Statutory Information

Under the current legislation govering schools the school website must hold key information. This is where that information can be found. The list is currently as follows.

Admissions

Ofsted and Performance Information

Pupil Premium and Sports Premium

School Policies

Special Educational Need Information Report

Admissions.

If you are considering Rayleigh Primary School for your child, you would be most welcome to visit, meet one of our Senior Management team and have a tour of the school.

To make an appointment to visit please contact Mrs Burfoot in the school office, either by email office@rayleigh.essex.sch.uk or by phone 01268 775712

School visits in the Autumn term usually involve more than one family touring together in a morning when the Headteacher is available. During the Spring and Summer terms we are happy to make individual appointments throughout the week.

Admissions to the school Nursery are handled through the school by Mrs Burfoot in the office; email office@rayleigh.essex.sch.uk

Our Nursery takes children in the Academic year (Sept - Aug) that they turn four.

Places in the Nursery are allocated on the basis of having siblings in the school, Catchment area, then distance from the school (as the crow flies).

Please note that a place in the Nursery does not guarantee a place in the school

For either entry to Reception or for a Mid Year Transfer you must apply through the Essex County website. Please use the link - Essex County Admissions

Appeals.

Essex Local Authority Manages the Appeals system for Rayleigh Primary School. How to appeal is available on their website and an A4 summary from the Local Authority is enclosed below.

LA Appeals.pdf
school_admission_appeals_code_1_february_2012.pdf

Ofsted and Performance Information.

All schools must publish relevant information about their performance and OFSTED inspections. We have yet to be inspected as an Academy.

Current OFTSED information

Schools and College Performance Tables.

You can comment on the school through Parent View, using the link.

Rayleigh Primary School Pupil Performance 2017.

Statutory Information for the Website - Keystage 2 Results

  1. percentage of pupils achieving the expected standard in reading, writing and mathematics= 71.2%
  2. average progress in reading= 2.3
  3. average progress in writing = 1.9
  4. average progress in mathematics = 2.3
  5. percentage of pupils achieving a high level of attainment in reading, writing and mathematics = 15.3%
  6. average scaled score in reading = 106
  7. average scaled score in mathematics = 106

Pupil Premium.

The Pupil Premium is fund generated by the percentage of children deemed disadvantaged in a school. It is aimed a closing the gap between disadvantaged children's achievement and non-disadvantaged children's achievement.

PupilPremium2016-17.doc.docx

Sports Premium

Part of the Olypmic games legacy was to increase the numbers of children taking part in physical exercise. This was funded by the Sports Premium. Schools are asked to work towards overcoming the barriers children face in taking part in physical exercise.

School Policies.

Constantly being reviewed, these policies guide our practice at Rayleigh Primary School.

As part of the South Essex Multi-Academy Trust, we also draw upon their policies when the legal duty lies with the employer.

Rayleigh Primary School is a community school with no specialist provision and as such, the school does not cater for

any specific special 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 premises when requesting a place. Rayleigh

Primary does not buy into Rochford Extended Schools and therefore is not able to access any of their services.

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 the Essex Local Offer.

Inclusion for All.

All children 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 is available. 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 of the children a voice, preventing discrimination of any kind.


The school takes educational and pastoral provision seriously. By observing safeguarding and information

sharing protocols, the school is able to involve, when necessary, external agencies, including health and social care

bodies, local authority support services, specialist teachers and voluntary sector organisations. By working in

partnership with these organisations we seek to support our children and young people, including children with SEND.

SEND Practice

Essex Local Authority Guidance includes a person centred approach, consulting with both parents as well as children

with SEND. We believe that all children should have a voice in their education.

Our SEND paperwork is developed, through consultation, in meetings that are held a minimum of once a term to

formally assess and review children’s progress towards their outcomes. These meetings include parents and child’s

views as a part of this assessment and review procedure. Children that are at risk of being assessed as having SEND

are noted by the teacher on the termly higher quality teaching list. These children are supported through class based

intervention.


Formal transition occurs when moving from one school to another, in the case of Rayleigh Primary, from EYFS

settings through our KS1 and KS2, and then from our school to secondary placement. Transition in school involves

classes meeting their new teachers each year before the end of the summer term. Teachers hold a teacher to teacher

conference at the end of the summer where records and important information related to SEND is shared. Additional

transition arrangements for individual children are person centred and depend upon the needs of the child. For

example additional meetings with the new class teacher or visits to the new classroom.

The school delegates responsibility for the teaching of children with SEND to the class teacher. Working in year

groups, teachers have the autonomy to arrange the learning environment and design a personal curriculum should it

be needed.

The SENCO’s role is to keep an overview of each classes SEND requirements and track the development of

Approaching Additional Intervention and Support / Additional Intervention and Support paperwork. The SENCO will

report progression and support needs of SEND pupils to senior management and this in turn is fed into the yearly

school operational plan. The SENCO will also oversee the application and implementation of Educational Health Care

Plans, if awarded by the local education authority.


As a school focused on individual success, all children are assessed to ensure that the curriculum and the learning

environment meet their individual needs. However as initially mentioned the school has limited capacity for structural

change due to its age and location.

As all teachers and learning support assistants are involved in the teaching of children with SEND, staff are trained in

maximising the use of thinking skills and developing an individual’s recognition of the most effective learning styles for

them. Specialist expertise is secured when needed from the Local Authority or if unavailable from them, an alternative

provider. The SENCO and staff attend training to support individual SEND needs, when necessary. They also have

access to SEND support groups in the local area.