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
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 email@example.com 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 firstname.lastname@example.org
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.
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
- percentage of pupils achieving the expected standard in reading, writing and mathematics= 71.2%
- average progress in reading= 2.3
- average progress in writing = 1.9
- average progress in mathematics = 2.3
- percentage of pupils achieving a high level of attainment in reading, writing and mathematics = 15.3%
- average scaled score in reading = 106
- average scaled score in mathematics = 106
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.
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.
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
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
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.