• SENDCo- Ms M. Hobbs (mhobbs@jfk.herts.sch.uk)
• PA to SENDCo- Mrs S. Sanders (ssanders@jfk.herts.sch.uk)

Teaching Assistants:

• Mrs E. Hilton
• Mr D. Roberts
• Ms M. Stanley
• Mrs M Lawler
• Miss C Stinton
• Mrs J Trustram

Overview 

John F Kennedy Catholic School has a strong inclusive ethos and provides a broad and balanced curriculum for all students. All students are expected to have full participation in all subjects and our expectations remain high, no matter what a student needs. We value diversity and will take action to respond to any special educational needs, in order to provide equality of opportunity for all.

Quality and Excellence is an area that the students and staff at John F Kennedy (JFK) should aim for in all that they do. This ethos is run throughout the school and it is expected that all students follow this. Students are central to all that we do and believe in and are encouraged to talk about their strengths and positives as well as having a say on how they would like to be supported. As a school we ensure that the progress in every subject is regularly tracked and any student requiring additional input receives this.

At JFK, every teacher is a teacher of every child or young person, including those with SEND. It is part of their duty and responsibility to ensure that every student in every lesson is provided with work and resources that are relevant and supportive to ensure that they can aspire to reach their goals. All students are fully embraced into the heart of the school and the community and everyone is equal.

Ofsted March 2017

‘Subject leaders use the ‘one page summaries’ to drill down into where pupils need more support and guidance, and apply appropriate interventions that make a difference to pupils’ outcomes.’ 

‘We also explored the support for the small numbers of pupils who have special educational needs and/or disabilities. Since her appointment in September 2015, the special educational needs coordinator has used her thorough understanding of the most up-to-date guidance to improve the quality of provision in the school for these pupils. Learning support assistants and teachers are being well supported with specific guidance about the strategies that they should be employing to support pupils’ precise needs.’