SEN Information Report for
Rawcliffe Bridge Primary School
1. The kinds of special educational needs for which provision is made at the
school
Rawcliffe Bridge Primary School is a mainstream, small, rural school.
At Rawcliffe Bridge Primary School we support and value the abilities of all our
pupils. It is our duty to provide equal opportunities for every person in our care and a
safe and fully equipped learning environment which caters to the needs of every
child as an individual. We are committed to inclusion within the school curriculum
and participation in all aspects of school life.
Rawcliffe Bridge Primary School adopts a 'whole school approach' to special
educational needs. All staff work to ensure inclusion of all pupils. The school is
committed to ensuring that pupils with special educational needs can fulfil their
potential and achieve optimal educational outcomes.
2. Information, in relation to mainstream schools and maintained nursery
schools, about the school's policies for the identification and assessment of
pupils with special educational needs.
At Rawcliffe Bridge Primary School we use a number of strategies to identify and
assess children with SEND. Teachers use the observations they make of pupils
alongside their knowledge of them to make an assessment. We use formative and
summative progress data along with pupil reviews. We talk to parents and children
and use the information that they give us as well as information we receive from
outside agencies regarding the children. We refer pupils to the Educational
Psychologist, the Speech and Language team, Child and Adolescent Mental Health
Services (CAMHS) and other agencies for assessments of children.
Our school website has the following policies relating to children with special needs.
SEND Policy
Anti-bullying Policy
Health and Safety Policy
Safeguarding Policy
To read these policies please visit http://www.rawcliffebridgeprimaryschool.co.uk/
3. Information about the school’s policies for making provision for pupils with
special educational needs whether or not pupils have EHC Plans, including—
(a) how the school evaluates the effectiveness of its provision for such pupils;
Children with SEND are given an Individual Education Plan (IEP) which outlines
targets for them which are decided by the class teacher, the child’s parents/carer
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and the child. These IEPs are reviewed throughout the year to see if the child is
making progress and to see where there are other gaps in learning so that effective
support can be planned and put in place. Also as part of this process we use impact
data to monitor the child’s progress.
(b) the school’s arrangements for assessing and reviewing the progress of pupils
with special educational needs;
All children are assessed and reviewed each half term so that their progress can be
monitored. There are annual reviews held for children with SEND alongside regular
pupil reviews. If the class teacher or parents feel that something is not working
before a review meeting takes place they are encouraged to contact the school so
that the child’s progress can be assessed and reviewed and where necessary targets
and support can be re-assessed in order for the child to attain their full potential and
make further progress.
(c) the school’s approach to teaching pupils with special educational needs;
At Rawcliffe Bridge Primary School we believe in quality first which means we
believe that the first point of support is good teaching in the classroom. One to one
and group work are also used to support pupils with SEND. Work is differentiated to
meet the needs of all children along with specific literacy and numeracy
programmes being used to support specific children. Teachers write Independent
Education Plans (IEP) for children with SEND in order to outline the support that will
be provided to support those pupils. There are a range of outside agencies that the
school work with in order to provide support to pupils such as the school nursing
team, the educational psychologist, the speaking and listening team, social care,
healthy lifestyles team, behavioural support team and family support. Key staff are
trained in Mental Health First Aid and all staff are trained in Child Protection.
As we are such a small school staff are able to build relationships and get to know all
the children throughout the school. The school has profiles for each of their children
with SEND that are shared with the relevant people so that they can become
familiar with the children. Staff training is updated regularly that is relevant to the
needs of pupils within the school for example we have recently had team teach
training, mathematical apparatus training and hearing impairment training.
(d) How the school adapts the curriculum and learning environment for pupils
with special educational needs;
Teaching is differentiated to meet the needs of all pupils and is inclusive of all
children. We also encourage independent learning. Lessons include a mixture of
activities that meet the needs of;
 Visual learners (children who learn best by seeing what they are learning
about)
 Auditory learners (children who learn best through listening)
 Kinaesthetic learners (children who learn best through practical, hands on
Rawcliffe Bridge Primary School SEN Information Report
activities)
Children are taught how to use a range of apparatus to support their learning and
they encouraged to access the apparatus in lessons if they feel it will help them.
Pre-learning is also used to support children with SEND for example teaching
assistants can support children to learn vocabulary that they will need to understand
in a future lesson.
ICT equipment is also used to support children with SEND for example laptops can
be used in writing lessons.
The school holds the Basic Skills Award for quality of provision in English and Maths
and the Science Quality Mark.
There are no staircases in the main school it is on one floor however there is one
classroom near the school hall which is a separate building and it is on a lower floor.
Rawcliffe Bridge Primary School use a number of visual resources such as drawers
labelled with pictures and words and visual timetables to support pupils with SEND.
(e) Additional support for learning that is available to pupils with special
educational needs;
Support is allocated based on children’s needs and is regularly reviewed to assess its
effectiveness. In school support can be given in a number of different ways, it could
be a class teacher supporting a group or working one to one with a child, teaching
assistants can also work support this way. Intervention strategies can be planned in
order to support children with gaps in their learning.
The SENCO discusses the need for external support from another agency with the
child’s parents/carer. The SENCO then makes a referral to the relevant agency with
the parent’s/carer’s permission.
Each class has a teaching assistant, however they can often move throughout the
school and so children with SEND can become familiar with them. Transition
between classes is good as there are shared classes and mixed year groups. The
school’s SENCO is the year two and three teacher. Staff meet regularly to discuss
children’s work and children in order to identify any gaps in learning and to plan the
next steps to support the child in their learning.
Rawcliffe Bridge Primary School work with a range of organisations to provide
support for children with SEND. The services we work with are;
 Children’s services
 Educational psychologist team
 Speaking and listening team
 The Integrated physical and sensory service (IPaSS)
 CAMHS (mental health)
 Children’s centres
 School Nursing
The school has an open door policy where parents and carers of children with SEND
can talk to a member of staff whenever they require support. The school can also
Rawcliffe Bridge Primary School SEN Information Report
put them in contact with a range of services who may be able to help them such as
 Families Information Service Hub (FISH) website
 School nursing team
 Family support
 Speech and language team
 Early years support
 Educational psychologist
(f) Activities that are available for pupils with special educational needs in
addition to those available in accordance with the curriculum;
Rawcliffe Bridge Primary School adopts a 'whole school approach' to special
educational needs. All staff work to ensure inclusion of all pupils. The school is
committed to ensuring that pupils with special educational needs can fulfil their
potential and achieve optimal educational outcomes including those that can be
achieved through school trips.
Before going on a school trip or carrying out an outdoor activity a thorough risk
assessment is carried out which takes into account those children with special
educational needs that may need additional supervision or support. Where this is
the case a teaching assistant can be allocated to support individuals.
If parents/carers have any concerns for the safety of their child when going on a
school trip or when working outside they are welcome to make an appointment to
discuss them with a member of staff.
(g) support that is available for improving the emotional and social development
of pupils with special educational needs.
We take the well- being of our children as our first priority and so we regularly seek
the views of our children in order to adapt and improve what we offer. Children have
weekly circle time in order to build confidence and self -esteem and to provide a
forum to discuss issues which are relevant to us in school and the wider world.
Children can also post private concerns and worries in a special place for staff to
address or discuss as needed. Some children also take part in special nurture
programmes where a little extra support is helpful to them.
The curriculum also covers regular themes on anti-bullying strategies and
relationships in order to develop self- awareness, personal safety and responsibility.
We encourage all children to participate in all clubs and sports and our SEND
children play in tournaments, representing the school and cluster and are also
members of the school council, play leaders, librarians and buddy systems. All
children are involved equally in school life.
4. In relation to mainstream schools and maintained nursery schools, the name
and contact details of the SEN co-ordinator.
Special Educational Needs Coordinator (SENCO): Catherine Robb
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Contact number; 01405 839249
Contact email; office@rbps.eriding.net
Address; Rawcliffe Bridge Primary School, Bridge Lane, Rawcliffe Bridge, Goole,
DN14 8NH.
5. Information about the expertise and training of staff in relation to children
and young people with special educational needs and about how specialist
expertise will be secured.
Staff at Rawcliffe Bridge Primary School receive a range of training so that they
understand and can support a range of SEND. Refresher training is carried out when
new pupils with SEND enter the school or when staff feel it would be beneficial.
Staff at Rawcliffe Bridge have most recently had training in;
 Dyslexia
 Numicon
 Circle Time
 Calculations
 Early writing and mark making
 Reading comprehension
 Self-Harm
 Youth Mental Health First Aid
 First Aid
 Team Teach; which is also known as positive handling training.
 Safeguarding training ; which teaches staff what to look for in child
protection situations and how to handle them.
 Restorative practice; teaching children to solve their own falling out
incidents.
 The SENCo has the Post Graduate Qualification in SEN Coordination.
 The Headteacher has been a SENCo for 10 years and holds qualifications in
Inclusive Education
 The Headteacher is a member of the East Riding Strategy Team for Mental
Well-Being linking with the SEND parent forum ERVIP
6. Information about how equipment and facilities to support children and
young people with special educational needs will be secured.
There are no staircases in the main school it is on one floor however there is one
classroom near the school hall which is a separate building and it is on a lower floor.
Rawcliffe Bridge Primary School use a number of visual resources such as drawers
labelled with pictures and words and visual timetables to support pupils with SEND.
We operate differentiated groups as required to meet the needs of children at
different times, making use of all staff and rooms in the school.
The school has a library that is used as a quiet area with reading dens for children to
use. Inside each classroom there is quiet area for example a castle where children
can go and sit quietly when they feel the need. The playground also has a pod and a
friendship area where children can go if they feel they need some time alone or if
they would like someone to talk to.
The school runs a range of clubs that are inclusive such as Box 2B Fit, sewing,
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Christmas craft and hockey. Our outdoor curriculum allows children to work outside
in our large open spaces. We have gardens and a pond area that children are able to
access. The field also has a special area inside the willow tunnel where children can
spend time.
7. The arrangements for consulting parents of children with special educational
needs about, and involving such parents in, the education of their child.
If the school has concerns about a child’s learning they will first contact the child’s
parents to discuss the child and seek the views of the parent’s/ carer. This is a twoway process if a parent/carer has any concerns about their child’s learning then they
are encouraged to approach the school to discuss them. The school builds up
relationships with parents through informal contacts such as talking in the
playground before and after school.
The first person to speak to is the child’s class teacher. You can also speak to the
Special Educational Needs Coordinator. Finally you may wish to speak to the head
teacher. The school will put you in contact with outside agencies that may be of help
to you.
The school has an open door policy where parents and carers of children with SEND
can talk to a member of staff whenever they require support. The school can also
put them in contact with a range of services who may be able to help them such as
 Families Information Service Hub (FISH) website
 School nursing team
 Family support
 Speech and language team
 Early years support
 Educational psychologist
8. The arrangements for consulting young people with special educational needs
about, and involving them in, their education.
Children are included in their Individual Education Plan reviews where they can
express their views on how they feel they are progressing and whether the support
they are given is helpful. Children are regularly involved in self-challenge and review
within lessons. IEP reviews are carried out linked to parents evening so that the
parents are present for the review also.
9. Any arrangements made by the governing body or the proprietor relating to
the treatment of complaints from parents of pupils with special educational
needs concerning the provision made at the school.
The first point of contact for a parent with a concern will be the child’s teacher or the
headteacher. Parents and carers may also contact school governors should they
have a concern which they do not wish to raise directly with school staff. Parents
and carers can also seek guidance or support from KIDS on 01482 467540 of use the
FISH web site to access sources of advice and support.
Rawcliffe Bridge Primary School SEN Information Report
10. How the governing body involves other bodies, including health and social
services bodies, local authority support services and voluntary organisations, in
meeting the needs of pupils with special educational needs and in supporting
the families of such pupils.
The school proactively seeks sources of support and help for parents and carers of
children with SEND. This will involve a range of relevant agencies including;
Early help and advice (EHASH)
School Nursing
Education psychologist
Education welfare officer
Integrated Sensory Support Service (physical needs)
Behaviour Support Service
Speech Therapy
CAMHS (mental health support)
KIDS
Health Watch
Supporting Families
Home Start
Children’s Centres
Anti- Bullying Alliance
Youth Support Service
11. The contact details of support services for the parents of pupils with special
educational needs, including those for arrangements made in accordance with
clause 32.
Parents and carers can access the Local Authority SEND offer via the FISH web
site. There is a link to FISH from the school web site.
Any parent or carer wishing to discuss their child’s needs should initially contact
Miss Catherine Robb SENDCo at the school on 01405 839249.
All education, SEND and inclusion services can be contacted via the Children,
families and schools switch board on 01482 887700. This includes SEND advice
on admissions, education psychology, inclusion, exclusion and behaviour
support.
In addition, the FISH web site can provide advice and useful contacts. KIDS can
offer an independent support service for SEND children and for children with
education and health care plans (Tel 01482 467540)
12. The school’s arrangements for supporting pupils with special educational
needs in transferring between phases of education or in preparing for adulthood
and independent living.
We are a small nurturing primary school and therefore children get to know and
work with all staff which helps with transitions between classes. We send pupil
records to transition schools as well as holding transition meetings with key staff in
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order to ease transitions and so that the new school can prepare for the child with
SEND. The school liaises well with the year seven leaders and teachers. We attend
sporting and curriculum events at the local high school so that children can become
familiar with it and meet children from other primary schools before their transition.
All children spend two full days at their secondary school during the summer term.
Between classes at school we have transition meetings between staff and set
targets for the autumn term. Children also spend time with their new teacher during
the summer term.
Transition between classes is good as there are shared classes and mixed year
groups. The school’s SENCO is the year two and three teacher. Staff meet regularly
to discuss children’s work and development in order to identify any gaps in learning
and to plan the next steps to support the child in their learning.
Rawcliffe Bridge Primary School SEN Information Report