Our Ethos and Approach at Ringmer Primary and Nursery School

What does the journey of a SEND learner look like at Ringmer? 

At our school and nursery, all learners are supported sing the graduated approach. This is where teaching staff assess where learners are, plan their next steps, deploy the plan and assess the outcome. For SEND learners, this is the foundation for their progress through the school. 

Assess

Teachers and leaders rigorously monitor pupil attainment and progress. For learners who are not making expected progress, or who have additional needs, teachers and leaders work together to pinpoint the barriers and understand a learner's profile. For learners who require provision which is above and beyond usual classroom practice, they will have an additional needs plan. We do this through:

• Observations 

• Staff CPD (what does expected development look like? What do needs look like?)  

• Team Around the Child meetings (collaboration with support staff/parents)

• Developmental history/ attainment 

• Standardised screeners 

• Speech and language link assessments 

• ANP reviews - to identify changing needs 

Plan 

Teachers and leaders use pupil voice, parent voice and evidence from assessments/monitoring to create an additional needs plan. Learners with additional needs plan will have three targets per cycle, which are set as SMART goals. We give teachers time and training to identify next steps, set appropriate targets, plan appropriate provision and to integrate specialist input when required. We do this by:

• Quickly identifying and setting achievable and relevant targets that are specific to the learner's area of need.

• Providing regular and quality SEN CP for teachers. 

• Ensuring the teacher is given time to set targets with the support of the SENDCo.

• Communicating the next steps and targets clearly to the learner and their caregivers.

• Ensuring the plan is consistently monitored and overseen by the SENDCo.

• Integrating targets set by an external professionals, such as a Speech and Language Therapist (SaLT) or Educational Psychologist (EP).

Do

Teachers deliver Quality First Teaching (QFT), ensuring the learner gets what they need at the right time. Teachers provide Universally Available Provision (what is provided for everyone) in addition to SEN Support (additional/different strategies). Our school maintains dyslexia-friendly and communication-friendly environments, using visuals, Makaton, sensory and movement breaks. This looks like:

• Having sensory and emotional regulation embedded in daily routines and practices 

• Providing scaffolds such as additional resources, adult support and key questioning

• Using Zones of Regulation as a school wide approach 

• Delivering interventions targeted to areas of need 

• Providing provision in wraparound care 

• Having designated speech and language TAs 

• Having two full time pastoral practitioners working across the school 

• Providing a KS1 and KS2 break out space for nurture

Review

The ANP must be formally reviewed at least three times a year. Teachers and leaders ensure that caregivers are actively involved in the review process and their input is recorded. The pupil’s voice is heard and actively contributes to the review outcomes. Progress against ANP targets is monitored by the teacher, SENDCo, and senior leaders (SLT). A review includes:

• assessing the progress against targets 

• deciding on next steps 

• keeping provision which works 

• changing provision which doesn't 

• ceasing provision no longer required 

• updating parent and pupil voice 

• including any new information from relevant professionals 

 To read more please read our SEND Information Report at the bottom of this page.  You may well find this answers any queries you have.

Our SEND policy is reviewed annually.  You can find the latest version at the bottom of this page.

You can contact the school on the following email address:  SEND@ringmerprimary.school 

Mental Health and Emotional Wellbeing information can be found on its own separate page, please do take a look for information about areas such as anxiety, low mood or emotional understanding.

"(We) appreciate teachers’ friendly, firm approach and their willingness to take time to explain things to anyone who is unclear about their learning."

SEN pupil quote

SEND information report

This report outlines what we can offer pupils with SEND (Special educational needs and disabilities) at Ringmer Primary and Nursery School.  This has been written in collaboration with teachers, parents and Governors.

Please click here to view the interactive version of our most recent report SEN Information Report 2025-2026. This is also in PDF form below.

SEND Policy 

Below is Ringmer Primary and Nursery school's SEND policy.

Accessibility Policy 

Below is Ringmer Primary and Nursery school's Accessibility policy.

East Sussex SEND prospectus

This is the local prospectus for SEND pupils from 0 - 25 years, in mainstream, special schools, academies further education colleges and early years providers.

East Sussex SEND matrix

Guidance to accompany the East Sussex County Council (ESCC) Special Educational Needs Matrix. Mainstream schools Matrix The ESCC SEN Matrix is an East Sussex County Council framework drawn up by the Inclusion, Special Educational Needs and Disabilities (ISEND) Services in collaboration with staff working in educational settings across the County, Children’s Integrated Therapy Services (CITS) and parents and carers. It is designed to: 

• Provide a shared understanding for schools, the Local Authority, parents/carers, and services such as Health and Social Care, about how to identify the Special Educational Needs of children and young people 1 

• Provide guidance on provision and resources recommended to meet these needs, and to facilitate educational progression

 • Support development of knowledge and understanding about SEND

 • Contribute to the development of good SEN and inclusive practice (‘build capacity’)

 • Provide a framework from which the Local Authority and its moderation partners will make consistent decisions about funding levels for children to facilitate their educational progression 

‘Local Authorities may develop criteria as guidelines to help them decide when it is necessary to carry out a Needs Assessment (and following assessment whether it is necessary to issue an EHC Plan).’ Code of Practice 2015, 9.16. This Matrix constitutes those criteria. The Matrix is available in digital format on the ESCC website, and through links on the Local Offer pages. It can be printed and is easily personalised. It should be read in conjunction with other ISEND publications including the East Sussex Quality Mark for Inclusion which supports educational settings in developing inclusive practice 

" We have resources, working walls and learning packs they all help us to learn"

SEN pupil quote 

What can I do at home to help my child?

The most important skills to work on at home are

• reading

If your child is reluctant to read to you, read to them and let them simply enjoy the story with you.  Consider audio books, and other media such as magazines, or sports reports online.

• spellings

• times tables

• maths facts

For all of the above, little and often works best.  Consider the best time to practise these, when they aren't tired or hungry.  Try to make it as fun as possible, so they are relaxed and enjoy it.  You could play I spy letter using letter sounds, have words on post it notes, with words on, hidden around the house or garden for them to find and try to spell, times tables can be made into songs or raps.  

Here are some websites which are also useful for fun learning games.

http://www.bbc.co.uk/education

phonicsplay.co.uk 

resources.woodlands-junior.kent.sch.uk 

https://www.bbc.co.uk/bitesize/primary 

https://www.lexiacore5.com/register   If your child is using this in school they are also able to access it at home.

https://app.mangahigh.com/en-gb/login  Every child in the school has a log in for this, and there are games and activities available on here for them to practise their basic skills and maths facts.

https://www.senteacher.org/  This website has some interactive games and resources for each school year group.

Resources and strategies to support Sensory Needs

Siblings of children with special education needs and disabilities

This website offers resources and support to siblings of those with SEND.

https://www.youngsibs.org.uk/