Special Education Needs and Disabilities (SEND)

Rayne Primary and Nursery School

SEND Information Report

Rayne Primary and Nursery School Ethos

Rayne Primary and Nursery School is a fully inclusive school. We work together as a team to inspire children to achieve their personal best and be well equipped for the future. We are committed to offering a broad, balanced and inclusive curriculum to ensure the best possible progress for all our pupils whatever their needs or abilities.

Children are the most important people in our school, each one is different and we work hard to preserve what makes them a unique individual. Children are not defined by the difficulties or disabilities they may have. We know each child really well and the good relationships we have with them are vital to our success. We also know that working closely with our parents and families is essential as together we strive for the best outcomes for our children.

Special Educational Needs (SEN)

Nearly all children will find aspects of their work difficult at some time – this is a natural part of learning and the challenges that are part of high expectations. Teachers continually assess children’s progress, engage with them, and adapt their teaching to tackle this. However for some children, their ability to learn is affected by the needs and disabilities they have and additional or special provision may be necessary.

* A pupil has SEN where their learning difficulty or disability calls for special educational provision, that is provision significantly different from or additional to that normally available to pupils of the same age.

* Special educational needs and provision can generally be considered as falling under six broad areas:

o Learning Difficulties and Disabilities

o Social, Emotional and Mental Health

o Autism and Social Communication Difficulties

o Speech, Language and Communication Needs

o Physical and Neurological Impairment

o Sensory: Hearing, Visual and Multi-sensory Impairment

Our Special Educational Needs and Disabilities Team

Class teachers have a responsibility for all the children they teach but the following people have a particular responsibility for Special Educational Needs provision in our school :-

Special Needs Co-ordinator (SENCO) Mrs Paula Mogford

Governor Responsible for SEND Mrs Lisa Christian

(All of the above can be contacted through the school office Tel 01376 324959 or by email admin@rayne.essex.sch or through “Contact Us” on the school’s website.

Partnership within the school

We value the contributions made by all children, parents and professionals to help maintain our inclusive school community. We are committed to working in partnership with the child, parent/carer and outside agencies to identify needs, provide support and monitor the progress of all children

Parental Involvement

We work closely with parents and we want them to be involved in, and take an interest in their children’s education. In addition to the many opportunities we offer for consultation, for children with special educational needs, we meet termly to discuss and review progress and the impact of provision.

In line with our graduated approach, this will vary according to the individual child’s level of needs and difficulties. It may involve meetings with:-

* classteacher

* classteacher, teaching assistant and SENCO

* SENCO / specialist teachers / Educational Psychologist

and for children with a statement of SEN/EHC Plan, annual review meetings are attended by all those involved in assessment and specialist support as well as relevant school staff. The headteacher may be present at any of the above meetings if relevant.

Where the child has significant health issues or medical needs, we will meet with parents and health professionals to draw up management protocols for staff to follow and consider any training needs.

Pupil Involvement

Children’s involvement is an integral part of our approach; we have good relationships with them, talk to them all the time and listen, we are supportive and encouraging. Children generally want to improve and get better at what they do and they respond positively to the discussions we have with them about steps to take, what others can do to help and what their views and opinions are. Progress and learning reviews may involve conversations with teachers, teaching assistants (TA), Special Educational Needs Co-ordinator (SENCO) and headteacher.

Children may also be invited to more formal review meetings and contribute, or their views may be gathered by the relevant member of staff in advance and shared at the meeting on behalf of the child. Use of One-Page Profiles help to express the pupil’s views.

Quality First Teaching (QFT)

As a school we are committed to ensuring that all teaching is at least good and that much is outstanding. High quality teaching is that which is differentiated and personalised to meet the needs of the majority of children and young people. We aim to ensure that:

* All staff provide high quality teaching which allows children to learn effectively. A range of teaching and learning strategies are implemented to ensure that all children can access the curriculum.

* Members of staff understand that they are all teachers of children with special educational needs.

* All children, regardless of ability, have full access to a wide range of suitably challenging educational opportunities which are appropriate to their needs.

* Every child at the school is provided with opportunities to make progress in every aspect of their development, enabling them to be the best they can be.

Transition arrangements:-

Admission to Nursery

“Stay and Play” sessions for toddlers; Information meetings for parents(and Booklets / Guides); Staff visits to child’s home, and pre-school settings; Pre-school visits to our Nursery; parent / child sessions in Nursery

“Starting Nursery” booklets for parents to record and share information about their child; assessment information passed to us from pre-schools / child-minders

Transition to Reception

Visits for parents and tours of the school; Reception class teaching assistants work in Nursery one morning per week; Reception Teacher visits to Nursery, Nursery children visits to Reception; Taster Lunches; Nursery children using main school facilities – Hall, ICT suite, Library, KS1 playground attending KS1 assemblies and being part of Harvest Festivals/ Christmas Plays etc. Continuation of “Learning Journeys” and Early Years Target Tracker as records of children’s learning and progress.

Reception to Year 1

Meeting for Parents; transition sessions with new teacher before changing class; designated time for information sharing; Foundation Stage records and EFYS Data

Year 2 to Year 3

Meeting for Parents; Welcome to KS2 Booklet for children; transition sessions with new teacher before changing class; designated time for information sharing; Target Tracker Data

Year 6 to Year 7 (secondary education)

Meetings for Parents and opportunities to visit secondary schools; visits from Year 7 teachers including discussions with Year 6 children; meetings for Year6 and Year7 staff to discuss individual children and their needs; taster day for children in Year 5; two transition days at secondary school (summer term)

Additional individual visits to secondary schools for SEN children accompanied by SENCO, teacher or teaching assistant; Liaison meetings between primary and secondary school SENCOs.

For children who have a Statement of Special Educational Need/EHC Plan, a special Annual Review meeting takes place in Year 5/6 so that an appropriate school, provision and preparations for transfer can be explored at an early stage.

Identifying and Assessing Special Educational Needs

We collect a wide range of information about children when they first start school in Nursery and Reception (including information provided by parents, pre-school settings, home visits, visits to pre-schools etc). This helps us to build a picture of each child in terms of their stages of development, their interests, what they can and cannot do, and any particular things they are good at or have difficulty with. It also provides a baseline from which to measure progress.

If a child is admitted at other times e.g. mid KS1 or KS2, information is received from the previous school.

As children move through the school, we continually assess and monitor their progress and consider this in light of previous attainment and against National age-related expectations. This includes : –

* Learning Journey Books

* Assessment feedback and marking

* Observations

* Pupil discussions

* Work scrutiny

* Baseline assessments in Reception

* Phonics screening

* Half-termly English assessments (including reading, writing and spelling/grammar)

* Half-termly Maths assessments

* Assessment at the end of Foundation Stage, Key Stage 1 and Key Stage 2

* Analysis of Target Tracker data

Some Special Educational Needs are clearly evident and easily identified, e.g physical impairment, visual, hearing and speech impairment, others may become apparent and be identified through monitoring as above e.g. specific learning difficulties in certain subject areas, failure to make expected progress. SEN may also be identified in response to parental concerns. We would then seek further and more detailed assessment of needs in school through the SENCo, or through referrals to other services.

A child may be admitted to school with additional needs already identified or a statement/EHC Plan in place, in which case all existing information would inform our planning and provision and a meeting would be arranged, before admission if possible, to ensure that we were well prepared to maximise success.


Teachers are responsible and accountable for the progress and development of the children in their class, including where pupils have support from teaching assistants or specialist staff.

The needs of all children vary and we operate a “graduated” approach to provision – levels of support are linked to the needs of the child and the degree of difficulty they experience. This will range from teacher adaptation of activities, differentiated group work in class, support from the class teaching assistant, intervention groups etc., to provision which is “different from and additional to that normally available to pupils of the same age”:- individual programmes and resources as advised by the SENCO, specialist teachers, educational psychologist and any other agencies or services involved.

In providing for special educational needs we follow a process of “assess, plan, do, review” – i.e. we identify the desired outcomes; agree a plan to address these, with longer term outcomes but clear actions to take over shorter timescales; we put the plan into practice; we monitor and review the effectiveness of provision and amend as necessary before starting the cycle again.

Current interventions and support groups include :-

* Lexia * 1st Class @Maths * Attack Spelling * Smart Thinking * Precision Monitoring * Auditory Processing * Cued Spelling * Plus 1/Power of 2 * Toe by Toe * Motor Skills/Finger Gym * Speech Therapy programmes * Write from the Start/Penpal * Letters and Sounds * Memory and Attention * Bubble Time * Talk Boost KS1 * Talk Boost KS2 * Sentence Writing * Reading for Meaning

Effectiveness of Provision for SEN

For individual children with SEN, planned activities are evaluated continually and adjusted according to the needs of the child within the outline of the programme.

The effectiveness of provision and its impact on learning is also a key focus for individual SEN review meetings when pupil work and progress reviews, observations, logs and records maintained by teaching assistants, both pupil and parent views are considered. Progress is measured in terms of the planned outcomes and against more formalised measures such as assessment levels, steps and statements, “P Scales”, phonics checks and other tests as well as statutory assessments.

The effectiveness of overall SEN provision in school is also evaluated. This is informed by :-

* Intervention Reviews

* Summaries of parent views and pupil surveys

* Half-termly assessment information

* Annual Reviews

* Teacher reports / Annual school reports

* Data Analysis using Target Tracker, Raiseonline and the School’s One-Page Summary

* Commentaries from Local Autority/Ofsted advice/inspections


Rayne Primary and Nursery School works hard to ensure that no child is disadvantaged in terms of facilities and equipment dependent upon need. To ensure that we achieve this goal we work closely with outside agencies such as Specialist Teachers, Occupational Therapists and Specialist Nursing Teams.

All buildings on our school site are on the same level and where necessary permanent ramps (e.g. Nursery to outdoor areas) or movable ramps (to allow access over some door thresholds) have been fitted. Double or 1½ width doors in most parts of the building make the site accessible and a number of toilets have been adapted for disabled users.

Access to the curriculum is supported through careful lesson planning which includes differentiated activities and strategies and resources matched to the needs of the child e.g. visual timetables, equipment to support gross/fine motor skills, physiotherapy, special chairs etc. Assistive technology including ICT resources and software are used where appropriate.

Every effort is made to ensure that all children have access to clubs and other activities on offer in school such as “Scrapstore Playpods” at lunchtime. We enrich the curriculum through educational visits and a residential week in North Norfolk for Older children. We enable participation for all through e.g. organisation of wheelchair enabled transport; use of “all terrain” wheelchairs; SENCO or other adult including parent accompanying individual children on trips.

Staff Expertise and Training for SEN

The SENCO has over 16 years experience in the role, has achieved a Postgraduate Diploma in Educational Studies, regularly attends LA Information Update sessions/conferences and Local SEN cluster meetings. The SENCO has a range of skills and expertise including assessment. All staff have received training relating to

SEN and continue to attend courses as advised by e.g. Speech and Language Therapist, Occupational Therapist, Educational Psychologist etc. Training is also arranged as part of preparation for the admission of a child with additional needs.

Current staff training covers a variety of aspects including:-

PlayPod – Play Leader, ADHD, Autism, Counselling, Speech Therapy, Letters and Sounds, Espresso, Epi-pen use, First Aid, Pie Corbett / Talk for Writing, Makaton, Communication in Print, Quest Literacy Support, Maths for Teaching Assistants, Literacy for teaching Assistants, Numicon, 1st@Number, Specific Medical Treatments, Dyslexia, Derbyshire Language Scheme, ICT to support children with SEN, ICT and Maths, Cache Level 2 Teaching Assistant Course, Catch Up Reading, Grammar for TAs, Positive Play, Outdoor Learning, Lexia Training, Memory Difficulties, ASD, Maths for Pupils with Dyslexia, etc.

Support from External Agencies and Bodies

We draw upon the skills, knowledge and expertise of other organisations outside school including health and social care, local authority support services, and voluntary sector. We secure their involvement and support through referral processes for assessments and guidance on appropriate provision, for example :

* General Practitioner [GP]

* Paediatrician

* Colchester Primary Ophthalmic Clinic [CPOC]

* Children and Adolescent Mental Health Service [CAMHS]

* Speech And Language Therapist [SALT]

* Social Care

* Educational Psychologist [EP]

* Specialist Teacher Team [STT]

We also support families by signposting to:

* Family in Focus

* Family Solutions

* APEX parent support group

* Play And Resource Centre [PARC]

* FACE – Essex


* Parent Partnership

* Essex Dyslexia Support

* ADHD Chelmsford Group

* Other Local Support groups

* Local Authority Offer


As a school we work hard to listen and respond positively to any concerns brought to our attention. We take all concerns seriously and aim to resolve any issues swiftly.

If the situation arises where parents have a concern about the provision being made for their child or the impact of that provision and feel that the class teacher or SENCo have been unable to reassure

them that needs are being met effectively, then the school’s Complaint Procedure – which is available on our website or by request at the office – sets out clearly what the steps are.

Further information

All of the information here applies to children with special educational needs, including those who are looked after by the local authority.

This information should be read alongside the information provided by the local authority which can be found at http://www.essexlocaloffer.org.uk. This sets out the provision available in the local area for children and young people with SEN and will include information about education, health and social care, support groups and leisure activities.

We look forward to working with you to ensure your child is given the best opportunities and provision to enable them to achieve their full potential.