At Rufford Primary School, we have a strong inclusive ethos and we are committed to giving every child the opportunity to achieve their full potential. We have high expectations of our learners and we believe every child deserves aspirational adults to support their learning.

 

Our Special Educational Needs Co-ordinator  (SENCO) at Rufford Primary School is Ms Lacie Faux.  Please, contact the school office if you wish to speak with her directly regarding any information in relation to SEN or disability.  You can also email: SENCo@ruffordprimary.co.uk.  

 

• There are four areas of SEND: Cognition and Learning (Moderate, Severe and Profound Learning difficulties, as well as Specific Leaning Difficulties such as Dyslexia and Dyscalculia), Communication and Interaction (Speech, Language and Communication needs, Autism), Social, Emotional and Mental Health (depression, ADHD, anxiety, eating disorders etc.) and Sensory/ Physical Needs (Visual impairment, Hearing impairment, physical disabilities).

• We use a graduated approach to special needs as laid out in the SEND Code of Practice. We follow the Assess, Plan, Do, Review cycle right from the earliest stages of monitoring and identification of SEND to children with an EHC plan.

• At Rufford, we use the EEF Five-A-Day during lessons to ensure that our children with SEND can access quality teaching with their class family. The EEF outlines 5 principles: explicit instructions, cognitive and metacognitive strategies, scaffolding, flexible grouping and using technology. If you would like more information please visit the EEF website on https://educationendowmentfoundation.org.uk/news/eef-blog-the-five-a-day-approach-how-the-eef-can-support

• We have a team of teaching assistants that deliver a variety of interventions for pupils who need some extra, targeted support. These include: Little Wandle Phonics, Speech and Language 1:1 sessions, nurture groups, social groups, maths boosters and precision teaching. Our Teaching Assistants also support in class during the wave 1 quality first teaching.

• We are quick to identify children with additional needs, using tools such as WELLCOMM and in class observations and we work closely with professionals: Educational Psychologists, Speech and Language therapists, Learning Support Service teachers and the Autism Outreach Team, to ensure that our provision meets the needs of the child.

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Here is our SEND Information Report: