How we support vulnerable pupils.

Here at St John Church School we are totally committed to creating an environment where all children thrive and strive to reach their potential. We are
dedicated to improving the life chances of children who are potentially vulnerable. Vulnerable children may need additional support for a number of
reasons, the school works very hard and effectively through the work of its inclusion team to see what these vulnerabilities are and to help children break
down the barriers to learning and progress.

The inclusion team is managed by our Head of School Judy Moore and consists of:


  • Family and Learning mentor- Emma Richardson.

    • Emma works with families, supporting parents often through the Early Help Assessment route. Emma has an excellent link with many outside agencies and can signpost parents to other organisations that help families such as sleep solution, bereavement counselling and young carers groups.

  • ​Learning mentor and Forest school teacher- Cat Henson.

    • Cat works with children for a number of reasons, attachment, self-regulation, friendship problems and some children who can find concentrating difficult.

  • Senco Assistant-Alycia Makansi. Alycia works with children who have a special educational need, she can work with them precision teaching, analysing needs, working with staff to help set up better learning and with parents. She can also signpost parents to a variety of support groups.

  • Senco – Kate Steer

    • Kate is the Senco is responsible for ensuring all children with special educational needs make the best possible progress, she does this through liaising with staff on the best teaching methods, assessing children, ensuring children who need it have an individual education plan and where necessary instigating a request through an Education Health Care Plan for support for the child.

The Inclusion team meet weekly and invite teachers to their inclusion panel meeting. There are weekly welfare meeting too, where staff look at any causes of concern forms, behaviour forms and any issues brought forward from parents.

Pupil Premium Strategy

The Pupil Premium allocation was introduced by the Coalition Government in April 2011 to provide additional support for Looked after Children and those
from low-income families. The extra funding is made available to schools to help them narrow the attainment gaps that exist between pupils from disadvantaged and more affluent backgrounds.

As a leadership team with Governors, we have looked at the data and have looked at our evidence to inform the decisions about how to use our pupil premium money.


One key decision was to improve the quality of reading in school for all and as part of that strategy to focus particularly on those receiving the Pupil Premium Grant. Part of this money pays for a reading Champion who ensures vulnerable children are heard read regularly and consistently.
We also made a decision to reduce class sizes in years 2, 5 and 6 so that the quantity and quality of feedback would be more personal, specific and delivered in a secure setting.

We have also deployed teachers in Yr1 and Yr3 to scoop up any children who are at risk of being left behind. Keep up, not Catch up! We also use some of the funding to pay for specialist therapy, this allows some of our most vulnerable children to break down barriers in a secure way. It enables
children to “feel good” about themselves. One boy who has drumming lessons paid for by Pupil Premium said, “I was born to be a drummer” “ I can focus for the whole lesson” These sessions have empowered this young man to know that
he has the ability to stay focused and this has had an impact in his learning.