Swan Lane, Whetstone, London, N20 0PL      



Who to contact

The Inclusion Leader at St Johns’s School is Mrs D’Aristou. If you have any concerns or queries about your child’s progress please make an appointment firstly with the class teacher, then with the Inclusion Leader.  Contact can be made through the school office.

How do I know if my child has SEN?

Special educational needs (SEN) that affect a child’s ability to learn can include their:

  • behaviour or ability to socialise, e.g. not being able to make friends
  • reading and writing, e.g. they have dyslexia
  • ability to understand things
  • Concentration levels, e.g. they have Attention Deficit Hyperactivity Disorder
  • physical needs or impairments

The School will be constantly monitoring and assessing your child and will may share your concerns. The teacher will be in touch as soon as anything is detected. We would then apply the graduated approach, assessing, planning for need, carrying out and then reviewing. As a parent you would be informed at every step of the journey. You are more than welcome to come in anytime to discuss planned interventions or to check on your child’s progress.

The School Offer

All pupils should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.

At St johns’s we provide a range of maths and literacy interventions. These include:

  • The Five Minute Box 1 and 2: The Five Minute Box is the multi-sensory phonics programme which enables a phonic catch up program for children identified as needing additional support.
  • The Five Minute Number Box: The Number Box is a multi sensory teaching programme and maths resource. It is used with children who struggle with maths for one of several reasons.
  • Read Write Inc: a phonic based reading scheme that works quickly through the sounds and teaches the children to apply them to their reading and writing. It also focuses on comprehension strategies such as inference and prediction.
  • Number Shark: a computer program to help anyone improve their understanding and use of numbers. The program teaches and reinforces numeracy using a wide variety of carefully designed games. There are over 600 topics to choose from.
  • Word Shark: Wordshark is a hugely versatile computer program to help you read and spell. It uses more than 60 specially designed games to teach and to reinforce reading and spelling using over 10,000 pre-recorded words grouped in specially selected word lists.
  • Rapid Maths: gives each child personalised support and repeated practice in the fundamentals of numeracy. The multi-sensory approach to help learners catch up in number skills, With lots of variety plus software and games, Rapid Maths makes catch-up fun.
  • Reading Recovery: is an intensive individual literacy programme for children aged five or six who are finding reading and literacy difficult.
  • Motor Skills : this group works on both fine and gross motor skills and is predominantly for children with co-ordination difficulties.

Over the course of the year we will add interventions that are proven to achieve results.

How is progress monitored?

Progress is monitored by an ongoing program of assessment and planning. The teachers first method of identification is marking, this enables them to see if a child is meeting the learning objective. If they notice a difficulty they will differentiate the work in class. End of half term assessments are also used to monitor progress. Every half term we have pupil progress meetings where we discuss how each child is doing and if they have any difficulties. It is at these meetings that we plan interventions and strategies for children who are not making the expected level of progress or need extending. The parents evenings are a very good opportunity for you to discuss any concerns with the class teacher. The SENCo is available at these times as well.

Complaints and Comments

All complaints and comments should be sent to the school via letter or on the office email which is office@stjohns.barnetmail.net.



The Three Waves of Teaching

At St John’s we use the 3 Waves model of teaching.


Wave 1

All children are entitled to High Quality first teaching at wave 1. This is also described as universal provision. Within Wave 1 teaching some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Teachers are often skilled at adjusting their teaching to suit differences in learning. Where a child has difficulties that cannot be sorted within the Wave 1 provision they can be given additional help and support at Wave 2 or 3.

Wave 2

Small group work (occasionally 1:1) usually delivered by a teaching assistant. Children chosen for Wave 2 support are those who are slightly behind and can ‘catch up’ with the rest of their age group. The school will make a decision as to whether your child could benefit from Wave 2 support.

The decision is based on how well your child is doing and how far behind they are compared to their age group. Wave 2 interventions last a specified number of weeks, and by the end of the intervention children in the group should have caught up. The pace of this type of intervention will suit some children who need a quick boost. The child who has greater difficulties in literacy and who is unlikely to catch up with their age group through a Wave 2 intervention should be given an intervention at Wave 3. Wave 2 should not be seen as a stepping stone to Wave 3 intervention.

Wave 3

Features of wave 3 interventions are:

  • Taught by a teacher/trained teaching assistant in a 1: 1 situation.
  • Based on the needs of the child.
  • Highly structured so that the steps in learning are small and achievable.
  • Time-limited.
  • Designed to boost progress and help the child close the gap between themselves and their year group.

There are a number of sound and effective interventions at Wave 3 and schools have been provided with guidance on which ones are most likely to lead to good progress.