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St Barnabas and St Pauls


The school mission statement : Love the Lord your God with all your heart, with all your soul and with all your mind. And love your neighbour as yourself”.

A very warm welcome to St Barnabas & St Paul’s CEP School, Blackburn. We are a very happy school that work together to inspire and deliver truly outstanding education! We, as a school are going from strength to strength.

Our school motto is “Be the best for God you can be” and we encourage everyone to be the best they can be in all they do.

As a school, we constantly have high expectations and aspirations for all. Every second counts and we strive to be our best possible selves.

‘There are excellent relationships between staff, parents and pupils. These positive relationships give pupils the confidence they need to do their best and to keep trying when their work is challenging.’ (OFSTED March 2017).

We truly care for each and every child at our school and want them to be happy and achieve their very best in all they do. Our OFSTED inspection in March 2017 judged us as an OUTSTANDING school .We are all very proud our school and our achievements so far and we are excited for the future .

Support for Children

We are an inclusive school that welcomes and celebrates diversity. All staff believe that having high self-esteem is crucial to a child’s emotional well-being and academic progress. We have a caring, understanding team who look after all of our children.

Extra support will be provided for children who need intervention or booster work.

Physical development programmes such as Write Dance, Clever Fingers and Dough Dance are delivered when required.  

Regular assessments of progress are carried out and next steps identified and shared with all concerned.

Strategies from advisory teachers are in place and monitored regularly.

Regular assessments of progress are carried out and next steps identified and shared with all concerned.

Specialist training is undertaken by staff for specific areas of needs identified.

Who to contact

Contact Name
Deborah Clucas
Contact Position
SEND Coordinator
01254 698413



Where to go

St Barnabas and St Paul's
Oakenhurst Road

Other Details


Referral required
Referral Details

A full, detailed provsion map can be viewed at the discretion of the head teacher. 

Other notes

Here at St Barnabas and St Paul's we are an inclusive school that welcomes a range of needs.  

We cater for children from Reception age - Year 6.  


If your child has an additional need or you think they may require some extra support or provisions, please do not hesitate to contact the school and ask for Mrs Cunningham.  

I am here to help and make all children succeed in their Primary Education. 

This service is part of the Local Offer

Local Offer



How accessible is the school environment?

The school’s policy on Special Educational Needs and Disability aims to provide full access to the National Curriculum for all pupils and to encourage success and participation for all pupils, whatever their level of ability.

The school is approached via Oakenhurst Road; there is a limited amount of street parking but school has a car park with disabled parking spaces.

The school is largely wheelchair accessible. There is wheel-chair access to the front door and a path leading up to the junior classroom ramps. The school has, in addition to normal toilet facilities, two disabled toilets, large enough to accommodate changing and suitable for wheelchair users situated downstairs in both school buildings with emergency alarms. There is a shower situated in the main school building. We have a stair lift in the Upper Key Stage 2 building.

The school has many fire exits that are easy access.  We have regular involvement with inclusion support regarding children who have visual and/or  hearing impairment. Visual timetables are used in all classrooms.

Our step ladders and step stools meet all the regulations for health and safety.

Key school policies and other documents are available for all via the school’s website and free copies of any policies are available at the school office upon request. These can be adapted, e.g. enlarged print if requested.

Parents and families who have additional needs are supported by members of the school staff. This may include reading documents, supporting with understanding of official paperwork (whether from within school or from other agencies). 

There are multi-sensory displays throughout the school. Resource areas have picture symbols as well as words to enable children to be more independent in accessing the equipment they need.

We would always make appropriate, reasonable adaptations when necessary and ensure that teaching and learning activities were presented so that all children can access them.






Contact Name
Jennifer Cunningham
Contact Telephone
01254 698413
Contact Email
School Website
Local Offer Age Bands
5-11 years
What specialist services and expertise are available at, or accessed by, the school/setting?

Currently we have teachers and teaching assistants who have had training in the following areas:

Speech and language programmee


Autistic Spectrum Disorder

Attention Deficit Hyperactivity Disorder

Sensory needs

Gross and Fine motor skills

First Aid including mental health training.

The curriculum is adapted to suit most learning styles. Many activities are simplified to allow learners full access to the curriculum.

We access support from other professional services, including;

Educational Psychology Service

Language and Learning Support Service

Speech and Language Therapy

Teacher for the visually impaired

Teacher for the hearing impaired

Schools nursing Team

Autistic Spectrum Disorder services

Early years services

Education Support, Behaviour and Attendance Service

Occupational therapy

Community Paediatricians

Child and Adolescent Mental Health Service

Wellbeing and Counselling services

Service for Children with Sensory Needs

Children’s services


What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?

All Staff undertake Continual Professional Development (CPD) to ensure that they have the skills required to support children and equipping them with a variety of strategies and approaches to use in their every day teaching.

Training is on-going and is often sourced from a range of local authority specialist teachers as well as in-house training and independent trainers.

The Head Teacher is the Continuing Professional Development (CPD) Co-Ordinator for class teachers, and the Deputy Headteacher is the CPD for teaching assistants. Both roles ensure that all staff have the skills they require to support all pupils.

Skills audits are carried out and a rolling programme of training is delivered.

Shadowing/peer observation regularly takes place.

Medical training to support pupils with medical care plans such as epilepsy, asthma, and the use of an epi-pen training is always updated

Mental Health First Aid

Safer Handling Training has been completed by all.

How do you know if my child/young person needs extra help?

We have a number of methods to help us identify if a child needs extra help. These include:

Information from your child’s nursery or previous school.

A home visit by the Class Teacher/SENCO/Head

Observations both in and outside the classroom

The Class Teacher/SENCO/Head Teacher visiting the feeder nursery to observe your child and speak to their key worker

Information from other services who have worked with your child, for example a speech and language therapist.

Information from SEND experts visiting school and observing the child and providing strategies to overcome barriers to learning.

Home Visits when your child initially starts school to discuss any worries or concerns (information sharing).

This information will be used to ensure that we meet any additional needs your child may have. Once your child is in school, we will monitor their progress and development to ensure they are meeting their own personal goals.

If we have concerns about how your child is progressing, we will always discuss this with you, as a parent/guardian in the first instance and we may ask other professionals, with your permission, to give advice and support. Following the assessments from any outside agencies (Speech and Language etc.) strategies are implemented into the school day to ensure your child overcomes any barriers to their learning.

What should I do if I think my child/young person may have special educational needs?

If you have any worries about your child, talk to their class- teacher who will pass on your concerns to the school’s Special Education Needs Coordinator (SENCO). Your concerns will always be taken seriously, as your views are extremely important to us. From there, we will hold an informal meeting to discuss your worries, where we will suggest a course of action and reassure you that your child’s well-being and education is paramount.

How will staff support my child/young person?

There are many ways in which our school supports the children within our care.

Each child will be supported by high quality teaching, which includes lesson planning that takes into account the needs of each and every child.

Resources are used within all lessons to ensure the learning is accessible to all children.

The teachers use a range of teaching styles to ensure all children are engaged and challenged.

Teaching Assistants are assigned to specific groups of children to aid their learning.

The progress of all children is reviewed on a regular basis, through observations, work in their books and assessments.

Interventions are created to narrow the gap within the children’s learning and in turn, boost the child’s confidence within lessons.

(If required)The class teacher will develop an individual education plan (IEP) for your child, setting appropriate, achievable targets. This will be reviewed three times a year to ensure that support remains appropriate.

Where necessary, the school may seek support from outside services. This will be discussed with you and a referral made with your permission.

The governing body is responsible for ensuring that funding is used appropriately, and for monitoring teaching and accessibility. There is a designated SEN Governor who works with the school SENCO.

With all these support systems within school, we also ensure that communication between school and home is strong and constant. Any changes/developments are shared and our school door is always open should you wish to discuss anything about your child’s school life.

How will the curriculum be matched to my child's/young person's needs?

Lessons are pitched appropriately so that all children can learn and progress well.

The curriculum is very creative so class teachers can tailor lessons to suit all individuals.

Teachers take into account the needs of the individual child and plan different tasks and materials appropriately.



How will teaching approaches be modified to support my child/young person?

Targets are set to support children’s individual needs and are regularly updated.

Children work in a variety of groupings, such as small supported groups, 1:1, mixed ability and similar ability groups.

  • enlarged print 
  • computer work
  • extra images
  • word banks
  • the use of the Teaching Assistant 
  • The use of magnifiers
  • Slopes for writing and reading
  • Differentiated work 

We always ensure the lessons are accessible to all our students. 

How will both you and I know how my child/young person is doing?

Reports are also sent out each term detailing the progress your child has made over the term. 

We hold termly parents evenings to discuss the child's report with you.  During the parents evenings, you will be given a slot with the class teachers and also a slot with the SEND Coordinator.  

From there you can discuss any worries/concerns/share progress. 

Tracking and assessment enables each class teacher to analyse the progress of the children.

Pupil progress meetings are held three times a year with the Head Teacher and/or Key Stage Leaders ensuring progress is being made by all.

Reviews of learning targets for your child are reviewed three times a year with the SENCO and class teacher and new programs or support is organised as necessary, leading to personalised learning.

In addition to this, staff and teachers are available at the end of the day to have an informal chat with.  

If a more detailed chat is required, appointments can be made via the school office. 

How will you help me to support my child/young person's learning?

St Barnabas and St Paul’s actively encourage parents to support their child’s learning by:

·         Inviting them into school to take part in a variety of lessons.

·         The class teacher may suggest ways of how you can support your child alongside homework activities.

Parents are encouraged to take part in the school community and we hold several events including assemblies, parent workshops, and lunches.

What support will there be for my child's/young person's overall wellbeing?

Support we can provide in school may include: nurture groups, social skills and friendship groups,
‘pupil voice’, behaviour programmes including rewards and sanctions.

 Medicines can be administered in school with signed parental permission. There are nominated first aiders in school and several members of staff have paediatric first aid qualifications and first aid qualifications to support Mental Health . If your child has significant medical needs you will need to speak to the school SENCO to discuss how we can best support you and your child. This might include drawing up a Health Care Plan.

The class teacher has responsibility for the overall well-being of every child in their class. If you have any worries speak to the class teacher. If further support is needed the class- teacher will speak to the SENCO and/or the Headteacher.

What activities will be available for my child/young person?

We make sure that activities outside the classroom and school trips are available to all as they provide rich learning experiences and real life situations.

Risk assessments are carried out for each trip and a suitable number of adults are made available to accompany the pupils, with 1:1 support if necessary. Parents/carers are invited to accompany their child on a school trip if this ensures access.

After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.

Welfare staff are employed to help children if they need any extra support during lunchtime.

Health and safety audits will be conducted as and when appropriate.

How will you prepare and support my child/young person during transitions?

 Induction events take place during the summer term for all children who are joining the Foundation Stage in September.

There is a close liaison between the SENCO, teachers in Early Years, Key Stage 3 and dual placement settings. This may involve multi-agency meetings to support the transition, which may be face to face or by telephone call.

We transfer all SEN information electronically by the use of CPOMS. Any previous schools are contacted for information sharing and again files are transferred via CPOMS, where this is possible.

We have flexible entry to Early Years Foundation Stage class in Reception

Transition to new class facilitated by sessions during the summer term with new class teachers and environment.

Transition sessions for Year 6 pupils during the summer term or earlier if necessary.

New schools are invited to attend any reviews prior to transition.

Pupil voice (children are asked their views on an issue either individually or in small groups)

How are resources and equipment allocated and matched to my child's/young person's needs?

The special educational needs (SEN) budget is managed by the Head Teacher, Inclusion Manager, SEN Governor and Bursar. Resources are requested and ordered as necessary to support each pupil’s learning. Regular meetings are held to monitor the impact of extra support. The governing body is kept informed of funding decisions. There are a variety of after school clubs that run throughout the year, some are sports activities while others are team building or academic in design.

Regular review meetings are held with appropriate staff members to discuss a child's progress and additional needs.

If through discussions with parents, the SENDCO and staff in school, it is agreed that our school cannot meet your child's needs through existing resources, an application may be made to the local authority for an Education, Health, Care Plan.


How are decisions made about what type and how much support my child/young person will receive?

At St Barnabas and st Paul's we hold regular meetings with parents to discuss their child's progress. We ensure children have a voice and as such invite all parties to be involved in any decision making.

All parents are actively encouraged to take part in the school community. This may include assemblies, workshops, open days, sharing skills, observing lessons and school visits. Our school door is always open and we welcome the help from any parent that is willing (CRB/DBS checks will be carried out). When this is not possible, due to local restrictions for example, we will share information on our school website and/or by telephone.