |
| Data Protection Policy | View | Download |
| Provider Access Policy | View | Download |
| Selection and Recruitment Privacy | View | Download |
| Whistleblowing Policy | View | Download |
St. Joseph’s College has a Governing Body whose diverse areas of expertise and experience provides excellent strategic direction and support for the College.
The Governing Board
| St Joseph’s College Governor's Committee 2020-2021 | View | Download |
If you need to contact any of the above Governors, please email Ms Abraham: mabraham@sjc.ac
Governing Board Committee Structure/Meeting Attendance
| Governing Board Committee Structure/Meeting Attendance for 2018-2019 |
Pecuniary Interests
| Register of Pecuniary Interests 2020-21 | View | Download |
Pupil Premium
| Pupil Premium Strategy 2020 - 2021 | View | Download |
Governing Board & Academy Trust
| Signed Final Accounts 2019 - 2020 | View | Download |
| Final Funding Agreement | View | Download |
| Value For Money 2015 | View | Download |
Numeracy and Literacy Catch Up Funding
| Numeracy and Literacy Catch Up Funding 2019-20 | View | Download |
St Joseph’s College Catch-Up Funding and Post 16 Plan
| St Joseph’s College Catch-Up Funding and Post 16 Plan | View | Download | SJC 16-19 Tuition Fund Statement | View | Download |
| EEF Guide to supporting School Planning (2020-21) – Tiered Model | View | Download |
We believe that all children should be equally valued at St. Joseph’s College. We continually
work hard to eliminate prejudice and discrimination, and to develop a learning environment
where all children flourish and feel safe. St. Joseph’s College is committed to inclusion.
We aim to engender a sense of community and belonging, and to offer new opportunities to
learners who may have experienced previous difficulties. This does not mean that we will treat
all learners in the same way, but that we will respond to learners in ways that take in to
account their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever
their age, gender, demographic group, ethnicity, additional need, attainment and background.
| Accessibility Plan - Currently being updated | View | Download |
| Equality & Inclusion Policy | View | Download |
Useful External Links
| BBC Bitesize | Visit Website |
| Doddle Learn | Visit Website |
| Hegarty Maths | Visit Website |
| S-Cool Revision | Visit Website |
| Ofsted | Visit Website |
Exam Boards
| Edexel | View | Download |
| OCR | View | Download |
| AQA | View | Download |
| WJEC | View | Download |
This section contains all previously published documents pertaining to the Governing Body and Financial Information
Governing Board Committee Structure/Meeting Attendance
| Governing Board Committee Structure/Meeting Attendance for 2018-2019 | View | Download |
| Governing Board Committee Structure/Meeting Attendance for 2017-2018 | View | Download |
| Governing Board Committee Structure/Meeting Attendance for 2016-2017 | View | Download |
Pecuniary Interests
| Register of Pecuniary Interests 2019-20 | View | Download |
| Register of Pecuniary Interests 2018-19 | View | Download |
| Register of Pecuniary Interests 2017-18 | View | Download |
Pupil Premium
| Pupil Premium Strategy 2018-19 | View | Download |
Governing Board & Academy Trust
| Signed Final Accounts 2018 - 2019 | View | Download |
| Signed Final Accounts 2017 - 2018 | View | Download |
| Signed Final Accounts 2016 - 2017 | View | Download |
| Signed Final Accounts 2015 - 2016 | View | Download |
| Signed Final Accounts 2014 - 2015 | View | Download |
| Signed Final Accounts 2013 - 2014 | View | Download |
| Signed Final Accounts 2012 - 2013 | View | Download |
| Final Funding Agreement | View | Download |
| Value For Money 2015 | View | Download |
| Value For Money 2014 | View | Download |
Numeracy and Literacy Catch Up Funding
| Numeracy and Literacy Catch Up Funding 2018-19 | View | Download |
