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.


Ofsted and Performance Information

Pupil Premium and Sports Premium

School Policies

Special Educational Need Information Report


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 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

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


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

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.


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 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 = Heidi Eagling.