Boston St Nicholas C of E Primary School
Statutory Information
On this page, you will find links to the information that must be provided under the The School Information (England) (Amendment) Regulations 2016.

Statutory and Non-Statutory Policies

Safeguarding Policy Sept 2017- BSN.pdf
click to download
Domestic abuse policy 2017.pdf
click to download
Peer to Peer Abuse Policy.pdf
click to download
Social Media Policy February 17.pdf
click to download
Child Protection Policy - Polish January 17.pdf
click to download
Child Protection Policy January 17.pdf
click to download
draft homework policy Nov 2016.pdf
click to download
Teaching and Learning Oct 2016.pdf
click to download
Parent Carer Code of Conduct policy.pdf
click to download

School Contact Details

Admission Arrangements

For details on admissions arrangements please follow this link:

Ofsted Reports

SEND Local Offer Synopsis

School Performance Information

Below is information regarding the school's most recent KS2 results.*:
Average progress scores in reading, writing and maths.
Average 'scaled scores' in reading.
Average 'scaled scores' in maths.
Percentage of pupils who achieved the expected standard or above in reading, writing and maths.
Percentage of pupils who achieved a high level of attainment in reading, writing and maths.
*Taken from DfE School Performance Tables as of 11.5.17

Curriculum Policy

Phonics and Spelling

In EYFS and Key Stage 1 (Years R, 1 and 2) children learn to read using a structured approach to synthetic phonics, called Read Write Inc. Children are grouped according to reading ability and learn how to break words into their constituent sounds, or phonemes, including how to write these phonemes as letters, called graphemes.
Once children have 'graduated' from Read Write Inc, or are 'off the programme', they move to studying spelling patterns using the Read Write Inc Spelling programme.

Behaviour Policy

Child Protection Policy

Special Educational Needs and Disability (SEND) Policy and Statement

Although the School Action and  School Action Plus Register need no longer exist, at this time, we, as a school, will be keeping the register for existing School Action Plus children.


This will allow us to maintain continuity  and to monitor the  progress for this vulnerable group as new arrangements are implimented within the authority.

A Graduated Approach
Core investment in whole school provisionTarget Wave 2 provisionSpecialist provision at Wave 3This provision needs to meet the expectations of the new Code of Practice.

In Practice
From Sept. we will still have children with Statements and also children with the new Education, Health and Care Plans – which will eventually replace the old Statements [written by the authority in the first instance – but with greater input from parental requests re integrated services]
Inclusivity: All SEND
Pupils - will continue to access abroad and balanced curriculum that can be ‘highly personalised’ where appropriate.
Parental Communication –parents will continue to be well supported in their understanding of their child’s projected progress journey.

Longer Term Aims
The majority of our SEND children will receive additional support through personalising and amending the curriculum using planning for appropriate activities at Wave 2 – classroom level targeted interventionFor a minority of children with an identification of specific needs we will be looking to amend the original IEPs and replace them with a workable School Based Education Health and Care Plan.

Every school receives an of money to enhance special educational provision to meet children’s SEND needs. This is called the The amount in this budget is based on a local authority formula and takes into account such things as FSM (free school meals) and national progress data. This funding is delegated to schools and  schools are not told exactly what this money should be spent on. However, schools have a duty to identify, assess and  make special educational provision for all children with SEND.

The Government has recommended that schools should use this Notional SEN budget to pay for up to £6,000 worth of special educational provision to meet a child’s SEND. For most children, this provision comes to less than £6000.
Top Up Funding OR Higher Needs Block
If the school can show that a pupil with SEND needs more than £6,000 worth of special educational provision, it can ask the authority to provide to meet the cost of that provision. Where the local authority agrees, the cost is provided from funding held by the authority. The school will be expected to use this additional funding to make provision for the individual pupil.
For all existing Statements, changes can only be made by an amendment to that childs statement by the authority.

Funding for the provision specified in the statement comes from the local authorities high needs block, along with funding for the first £6,000 worth of provision from the schools notional SEND budget. The school will continue to provide this when they receive top up funding for a child with a statement
Boston St Nicholas Integrated Services Team
The Pastoral support Team are led by The Deputy Headteacher. She further leads with the  SEND coordinator and  is the Designated Looked After Children lead.
The Children’s Mentors are the designated Child Protection Officers- Mrs Ward and Ms Chase overseen by the Head teacher.
The Attendance Officer is Mrs Ward.
The SEND Teaching and Learning Assistants are Mrs Harrison, Ms Burt and Mrs Burdass.
The SEND Governor is Mrs Lorenz.
The Local Offer
This is the schools published information about the services we expect to be available for children and young people with Special Educational Needs and Disability. The Local Authority refer to this as ‘The Local Offer’.
The intention of the Local offer is to provide transparency for families. It will also be an important resource for parents to understand the range of services and provision in the local area.
The Special Needs Information Report
Schools utilise the LA(local authority)  Local offer to meet the needs of the SEND pupils as determined by school policy and the provision that the school is able to provide. Schools refer to this as the ‘ Special Educational Needs Report’
The broad areas of SEND covered in both school and with the support of outside agencies are:
Cognition and Learning
Specific Learning Difficulties
Speech, Language and Communication
Communication and Interaction
Behaviour, Social, Emotional  Difficulties
Sensory Impairment [ Hearing & Vision]
Medical & Physical Difficulties
Local Authority Provision delivered in school
Autism Outreach Services
Educational Psychology Services
Sensory Services for children with visual or hearing needs
Parent Partnership Services
Pathways – Behavioural Support team
STAPPS – Cognition & Learning support
Health Provision delivered in school
Speech & Language Services
School Nurse
Occupational Therapy

Charging Policy

Off-Site Visits Policy

Pupil Premium Information

School Ethos and Values

Complaints Procedure Policy