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Rampton Primary School

Rampton Primary School is in the north of Nottinghamshire, near to the borders of Nottinghamshire, Doncaster and Lincolnshire. Rampton is a small village and the school was built at the turn of the 1900s with additions in the 1960’s. Major building works in 2011 saw the addition of a corridor to link separate parts of the school which has created a cohesive, inclusive feel to the school. The school was built to be equidistant between the 5 villages it serves and as a consequence is surrounded by fields and is a mile from the village of Rampton. Almost all parents choose the bring pupils to and from school in cars and some choose to use the service bus which passes the school.

Rampton Primary School currently has 65 pupils on roll and this number is rising. The majority of pupils enter school in line with National expectations. 73% of pupils are from the catchment area for the school and 27% are from out of catchment.

Who to contact

Contact Name
Louise Selden
Contact Position
Headteacher
Telephone
01777 248251
E-mail
office@rampton.notts.sch.uk
Website
www.ramptonprimary.co.uk/

Where to go

Name
Rampton Primary School
Address
Retford Road
Rampton
Retford
Nottinghamshire
Postcode
DN22 0JB

Time / Date Details

When is it on
Term Time Weekdays 8.45am-3.15pm

Other Details

Availability

Referral required
No
Other notes

Age Range 3-11

Local Offer Localoffer flash icon

Contact Name
Louise Selden
Contact Telephone
01777 248251
Contact Email
office@rampton.notts.sch.uk
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

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

  • behaviour or the ability to socialise, e.g. not being able to make friends
  • reading and writing difficulties
  • ability to understand things
  • concentration levels
  • physical needs or impairments
2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

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.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • 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.
3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support 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.
3.c) What is the school's approach to teaching pupils with special educational needs?

Support is provided both in the classroom and as targeted interventions. The interventions we offer respond to the children's needs and have clear and attainable expectations. We have five Teaching Assistants (TA) who support our special needs provision and we believe that the teaching of these children is everybody's responsibility. Lessons are differentiated well so that they are accessible for all pupils.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

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.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

This is based on the needs of the child and the resources available. Funding to provide additional resources and support may be available from the Family of Schools subject to a successful bid.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

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.

3.g) What support will there be for my child/young person's overall well-being?

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.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

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

5. a) What training have staff supporting special educational needs had and what is planned?

 Training has been received in:

  • First aid
  • Manual Handling
  • MAPA

Planned Training for 2014/2015:

Attendance at the Notts Local Authority TA Conference

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

 

5.b) What specialist services and expertise are available or accessed by the setting/school?
  • Speech and Language
  • Educational Psychologists
  • Occupational Health
  • School Nursing
  • CAMHS
  • Counselling services
  • Autism Team
  • Children's Centres
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school is well resourced to meet the educational needs of a range of abilities.Additional equipment may be funded through the Retford Oaks Family of schools. However, if highly-specialised equipment is needed then this is accessed through outside agencies, e.g. occupational health.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

Parents are provided with a provision map which shows the support their child will be receiving for the ½ term. They are invited into school to discuss this. We want parents to be fully involved in the whole process and value parents’ and carers' contributions.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

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.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

In the first instance, it is always best to discuss any concerns with your child’s class teacher and/or the SENCO. If you feel that this doesn’t resolve your concern, please speak to the headteacher who will be happy to discuss it with you. 

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

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

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.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
  • Discussions with parents/carers
  • Review meetings
  • Letters
  • Support from the SENCo
12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

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.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

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 school (Retford Oaks) and with Tuxford Academy and we are able to access additional transition days for children who require this. There is a named TA from Retford Oaks who visits our school and builds strong links with the child prior to them starting school there. If a child goes to different school (Tuxford for example) we would make early contact with the school in order to create an individual transition program to suit the child.

iii) Prepare for adulthood and independent living?

The school’s behaviour policy centres on the Rampton Code which expects staff and pupils to be:

  1. Aspirational
  2. Respectful
  3. Secure
  4. Responsible
  5. Independent

These core values help all of our children prepare for adulthood and independent living. Where additional support is necessary, all the interventions set out above are used to develop, reinforce and consolidate these values.

13. Where can I access further information?

Further information can be accessed from:

  • The School Office
  • The Website
  • The Governing Body

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