SEND Information Report

Rayleigh Primary School Special Educational Needs and Disability (SEND) Information Report.

This webpage SEND Information Report is a summary taken from the school Special Educational Needs Policy and SEND Report, which is reviewed yearly.

General Information.

·         Rayleigh Primary School is a community school with no specialist provision and as such, the school does not cater for any specific special educational needs or disability. Furthermore, the school is over 120 years old and situated on a steep hill in the town centre meaning all families must consider the suitability of the school when requesting a place.

·         The Special Educational Needs Policy is located with other school policies and references the Essex Local Offer. The identification of SEND follows the guidance produced by Essex Local Authority.

Inclusion for All.

·         All children and young people within Rayleigh Primary are enabled to engage in all activities. The school employs specialists with key expertise to ensure academic, physical, emotional and social development are available to all. This is underpinned by the school’s commitment to the UNICEF Rights Respecting School Award. Thus, School and Class Councils, Circle Time and the PSHCE Programme ‘R’ Time give all children a voice activity preventing discrimination of any kind.

·         The school takes the provision for its children seriously and provided safeguarding and information sharing protocols are observed will involve other bodies, including health and social care bodies, local authority support services, specialist education and voluntary sector organisations, in meeting children and young people’s needs including children with SEND.

SEND Practice.

·         Essex Local Authority Guidance includes a person centred approach to consulting parents of children with SEND and young people with SEND so they are involved in their education.

·         Meetings are held a minimum of once a term to formally assess and review children and young people’s progress towards their outcomes. These meetings include parents and young people as part of this assessment and review. Teachers use continual assessment to provide evidence for these meetings and may call additional meetings to need.

·         Formal transition occurs when moving from one school to another, in the case of Rayleigh Primary from nursery education to the school and from the school to secondary. In school transition involves classes meeting their new teachers each year before the end of the summer term. Additional transition arrangements are person centred and depend upon the needs of the child. For example additional meetings with the new class teacher and visits to the new classroom.

·         The school delegates responsibility for the teaching of children and young people with SEND to the classteacher. Working in year groups they have autonomy to arrange the classroom, learning groups and location of learning to need.  

·         As a school focused on individual success, all children are assessed to ensure the curriculum and the learning environment meet their next learning target. However as initially mentioned the school has limited capacity for structural change due to its age and location.

·         As all teachers and all Learning Support Assistants are involved in the teaching of children with SEND, staff are trained in thinking skills and learning styles. Specialist expertise is secured when needed from the Local Authority or if unavailable from them, an alternative provider such as the Health Service. Furthermore there exists an SEND support group within the local area.

·         The SENCO has a key role in evaluating the effectiveness of the provision made for children and young people with SEND and the outcomes of this are fed into the yearly school operational plan.

SENCOs = Jenny Prasser and Heidi Eagling.