Rampton Primary School

We support all special needs which impact on the child's learning or wellbeing. These include:

• SEMH issues such as behaviour or the ability to socialise, e.g. not being able to make friends
• Cognition and Learning such as reading and writing difficulties
• working memory or processing needs
• concentration levels
• Communication and Interaction such as children diagnosed with ASD
• Sensory or Physical needs or impairments such as hearing loss

Observations of children during lessons and playtimes will highlight any difficulties the children may be having. All staff know the children very well which allows for early interventions. We listen to parents/carers' concerns and take on board their experiences. If you have concerns about your child, please discuss them initially with the class teacher and then with the Special Educational Needs Co-ordinator (SENCO), Mrs Selden. It is important that everybody is involved with the process.

• Pupils' progress is tracked and monitored closely.
• Children are assessed before starting an intervention programme and their progress after intervention is measured.
• We obtain the children's and parent's views to see how they are feeling about their learning.

• At parents' and carers' meetings, the class teacher will discuss how well the child is doing.
• Parents and carers will receive a provision map which will shows the additional support their child is receiving. 
• We will provide suggestions to parents of how to support their child's learning at home.
• Additional discussions take place with the SENCO and/or class teacher. The frequency of these will vary, depending upon need.

Support is provided both in the classroom and as targeted interventions via the Graduated Approach (plan, do, assess, review). The interventions we offer respond to the children's needs and have clear and attainable expectations. We deliver quality first teaching to all our pupils and are fortunate enough to have have five incredibly experienced and skilled Teaching Assistants (TA) who support our special needs provision. We believe that the teaching of these children is everybody's responsibility. Lessons are differentiated well so that they are accessible for all pupils.

Children's lessons will be differentiated in order to give them work at an appropriate level, e.g.

• teacher or TA support
• different levels of challenge within activities
• resources which fit better with a child's experiences
• ICT may be used to support the child's learning

In some cases, children will have a totally personalised curriculum.

This is based on the individual needs of the child and, following a discussion with the parents and outside agencies if necessary, on the resources available. Funding to provide additional resources and support may be available from the Family of Schools subject to a successful bid.

Our aim is that every child will be included in all outside activities and trips. This may mean additional adults supporting the activities and specialised equipment being used.

We recognise that children cannot fulfil their potential if they do not have a positive sense of overall well-being. We base our Personal, Social & Health Education (PSHE) for all children on the SEAL programme (Social & Emotional Aspects of Learning). We also run targeted interventions that develop social skills and coping strategies as they are needed.

The SENCO is Mrs Roberts. Please contact the school office if you wish to make an appointment to speak with her.

 Training has been received in:

• First aid
• Manual Handling
• MAPA
• Switch-On-Reading
• Switch-On-Writing
• NELI
• ELSA
• Working with Developmental Trauma in Schools
• EYFS early Excellence 

Planned Training for 2021-22:

• First Aid
• The Graduated Approach to SEND
• Dyslexic Friendly Classroom Environments 

Attendance at the Notts Local Authority TA Conference

• Sensory processing for pupils with Autism
• Characteristics of effective learning

• Speech and Language
• Educational Psychologists
• BPBP
• Occupational Health
• School Nursing
• CAMHS
• Counselling services
• Autism Team
• Children's Centres

The school is well resourced to meet the educational needs of a range of abilities. Additional equipment may be funded through the Tuxford Family of schools (AFN funding). However, if highly-specialised equipment is needed then this is accessed through outside agencies, e.g. occupational health. School also uses its notional SEND funding within the budget to provide specific resources when required to do so. 

Parents can initially access our SEND website page if they have any concerns about their child's development or progress. This offers a huge amount of support and can signpost them to national website if their have any initial concerns. Mrs Roberts, the school SENCO will meet with any parents requiring advice or support in the first instance. Once a child has been placed on the SEND register, termly progress and review meetings will take place with the parents to celebrate achievements and discuss the next steps. We want parents to be fully involved in the whole process and value parents’ and carers' contributions.

Depending on their age and ability, children will carry out a child-friendly questionnaire to obtain their views and, more informally, we talk to the children around school as they are working, playing and when they are receiving small group interventions. Each child will also collaborate with the creation of their personal pupil passport with Mrs Roberts. This provides a pen portrait of the pupil's likes and dislikes, strengths and weaknesses and what the school can do to support them. 

In the first instance, it is always best to discuss any concerns with your child’s class teacher and/or the SENCO Mrs Roberts, who is also the school Headteacher. She will be more than happy to respond to any concerns you might and hopefully clarify and resolve the situation.

For further clarification, please refer to the school’s complaints policy available on the school's website.

The governing body are proactive in seeking help and guidance from health, social care, local authority support services and voluntary organisations  to meet the needs of pupils and their families. The SENCO and the SEND link Governor is Dr Galbraith have half termly meetings to discuss the provision within the school and suggest where improvements could be made. 

• The school SEND page of the website: https://www.ramptonprimary.co.uk/send/ 
• Discussions with parents/carers
• Springboard Meetings and feedback to parents 
• Review meetings
• Letters
• Support from the SENCo

There will be opportunities for your child to visit the school prior to joining. The number of visits, frequency and duration will depend upon the needs of the child.

Transition days are planned between the different classes so that children become familiar with new classes prior to transferring. Again, the number, frequency and duration will depend upon the needs of the child.

We have excellent links with our feeder schools Tuxford  Academy and Retford Oaks Academy and we are able to access additional transition days for children who require this. Mrs Hethershaw, the Transition Lead from Tuxford Academy and a named TA from Retford Oaks, visit our school and builds strong links with the child prior to them starting school there. If a child goes to different school (Elizabethian Academy for example), we would make early contact with the school in order to create an individual transition program to suit the child.

Our school vision centres around three drivers: ENRICH   ENPOWER   INSPIRE 

We aim develop the whole child. Our priority is to create conditions to enable every child to stimulate their natural curiosity and apply their creative thinking. Our curriculum has been designed to empower all our pupils to have curious minds and become active, confident, independent learners, giving each child ‘the opportunity to think’ rather than telling them ‘what to think.’ We embrace and celebrate every child’s uniqueness, continually providing opportunities to develop their resilience, knowledge and skills, thus providing them with the cultural capital necessary to live a happy, healthy, truly fulfilling life.

Further information can be accessed from:

• The School Office
• The Website
• The Governing Body