West Rainton Primary School

We offer ‘30 hours childcare for working parents’.

We are a primary school in West Rainton, with a newly established school nursery on site. We pride ourselves on being a happy and welcoming school community where lifelong learning is nurtured through creativity and enjoyment.

We will work hard to help your child achieve high standards of work and behaviour as a valued member of our happy school community.

Wrap around care is available from 7.45am until school starts, and from 3.00pm - 6.00pm by arrangement with Mrs McGowan in our school office.

When is it on?

Session information
School: Monday to Friday 8.40am - 3.00pm
Nursery: Monday to Friday 8.30 - 11.30am and 12.15 - 3.15pm

Who to contact

Contact name
Mrs A McDonough
Contact position
Headteacher
Telephone
0191 584 3805
E-mail
westrainton@durhamlearning.net
Website
www.westraintonprimary.durham.sch.uk/

Where to go

Name
West Rainton Primary School
Address
School Avenue
Leamside
Houghton-le-Spring
Tyne and Wear
Postcode
DH4 6RN

Other details

Related links
Ofsted reports

Local Offer

Local Offer description

We are committed to the equal inclusion of all pupils in all areas of primary school life, as a recognised 'Inclusion Quality Mark' school. We recognise the diverse and individual needs of all of their pupils and take into account the additional support required by those children with Special Educational Needs and/or Disabilities.

We aim to:

  • Ensure that decisions are informed by the insights of parents and those of young children themselves.
  • Have high ambitions and set stretching targets for them.
  • Track their progress towards these goals.
  • Keep under review the additional or different provision that is made for them.
  • Promote positive outcomes in the wider areas of personal and social development.
  • Ensure that the approaches used are based on the best possible evidence and are having the required impact of progress.
Contact name
Mrs Susan Firth
Contact telephone
0191 584 3805
Contact email
westrainton@durhamlearning.net
Links
West Rainton SEND

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

In deciding whether to make special educational provision, the teacher and SENCO should consider the information gathered, through assessment and tracking procedures in school. If further support is deemed necessary for children, a SEN support plan will be drawn up. This will include consultation with parents and carers, to support their understanding of the pupil’s areas of strength and difficulty. This may also involve input from advisory services such as the school educational psychologist. 

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

In the first instance, children will have access to high quality teaching and learning experiences in the classroom, with a differentiated curriculum where appropriate and possible. High quality teaching and learning opportunities provide children with the best possible opportunity to reach their full potential. We aim to provide a high standard of education for all pupils. The approach to teaching children with SEND varies in the same respect as teaching all children varies. Children with SEND are supported by the class teacher, support staff and are able to seek support from the SENDCO, Mrs Susan Firth, at any time.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

Adaptations are made to the curriculum as appropriate through the planning and assessment procedures in school. When this level of differentiation is not enough, we look at interventions in school which also support the learning and development of children. This remains at an intervention level, and is not classified as a Special Educational Need or Disability at this stage.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

A person-centred approach will be adopted, and meetings to discuss how to support the child will involve the child as much as possible, depending on age and understanding.

It is vital that the child is involved in their planning at the beginning of the process, to support their future development. This will also include discussion of their own concerns, and agreed outcomes sought for the children including next steps. This may be part of parents evenings, or a pre-arranged meeting. Where appropriate, the pupil will be involved in the process of setting and reviewing targets.

This is part of a four-part cycle of Assess, Plan, Do and Review.

SEN support plans will be drawn up to put specific, measurable targets in place for the pupil. SEN support plans will be reviewed and re-written at least three times per academic year. They will be formulated alongside with parents, in a partnership process, and will include suggestions of how parents can support at home. It may be possible that additional funding is available from the council to support children with their needs within a SEN support plan. However, there may be occasions when a pupil’s particular needs cannot be met from the resources available within the school.

We may seek advice from outside agencies and experts in the SEND field, including the Educational Psychologist, Children and Adolescent Mental Health Services, Occupational Therapy, Speech and Language Therapy, and the SEND team in the case of learning difficulties. We also consult with School Nursing Services regularly, often as part of the Team Around the Family process.

Occasionally, further action is required. In such circumstances, an Education, Health and Care (EHC) Assessment may be necessary. This will be considered at a Person-centred Review meeting, of which the child and their family are at the centre of decision making. Outcomes will be agreed as part of the process, and the document 'My Story' will support the process further, by documenting the personal story of the child so far. It is imperative that parents do not have to tell their 'story' repeatedly, and this process is designed to support this.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

We work closely with a number of agencies to ensure that their children are well supported, both educationally and pastorally. One of their key workers is the Parent Support Advisor, who works closely with parents and children, to support them in many aspects of life. If you would like to discuss this with them, please contact the school.

Mrs Firth, the school SENCO, ensures that the well being of all children with Special Educational Needs and Disabilities is paramount in all aspects of school life.

Her roles include:

  • Overseeing the day-to-day operation of the school’s SEN policy.
  • Co-ordinating provision for children with SEN.
  • Advising on the graduated approach to providing SEN support.
  • Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.
  • Liaising with parents of pupils with SEN.
  • Liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

In accordance with the Code of Practice 2014, we have a fully qualified SENCO at school, with the following qualifications:

  • BA (Hons) in Primary Education with Qualified Teacher Status
  • National Award for SEN Coordination
  • Postgraduate Certificate in Education (Special Needs and Inclusion)

Mrs Firth regularly carries out in school training with staff, to ensure that they are up to date with changes in regards to the Code of Practice, and they feel confident in supporting children with diverse needs.

 

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

We welcome all of our children into the wide variety of after school clubs, with adaptations made as necessary to support children who may need extra help.

When the school go out on trips, extra support is given to ensure that all children gain the most they can from out of school experiences. This is mirrored during residential trips to Robin Wood.

How will you support my child's needs?

How accessible is the setting/school/college environment?

Very accessible, as the school is on one floor. Further adaptations to the building will always be considered to meet the needs of our pupils. 

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We recognise how important a successful transition is to pupils with additional needs.

We work in partnership with children's feeder secondary schools; most of our children transfer to Belmont Community School. This enables us to provide an enhanced level of transition for those who they feel would benefit from this. This may take the form of additional visits for pupils, one-to-one/small group working with secondary school staff or pupil mentoring from secondary schools.

The period of transition depends on the individual needs of the pupil. If it is felt appropriate secondary school colleagues will attend annual reviews to meet the current class teacher, parents and most importantly the pupil. We have found this strategy particularly useful in easing any worries or concerns parents and pupils may have. We are particularly keen to involve parents/carers as much as possible in their child’s transition to secondary school. School staff will take opportunities to work alongside parents/carers to visit secondary schools in advance of secondary placement applications being submitted to the council, in the case of children with an Education Health Care Plan.

This ensures parents/carers can make the most informed placement decision for their child. When a secondary school has been allocated to the child, parents are fully involved and consulted at all stages of the transition process.

Transition from each year group is supported so that the children have met with their new teachers and are familiar with the new classroom environment and organisation.

New starters for reception children are provided with the following opportunities:  

  • Parent and child meeting in school.
  • Children's visits to Reception class in the summer term.
  • Pupils and parents invited for school lunch; this is a particularly welcoming event, particularly for those with specific needs, as they feel much more settled in September.

At West Rainton Primary School they have a flexible approach and additional visit opportunities or multi-agency meetings can be organised if required.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school funding formula is generated to include financial provision to specifically support the needs of children with Special Educational Needs and Disabilities.

Support in classrooms is decided upon the needs within the class itself. We ensure that support is well planned and placed as deemed necessary.

Some children may also qualify for additional funding from the council, from an EHCP or a personal budget.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

This will be part of the meeting process as previously detailed. In discussion with the class teacher, support staff member and parents, the SENCO is able to look the types of provision and support required.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

A person-centred approach will be adopted, and meetings to discuss how to support the child will involve the child as much as possible, depending on age and understanding. It is vital that the child is involved in their planning at the beginning of the process, to support their future development.

This will also include discussion of their own concerns, and agreed outcomes sought for the children including next steps. This may be part of parents evenings, or a pre-arranged meeting.

Where appropriate, the pupil will be involved in the process of setting and reviewing targets. This is part of a four-part cycle of Assess, Plan, Do and Review. SEN support plans will be drawn up to put specific, measurable targets in place for the pupil. SEN support plans will be reviewed and re-written at least three times per academic year.

They will be formulated alongside with parents, in a partnership process, and will include suggestions of how parents can support at home.

It may be possible that additional funding is available from the council to support children with their needs within a SEN support plan. Occasionally, an Education, Health and Care (EHC) assessment may be necessary. This will be considered at a person-centred review meeting, of which the child and their family are at the centre of decision making. Outcomes will be agreed as part of the process, and the document 'My Story' will support the process further, by documenting the personal story of the child so far. It is imperative that parents do not have to tell their 'story' repeatedly, and this process is designed to support this.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
  • Logo

Journey planner

Address: School Avenue  Leamside  Houghton-le-Spring  Tyne and Wear

Powered by Open Objects