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 firstname.lastname@example.org 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 email@example.com
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 2018.
Statutory Information for the Website - Keystage 2 Results
- percentage of pupils achieving the expected standard in reading, writing and mathematics= 75.4%
- average progress in reading= 1.6
- average progress in writing = 2.7
- average progress in mathematics = 1.4
- percentage of pupils achieving a high level of attainment in reading, writing and mathematics = 26.2%
- average scaled score in reading = 107.9
- average scaled score in mathematics = 107
- average scaled score gps = 109.3
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.
Constantly being reviewed, these policies guide our practice at Rayleigh Primary School.
As part of the South Essex Alliance Multi-Academy Trust, we also draw upon their policies when the legal duty lies with the employer.
SEND Information Report.
April 2019 Update.
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.
Rayleigh Primary School has worked to ensure that all SEND procedures and policies adhere to the guidance laid out in the Department for Education Document: Special Educational Needs and Disability Code of Practice: 0 to 25 years.
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. This can be accessed through the Essex Local Offer website.
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 records the formal assessment and review of a child’s progress towards their outcomes. Consultative meetings, held a minimum of once a term, include parents and child’s views as a part of this procedure.
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. Children that require additional support but have not reached the threshold for SEND are noted by the teacher on the termly higher quality teaching list. These children are supported through class based intervention.
The SENCO’s role is to keep an overview of each classes SEND requirements and track the development of; Higher Quality Teaching Lists, Approaching Additional Intervention Lists, Additional Intervention Lists, EHCP Lists and supporting 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.
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.
Trade Union Representation.
Required disclosure for the year ended 31 August 2018
No of employees who were relevant union officials during the year ended 31 August 2018 – 1 employee
Percentage of time spent on union facility 1-50% - 1 employee
Total cost of facility time - £0
Total pay bill - £2,747,000