Skip to main content
Coronavirus | Updates, advice and resources for families and practitioners

Ray Lodge Primary School (Local SEND Offer)

Ray Lodge Primary School (Local SEND Offer)

In light of COVID 19 the following adjustments to our provision for SEN have been made:

Where a child is at home due to self isolation: weekly calls by SENDCo, DSL and wellbeing team to check in on our most vulnerable-EHC, high SEN, LAC, CIN, CP Children.

  • Blended learning is in place to support all children and is differentiated to meet all children’s needs.
  • EHC outcomes addressed through targeted work and by advice sent through SENDCo who liaises directly with outside professionals.
  • Remote support for children from SALT, EYAS, SEATSS, EP, EWMHS. This is undertaken directly with families via the Outreach services or in discussion with families, SENDCo and DSL.
  • Other support may include: provision of Ipads, printing and posting work, supply of materials to support blended learning.
  • This list is not exhaustive as needs may change in light of children’s and families’ needs.
  • Due to restrictions on schools, meetings with parents and outside agencies are conducted remotely.

As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).

Scroll down or click on the headings below to see details of this school's local SEND offer:

An overview of the school

Ray Lodge Primary School is a three form entry school that “Strives for Excellence…” We have 649 on roll (and 31 in the nursery), with approximately 13.9% of children receiving support for SEND (including 2.75%  EHC). Children feel valued and feel safe here and we all work together to be the very best we can be. Our diverse school community is built upon the values Aspiration, Diversity, Emotional Awareness, Integrity, Possibilities, Resilience. We are committed to empowering all children and staff to reach their very best potential, to develop resilience and respect for themselves and each other, and to have a real sense of achievement. In our rapidly changing world, we aim to equip our children with life-long skills that will enable them to be responsible and good citizens of the future. Above all, we aim for them to be happy, optimistic and confident.

Identifying children’s additional needs

How will the school know if my child needs additional help and how will the school share information with me?

The staff know their children well and have formed good relationships with those they work with. Children are identified through on-going teacher assessment by class teachers or any adult who is working with the children, or via termly pupil progress meetings, if a child is not progressing, then a “record of concern” form is completed that details the additional support or interventions which are already in place.  This then triggers an observation within a week from a member of the Inclusion team (usually the SENCO) who will then advise on strategies and next steps.  This is monitored and within 6-8 weeks if children have still not progressed or a specific intervention has not made a difference then either the intervention is changed or outreach support is sought. Through this process we have taken steps to ensure that disabled pupils are not treated less favourably than others.

As soon as the initial concern is raised and additional support is put in place a meeting is held with parents to inform them and keep them updated. If a referral is made for Outreach support then parent meetings are held to obtain consent and to inform them of the next steps. The impact of outreach agency support is then discussed at regular termly meetings.

Dedicated contacts at the school

Who should I contact if I have any questions or concerns about my child's SEND?

In the first instance, the parents should explain their concerns to the class teacher.  From this point, the parents will be directed to the Inclusion team, which includes the Inclusion Lead and SENDCo.  We also have a Child and family Support Worker who is well to know to many of our families.

Involving pupils and parents/carers in planning support

How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?

  • Planning and review meetings
  • Advice on how to support learning at home
  • Regular contact between home and school, e.g. home/ school book, email or text
  • Individual pupil/ teacher conversations
  • Mentor e.g. adult or peer mentoring
  • ELSA trained staff

Parents are invited into school to discuss their child’s needs at every juncture of the process. Each need is considered and relevant personnel are utilised as necessary. In light of Covid, the SENDCo will contact parents to discuss any necessary support.

Range of support available to my child

What different kinds of support are available to children with SEND?

    • Curriculum adaptations/differentiation
    • Support for emotional and behavioural needs
    • Support for health needs
    • Groupings of pupils
    • Specific individual support
    • Specific teaching interventions
    • Specialist teaching groups

                There are a number of interventions in place at Ray Lodge.  This is a list of some of our interventions:

                • Numicon
                • Rapid Readers
                • Nessy Spelling and Reading program
                • A variety of speech and language programmes
                • Support from an art specialist 
                • My Maths
                • Pre teaching
                • My Maths (ICT Maths programme)
                • Phonics intervention
                • Focus groups for reading, writing and maths led by class teachers
                • Learning Mentor
                • Family and Child Support Advisor
                • 1:1 Tuition
                • IPads to support interventions
                • Fine and gross motor skills
                • Buddy system during break and lunchtime

                Through the varied range of support detailed above, as well as advice from outreach services, we improve the delivery of information to any disabled pupils.

                Measuring children’s progress

                How will the school know how well my child is doing and how will they inform me about this?

                All pupils are tracked through the Target Tracker system.  The assessment data is scrutinised on a termly basis and children’s progress is monitored. Impact of interventions is monitored through pupil progress meetings, termly reviews and regular monitoring of LSA interventions.

                In addition to this, class teachers are constantly assessing how the children are working and arrange to meet parents throughout the school year.

                Support and training for school staff

                Have any staff received specialist training in SEND?

                All staff receive training, both internal and external, on a regular basis Learning Support Assistants are welcome to attend teaching staff inset but also have their own training programme based on their professional development and the school needs. Our curriculum is knowledge-rich and cumulative; it allows pupils to make connections in its content across subjects and across the year groups, through vocabulary choices. Specific, targeted interventions based on a range of assessments are accessible to all pupils.

                We seek advice from a range of professionals who then feedback to the SENDCo, teachers and parents. 

                Teaching staff have received training for the following:

                • Epipen training
                • Trauma informed practice by EP
                • Positive handling
                • Equality
                • Safe-guarding
                • FGM

                Learning Support Assistants have received training for:

                • Epipen training
                • Numicon maths intervention
                • Reading strategies
                • Precision teaching
                • Learning styles
                • Reading –effective questioning
                • Phonics
                • Effective learning support
                • Supporting children with EAL
                • Supporting children with Speech language and Communication Needs
                • Equality
                • Safe guarding
                • FGM

                Early Years Advisory support team work closely with both nursery and reception staff.

                Visually impaired or children with hearing are supported by Joseph Clarke and Roding who work closely with class teachers advising on strategies and resources.

                All staff receive on-going support from SEaTSS (Specialist Education and Training Support Services), CAMHS (Star worker) and the Educational Psychologist.

                Accessibility of the school

                How is the school accessible to children with SEND?

                Ray Lodge Primary School is housed in two, Victorian double-storey buildings. Due to the nature of our site, Ray Lodge does not receive many children with significant mobility issues. Our induction staff members (CLT-Core Leadership Team) identify children, or parents/carers who may experience accessibility issues and relay this information to our Inclusion team.

                Existing facilities provided assist access to the school by pupils with disabilities; where deemed necessary these will be amended to ensure all pupils can take advantage of the facilities and services offered at Ray Lodge.

                • Classrooms located in the Willow building are accessible from the ground floor.
                • The front entrance, toilets, and assembly hall are on the ground floor and accessible via ramps
                • A disabled toilet in each building
                • The dining room has been soundproofed
                • Blinds are fitted in each classroom to reduce the glare of natural light on IWB
                • High visibility strips on the ramps and stairs

                Classrooms are carpeted to ensure sound is not distracting for children who have hearing problems.


                How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?

                At Ray Lodge Primary School Primary School we aim to ensure that every pupil has an entitlement to fulfil his/her optimum potential. We aim to achieve this by ensuring the wellbeing of all pupils through addressing the five outcomes of Every Child Matters:

                • Being healthy
                • Staying safe
                • Enjoying and achieving
                • Making a positive contribution
                • Achieving economic wellbeing

                Our primary aim is to embrace these wellbeing outcomes in every aspect of school life.

                Pupils with SEND are encouraged to participate in all school activities. For example, they are allocated responsibilities around the school on an equal basis.  We make it a requirement that any independent provider of after-school clubs must cater for pupils with SEND. 

                In light of Covid 19, we currently only run a Breakfast and After school club for children in reception to year 4. The children are only mixed in phase groups. We do not have any other clubs currently.

                Ordinarily, School trips are accompanied by a high ratio of adults to children.  Parents/carers are invited to accompany school trips and may be asked to plan visits with school staff. 

                Due to Covid 19 there have been virtual visits planned and carried out.

                Starting or changing schools (Transitions)

                How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?

                Nursery to Reception transition:

                • Class teachers meet on a regular basis during the summer term to discuss needs of the children.
                • Additional support is put into place where necessary – i.e. a child may have a profile book of his new class setting and members of staff who will work with the child. This is shared with parents and they take it home during summer break so they too can discuss the change with their child
                • Shared outdoor environment where children and staff undertake focused activity so all adults in EYFS are aware of the children’s needs.

                Reception to Year one transition:

                • Class teachers meet on a regular basis during the summer term to discuss the needs of the children
                • Class swaps take place where teachers get to know children whom they will be teaching for the next academic year
                • During the summer term an Open afternoon is set aside where parents can visit new class teachers with their children. This is being done remotely via zoom.
                • Taster lessons are held in the afternoons with new classes

                Year one to year two transition:

                • Class teachers meet on a regular basis during the summer term to discuss the needs of the children
                • Class swaps take place where teachers get to know children whom they will be teaching for the next academic year

                Year two to year three transition:

                • Class teachers meet and exchange information about the needs of children
                • Class swaps take place where teachers and children introduce themselves to each other
                • Year 2 have experience of Year 3 playground and visit the class rooms in the new building

                Year six to year seven transition:

                • SENDCos from secondary schools are invited to attend the review of Y6 children with an EHCP
                • If additional support needs to be put into place then children are taken for visits to their new school by SENDCo and support staff so they are familiar with their new surroundings
                • Transition books are made for children who need visual support with transition
                • Additional intervention programme is put into place (6 weeks) to support children with language used in secondary school – lockers, 2 week rolling timetable etc
                • All paperwork is passed onto secondary school prior to school finishing in the summer term
                • Moving on Moving up transition packs are completed

                Children with EHC plans:

                • A meeting is held for pupils and parents in the Autumn term of Year 5 to discuss secondary school placements.
                • SENDCos from secondary schools are invited to review meetings during Y6
                • Transition books are made with children
                • Visits are carried out to secondary school with LSAs and photographs taken to add to transition booklets
                • Intervention programmes are put into place to relieve anxiety when and where appropriate

                Support and training for parents/carers

                What support and training within the school is available to parents and carers?

                Historically we have always developed strong parental links and engaged parents with:

                • Parent/learning support groups
                • Coffee mornings for parents

                Parents were invited to workshops which are led by teaching staff and the Child and Family Support worker.

                All workshops were held over two sessions –to ensure parents could attend.

                Due to Covid 19 and the restrictions put on schools, our support and training for parents and carers is now remote, either via zoom or webinars.

                Parents have been given guidance on accessing online platforms such as itslearning, Bugclub, times table rockstars. Videos on how to access these have been uploaded for parents and carers.

                Parents and carers will be given ongoing training on how to support children in reading, developing maths concepts, as well as supporting families with strategies to support children’s health and wellbeing.

                Every term we have class teacher talks, which are done remotely. This is an opportunity to learn about topics being taught in class and to meet and talk to the teacher. 

                All training and workshops are highlighted on newsletter to give parents plenty of notice and also text messages are sent out closer to the date.

                Further information for families and practitioners

                • School website
                • Ray Lodge Children’s Centre
                • School office
                • Notice boards in the playground
                • Newsletters sent out fortnightly
                • School blog
                • Parent letters
                • Child and Family support advisor

                Who to contact

                020 8504 7301
                Ray Lodge Primary School

                Where to go

                Ray Lodge Primary SchoolSnakes Lane EastWoodford GreenIG8 7JQ
                IG8 7JQ

                Other Details

                5, 6, 7, 8, 9, 10, 11
                Back to top Powered by Open Objects © Open Objects Software Limited