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.
|Summer School 2021||View | Download|
|Behaviour & Exclusion Policy||View | Download|
|Uniform Policy||View | Download|
|Anti-Bullying Policy||View | Download|
|Positive Relationships & Sex Education 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 Mantillas is responsible for Safeguarding in the College and is supported by a Safeguarding Team;
Designated Safeguarding Lead – Mr G Mantillas
Deputy Designated Safeguarding Lead – Miss M Gayle
Safeguarding team and trained Child Protection Officers – Maria Gayle, George Mantillas, Catherine Kane, Matthew Farrah, Teresa Pazos, Sara Cummings, Fiona Watts, Charlie Goodair
|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 2021-22||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.
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|
|Locality SEND Support||View | Download||A Brief Guide to Locality SEND Support||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|
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.
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|
|Provider Access Policy Statement||View | Download|
|Selection and Recruitment Privacy||View | Download|
|Whistleblowing Policy||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|
|16-19 Tuition Fund Statement 2021-2022||View | Download|
Useful External Links
|BBC Bitesize||Visit Website|
|Doddle Learn||Visit Website|
|Hegarty Maths||Visit Website|
|S-Cool Revision||Visit Website|
|Edexel||View | Download|
|OCR||View | Download|
|AQA||View | Download|
|WJEC||View | Download|