At St John Fisher Catholic High School, we believe every child is a unique and valued member of our school family. Guided by Catholic Social Teaching, we are committed to fostering an inclusive community where all students are supported to flourish academically, socially, and spiritually. We believe diversity is a strength, and we celebrate the God-given gifts of every individual. Our mission is simple: all are welcome, all are valued, and all can succeed.

We are dedicated to ensuring that all students, including those with special educational needs and disabilities (SEND), receive the support they need to access a broad and balanced curriculum. Central to this is our commitment to Quality First Teaching – the principle that every teacher is responsible for the progress and success of all learners in their classroom. This means providing high-quality, adaptive teaching that meets the needs of all students, including those with additional needs. Teachers use a wide range of strategies such as clear explanations, modelling, scaffolding, and differentiated resources to ensure every child can access learning and make progress. By prioritising Quality First Teaching, we create inclusive classrooms where students feel valued, challenged, and supported.

Our aim is to identify needs early and provide timely, effective interventions that make a real difference. Every child is supported in line with their Education, Health and Care Plan (EHCP) or diagnosed needs, and we work hard to remove barriers to learning through personalised strategies and resources. Our approach focuses on promoting independence, confidence, and resilience while also celebrating the progress and achievements of every learner.

We value parents and carers as key partners in their child’s education. Strong home-school links are at the heart of our approach, ensuring that families are involved in every stage of decision-making. We hold regular meetings and review discussions, maintain open and honest communication about progress, challenges, and strategies, and celebrate successes together. By working closely with families, we create a shared understanding of each child’s strengths and needs, which helps us provide consistent, meaningful support.

Our school follows the graduated approach as outlined in the SEND Code of Practice. This means that we continuously assess a child’s needs, plan appropriate support, put strategies into action, and review progress regularly. This cyclical process of assess, plan, do, and review ensures that our interventions are effective and responsive, and that every child receives the right level of support at the right time.

We work closely with a range of external agencies and professionals to provide specialist expertise and guidance. These include educational psychologists, speech and language therapists, occupational therapists, CAMHS, local authority SEND teams, and specialist outreach services. Through multi-agency meetings and joint planning, we ensure that our students receive a consistent, joined-up approach that addresses all aspects of their development and wellbeing.

Transition is a particularly important time for students and their families. We understand that moving to secondary school is exciting, but it can also be a source of anxiety, especially for children with additional needs. To make this process as smooth as possible, we have a carefully planned transition programme. This includes early information sharing with feeder primary schools, extra transition visits for students who may find change challenging, and meetings with parents, carers, and key staff to plan support. We also offer opportunities for pupils to meet their new teachers and peers, helping to build confidence and ensure that students feel safe and ready to succeed from day one.

As students approach the end of their time at St John Fisher, we also place a strong focus on post-16 transition. We work closely with local colleges, sixth forms, training providers, and apprenticeship organisations to ensure that students move smoothly into the next stage of their education, training, or employment. For students with EHCPs or additional needs, we facilitate transition meetings where young people, families, SEND professionals, and post-16 providers come together to plan tailored support for the future. This includes sharing key information about learning needs, strategies that have been effective, and any required adjustments or resources. By taking a proactive and collaborative approach, we help ensure that our students continue to thrive as they take the next steps towards independence and adulthood.

Our staff are at the heart of effective inclusion. We believe that high-quality teaching and knowledgeable staff are essential to removing barriers to learning. That is why we have a bespoke SEND training programme that provides regular, high-quality professional development opportunities for all staff. This includes whole-school training on awareness and strategies for a wide range of needs, targeted workshops focusing on specific diagnoses such as autism, ADHD, or dyslexia, and personalised coaching for teachers working with students with more complex needs. By investing in continuous learning, we ensure that every member of staff feels confident and equipped to support every child.

We also place great importance on pupil voice and self-advocacy. Students are encouraged to understand their own strengths and challenges, and to play an active role in shaping their education. Through regular conversations, target-setting, and participation in review meetings, students learn to take ownership of their learning journey, develop independence, and become confident advocates for their needs. This empowers them not only to succeed in school, but also to prepare for life beyond it.

Our inclusive approach is supported by a range of practical measures to ensure that all students can fully access school life. These include quiet spaces and sensory-friendly areas, assistive technology, visual resources and flexible seating arrangements in classrooms, and access arrangements for examinations. In addition, we offer clubs and activities that are open and accessible to all students, fostering a strong sense of belonging and community.

For more information about our SEND provision, including full details of our policies and statutory responsibilities, please see our SEND Information Report and SEND Policy. You can also access the Local Authority’s Local Offer for details of wider support available in the community. Our SENDCO, Mr Olaman, and our Inclusion Manager, Mrs Sennett, are available to discuss any questions or concerns and can be contacted via enquiries@stjohnfishercatholichighschool.org.uk.

At St John Fisher Catholic High School, we are proud to be an inclusive Catholic school. By working together with students, families, and professionals, and by prioritising Quality First Teaching, we strive to live out our Gospel values every day, ensuring that every child is welcomed, supported, and inspired to achieve their full potential.