St. Saviours School Ikoyi

The school delivers PSHE, Citizenship & Relationship Education through a mix of timetabled sessions and integration across other subjects, assemblies, and school life. It aims to increase pupil involvement in school life, develop self‑confidence, help pupils make healthy life choices, resist peer pressure, and foster a caring attitude toward themselves, others and the environment. Pupils participate in individual, peer and collaborative learning, including discussion and role‑play, with informal assessment that is supportive rather than judgmental. Teaching is led by class teachers within a whole‑school approach that emphasises inclusion and the development of social skills across diverse contexts. A range of teaching strategies and cross‑curricular links support pupil wellbeing and personal development throughout the curriculum.

The school provides Special Educational Needs (SEN) through a dedicated Intervention Team led by the Special Educational Needs Coordinator (SENCO). All staff are responsible for meeting the needs of SEN pupils, with the Intervention team advising teachers on in‑lesson strategies and the SENCO coordinating support. Pupils identified with SEN may have an Individual Education Plan (IEP) and may receive 1:1 or smallGroup intervention, with progress reviewed mid-term and with parental involvement. A graduated approach to SEN is used, with in‑class or targeted withdrawal support and an emphasis on inclusive access to the curriculum. The SEN budget is managed within the school's governance framework to support identified needs, and inclusion means SEN pupils access the same curriculum and are integrated with their year groups.

The school recognises pupils learning English as an additional language (EAL) and implements arrangements to remove barriers, ensuring equal access to the curriculum and opportunities. EAL pupils participate in mainstream classes and receive language‑model modelling and targeted language support; they are placed in groups with fluent English speakers and are not automatically placed in Learning Support. Placement decisions are made early to provide continuity and security, and the school maintains an EAL register coordinated by the Intervention Team. The EAL policy outlines responsibilities across staff to identify needs, share information, and integrate EAL pupils into the whole curriculum. Teaching and learning focus on developing listening, speaking, reading and writing skills in English through curriculum‑embedded language development and appropriate support.

The school promotes mental wellbeing through the PSHE/Citizenship & Relationship Education programme and associated pastoral structures. The curriculum supports pupils in understanding and managing their feelings, while the safeguarding framework ensures a safe, supportive environment where pupils feel able to talk to trusted adults. Pastoral care groups, circle time, assemblies and school events contribute to emotional development and a sense of belonging. Staff receive safeguarding training to recognise wellbeing needs and respond effectively to concerns. The Designated Safeguarding Lead coordinates welfare and wellbeing across the school, reinforcing a culture of care and proactive support.

The school has a Designated Safeguarding Lead (DSL) and deputy safeguarding leads who manage safeguarding and child protection. The DSL maintains safeguarding procedures, coordinates referrals to local agencies and liaises with UNICEF networks; the policy aligns with Education Regulations (2014), Keeping Children Safe in Education (Sept 2022) and related guidance. Staff must report any suspicion or disclosure of abuse to the DSL immediately, and serious cases may be referred to external agencies or the Police. Safeguarding training is provided on a two‑year cycle and the school keeps written records of concerns and training, with annual reporting to the Board. The school emphasises prevention, protection and support to ensure pupils' safety and well‑being.