SEND Offer

How we support children with special educational needs or disabilities

Our vision and how we hope to achieve it

Our school community provides an aspirational learning environment for all students whatever their abilities. We are committed to enabling all our students to achieve their full academic potential and to develop into active and confident members of society. We are an inclusive mainstream school where equality for all aimed for at all times. We have a culture of inclusion and with our aim being for all students to be able to participate in all aspects of school life.

Type of school

We are a Church of England school that accepts students from all faiths and beliefs. We admit students 11-19 including our sixth form.

How we give pupils a voice

At Raine’s Foundation school we love to hear from our students and enable students to do this is many ways. We offer a person centred planning approach for any annual review, PEP or TAC meetings making the young person’s view central to any provision or decisions being made about them. One part of sharing information about a student with staff members is using the one page profile model. This is created with the students ensuring their views and opinions are presented about how to best support them in lessons. We also have mentors and pastoral staff within the school who will listen to pupils and facilitate dialogue about any issues they may have in school.

How do we know if student has special educational needs

Students with special educational needs or disabilities are usually identified at primary school prior to transition. At Raine’s we want to support these students through any transition periods. This transition programme includes liaising with Primary school teachers, a transition day and individual visits where necessary. We will ask all students to complete a baseline reading testing at the start of yr. 7 and use this information in conjunction with a KS2 data analysis to identify any additional needs. We also have weekly inclusion meetings between the Assistant Head, SENCo, Admissions and Attendance officer, Child Protection Keyworker and School Social Worker to discuss individual pupils and action plan a program of interventions. We will also take referrals from members of staff, parents and the students themselves.

What we do to help children/young people with SEND

Quality First Teaching is delivered in all lessons. Staff members are made aware of students with SEND on the first day of the academic year which are adjusted and adapted throughout the school year depending on the need of the child. We currently provide literacy intervention at KS3 which provides additional wave 1 and wave 2 support. As part of the inclusion department we will carry out our own internal assessments and make referrals to external agencies for assessment and action planning and reviewing in liaison with pupils and parents. In addition to this all students with EHCP or who have received specialist interventions have a One Page Profile which is shared with all staff members and external agencies.
Other forms at support we provide are;

• In class TA support

• Greenhouse sports mentoring

• 1:1 mentoring support emotional language development

• Break and lunchtime games club

• Low sensory room providing calming environment (Retreat)

We are in the process of developing a programme where all interventions are regularly reviewed and changed according to need. As a school we believe all teachers have a responsibility for teaching students with SEND and are supported by a team of specialists in the Inclusion Department. This consists of
1X Senior Support Officer
5 x Support officers educated to a degree level
3 x support officers

How we adapt our teaching for children and young people with SEND

As a Quality First Teaching school we focus on differentiation to ensure all students can meet the curriculum. The inclusion department offers on going CPD and support to mainstream staff on meeting individual needs and developing effective wave 1 interventions.

How we decide what resources we can give to child / young person with SEND

At Raine’s we will provide provision to ensure we are meeting the needs of all students with an EHCP in line with the long term outcomes. Students with SEN but who do not have an EHCP benefit from provision which is allocated and determined the basis of need. This will be reviewed and adapted based on level of progress being made and with input from Head of Learning.

How do we check that a child or young person is making progress and how we keep parents informed?

All students have their progress reviewed termly through a school report which is posted home. In addition to this monitoring the progress made by students with an EHCP is via the annual review process. This will allow for the student, parents and staff members to discuss, monitor and review any provision in place.

Support we offer for children and young people’s health and general well being

The school inclusion team co-ordinates support for all students with medical issues and disabilities. The School will aim to put in place all reasonable adjustments necessary to support individual students with school. Information is carefully and sensitively shared with school staff in consultation with health professionals and parents
Other provision we provide to support the pupils are our school are the Retreat and the Raines Inclusion Centre (RIC). The Retreat is a place where students can go to for any support when they are feeling vulnerable. This is usually staffed by mentor figures. Provision provided at the RIC is to support any students with behavioural difficulties. This might include 1:1 support or small group sessions with support workers who are experienced in working with students with behavioural needs. There is considerable expertise working with students at risk of exclusion in both the Learning Support Unit and the Retreat.

Specialist External Services we use when we think extra help is needed

• Educational Psychologist
• CAMHS (Child and Adolescent Mental Health Services
• The Parents Advice Centre (PAC)
• Social Services
• School police liaison officer
• The Careers Service
• The Behaviour Support team for advice

Our school environment

Following an extensive re-building programme the school is mostly wheelchair accessible and all classrooms have interactive whiteboards. Pupils can access the main school facilities at break and lunch times ensuring they have opportunities to be included in the life of the whole school.

How we prepare for children and young people joining our school and leaving our school

Pupils with SEND are identified by primary school staff prior to transition. A detailed transition programme including meetings with primary, additional visits in summer term increase our knowledge of individual needs. In addition to these meetings a detailed analysis of KS2 data allows for early intervention. The school secures equipment and facilities to support children and young people with special educational needs on loan and via its delegated budget.

How parents are involved in school life 

Parents of children with SEN are consulted regarding their views on their child’s provision, support and experiences at school.

We will communication with home via;

• Parents evening
• Information events at the school
• Phone calls and Letters home
• Newsletters
• Praise postcards

Who to contact for more information or to discuss a concern

The first port of call for pastoral concerns is the child’s form tutor or Head of Year. If your concern is about a Special Need or disability you should contact Kate Huxley

Email                 Tel: 020 8981 1231


Does attendance affect your chances of achieving 5 good GCSEs?
Yes it certainly does! You should bear this in mind when considering whether or not to take your child out of school for a family holiday, during term time (or allowing them to take one off days.

Set out below are statistical FACTS about how your percentage attendance, affects your chances of ending your time at school with at least five good GCSE passes (Grades A*-C)

If your attendance is 95.1%-100% your chances are 69.4 %( You are odds-on favourite)
If your attendance is 90.1% to 95% your chances are 51.2% (You have significantly less chance)
If your attendance is 85.1% to 90% your chances are 28.2% (You are an outsider)

Now think about THIS! Taking just 10 days holiday in term –time means that your MAXIMUM attendance can only be 95%. Check above as to how that affects your chances

Also think about THIS! Taking “A day off every couple of week” means that your MAXIMUM attendance can only be 90%. Check above as to how that affects your chances.

Students it’s your future and “ITS UP TO YOU”.

Does my child have a disability?

The Equality Act 2010 states that a person has a disability if they have a physical or mental impairment and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.

A physical or mental impairment includes:

  • Learning difficulties
  • Medical conditions, including epilepsy, diabetes, more severe forms of asthma and eczema
  • Specific learning difficulties, including dyslexia
  • Autism
  • Speech, language and communication impairments

If the impairment has a substantial and long-term effect on a person’s ability to carry out normal day-to-day activities it may amount to a disability.

A young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.

A young person has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age


  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in a mainstream school.

If you would like to discuss your son or daughter please contact Kate Huxley or Helen Simmons.


Back to SEND offer



Informing Parents Of Their Childs SEND Need


Should your child be identified as having an SEND condition, you will be informed.  If your child is offered an intervention, you will be informed in writing.


How Do Parents Of SEND Students, Find Out About The Progress That their Child Is Making?

  • Parents of pupils with a SEND need have the opportunity to discuss progress concerns at any time with the SENCO.  In addition information about progress of SEND students is given at:
  • Annual reviews (including pupil and parent participation in planning the review)
  • -school reports
  • Interim progress reports
  • Parents evenings (SENCO attends every one of them)
  • Informal conversations between parents and teachers TAs SENCO
  • Friday parent drop in afternoon
  • PEP meetings (including pupil participation in the preparation for these meetings)
  • Students are routinely consulted about their SEND to enable effective deployment of interventions.

Supporting The Transition Of SEND students through The Key Stages

Support provided For The Transition From Primary To Secondary

  • The SENCO attends the Tower Hamlets transition meeting – Primary and secondary school meet to discuss students with a SEND condition
  • Information is shared between parents and the SENCO, at the year 6 transition evening
  • Base line testing of all year 6 students organised by the SEND department, helps us to organise support at the point of transition.
  • Members of the SEND department make several transition visits to primary schools and work alongside the most high profile SEND students
  • SEND and Medical information is distributed to all teachers and TAs on the first day of the autumn term.


Support Provided For Transition From KS3 KS4

  • Assistance is given to all students about option choices. The curriculum allows for different pathways.  SEND students are encouraged to pick the most appropriate pathway
  • The careers adviser is able to support students when they are making their option choices.
  • We apply for Special examination Arrangements for many of our SEN students
  • An ASDAN option is available for students who require support with confidence building.

Transition To Post 16

  • Pupils who have selected the ASDAN choice make visits to colleges, have mock interviews and receive help with completing their application forms.
  • The careers adviser priorities pupils with a SEND condition for advise and support
  • Pupils with a statement ECHP are supported in their transition arrangements at their annual reviews
  • SENCO liaise with further and higher education colleges about the support requirements of SEND students.
  • Work experience is offered to all students
  • The careers service has a specialist worker to consult with SEND students. Referrals are made to this worker via our careers adviser.

Outside Links

Links with outside organisations

Raine’s Foundation works in a collaborative partnership with many different agencies. This means that a supportive plan can be developed to meet your child’s needs both in and out of school.


We hold regular meetings to monitor the plan and make changes when necessary to the plan.  We call these meetings Team Around the Child (TAC) because that is what they are – a meeting where you and your child consult with the team members to implement the plan to support your child.


We will also use the Common Assessment Form (CAF) to record information you provide about your child, this will provide a baseline to develop a multi-agency planned approach to addressing the SEND of your child.


Listed below are just some of the outside agencies with whom we work collaboratively:

  • Tower Hamlets Special Educational Needs Section
  • Child and Adolescent Mental Health Service (CAMHS)
  • Phoenix Outreach team
  • Educational Psychologist (EPs)
  • Tower Hamlets Social Care team
  • Norman Grove Outreach team
  • NHS Speech Therapy Team
  • Tower hamlets behaviour Support Team
  • Attendance And Welfare Assistant
  • Partnership Education Providers

Parents ‘Drop In”

Parents are welcome to contact Kate Huxley our SENCO at any time.  However we are now running ‘drop in’ sessions for any parents who wish to discuss their child’s SEND needs.


The sessions will take place in the Upper school SEN room, on the second and fourth Friday afternoon of every month. (1:30-3PM)

No Appointment is needed, Just ‘drop in’.  During some Friday afternoons our EP (Dilly James) will also be available to offer advice.

Who is Who at Raine’s Foundation?

All our staff are involved in and committed to providing education and support for SEND students. If you are concerned about your child please contact one of the staff listed:

Head of Learning Year 7: Ms. N. Vaghela
Head of Learning Year 8: Ms A. Materna a.
Head of Learning Year 9: Mr. A. Scantlebury
Head of Learning Year: 10: Mr A. Lewis a.
Head of Learning Year 11: Mr. G. Jenkins

Head of Learning Year 12: Ms L. Cunningham –
Head of Learning Year 13: Ms. S. Chandler -

Assistant Headteacher In Charge of Inclusion Mr J. Childs
RIC Manager Ms E. Omo-Bare
Special Needs Co-coordinator Ms. K. Huxley
Senior Student Support officer Mrs. C. O’Brien

Any enquires about SEND provision at Raine’s Foundation should be made to Ms. K. Huxley
Telephone: 020 8981 1231

Learning Support Assistants
Ms. J. Warner -
Ms. J. Venn -
Mr. I. Choudhury -
Mr. D. Ryder -
Mr Nwaohai–

Extended School’s Social Worker Ms. H. Davis
Educational Psychologist Ms. D. James

Teaching, Learning and Assessment

At Raine’s Foundation we use data to accurately track students’ progress.  Your child will be set challenging targets.  Our challenge is to support your child in attaining the targets. We share examples of good practice during departmental meetings; colleagues overcome learning barriers by working together. We celebrate learning achievement in different ways.  Personal praise, achievement stickers and certificates, letters and positive post cards are sent home, reward trips and end of year prizes. Identification and Monitoring of SEND Need We use a variety of resources and areas of knowledge to identify students who have a SEND need.  For example: -        transfer information from primary school -        reading spelling and number tests -        Observation from staff and parents -        Speech and language assessments -        Dyslexic tests -        EP assessment -        ADHD assessments via CAMHS -        ASD assessments via CAMHS and Phoenix outreach teams. Interventions A deploy number of interventions for example:
  • In class dedicated TA support
  • Small group interventions for example the LIT programme, maths groups and behaviour support.
  • Individual interventions for literacy, speech and language, mentoring and number work
  • EP support
  • CAMHS support
  • School Nurse Support
  • Extended School Social Worker Support
  • LSU part time and full time placements
  • Examination Access Arrangements
  • Careers and Post 16 support
  • Subject specific tutors for English, Maths and Science at KS4
  • Differentiation of tasks.
Evaluation of Interventions The effectiveness of interventions are evaluated in various ways for example:
  • Whole school academic tracking system
  • Annual Reviews Care Plan Reviews
  • Repeat reading spelling Tests
  • Whole school behaviour tracking system
  • Whole school attendance and punctuality tracking system.
  • Individual evaluation of students who are mentored
  • Case Studies where multiple interventions are deployed.
If I Am Unhappy With The SEND Provision Provided For My Child, Who Can I Contact? Your child’s tutor Your Child’s Head of Learning The SENCO (Kate Huxley) Assistant Headteacher Inclusion (Justin Childs) Headteacher (Rob Hullet) Tower Hamlets Parents Advice Centre Tower Hamlets SEN section

The Inclusion Team

The Inclusion Team is responsible for looking after the learning progress of:

Students with special educational needs and disabilities

Students with temporary or long term medical needs.

Students who are in the care of Tower Hamlets or neighbouring local authorities.

Students who have been placed on the Child Protection Register

Students with temporary or long-term emotional and or social difficulties which prevent them accessing full time main stream education.  These students are supported by our mentoring system, pastoral system, teaching assistant’s use of the SEN room as a sanctuary and a placement full or part time in the Learning Support Unit.  In addition we liaise with outside agencies such as CAMHS and social care teams.  Referrals are also made to outside counselling services such as ‘Step Forward’.

Students who are experiencing difficulties in maintaining progress

The aim of the inclusion team is for SEND students to fully participate in the curriculum and after school activities if they wish.  To enable this we are flexible with our deployment of teachers, adaption of equipment and the buildings have been adapted for wheel chair access to most areas.  Where needed we call upon expert advice from the Tower Hamlets Disability Team.

Teaching Assistants

We have teaching assistants (TAs) working with our SEND and Pupil Premium students.  One is qualified as Higher Level Teaching Assistant (HLTAs.)  TAs have high expectations of all students, and use their subject knowledge to enable students to achieve the learning objective in lessons.  Teaching staff plan lessons to make effective use of TAs; therefore their impact is significant in contributing to the learning and achievement in our classrooms.


Additionally our TAs oversee the schools LIT programme which is used to improve reading and spelling ages.  Some members of the SEN department are able to deliver the school mentoring programme, providing our SEND and Pupil Premium students with extra support and encouragement to realise their learning potential.


A large group of subject specific tutors deliver a comprehensive range of 1-1 interventions.



Kate Huxley our SENCO has attended the Tower Hamlets SENCO training course.  In addition she has also received training in a number of individual disabilities.  For example Speech and Language, dyslexia and mental health.  Kate also routinely attends SENCO conferences to find out about new policies and how they are being implemented in Tower hamlets

The teaching Assistants have varying degrees of experience and training.  We have TAs trained in the following areas:

Speech and language, dyslexic, dyscal, ASD, working with the visually and hearing impaired and bespoke training delivered by our EP to address the needs of some of our students with complex needs

  • Our mentors are trained by Tower Hamlets
  • Teaching Assistants who deliver the LIT Programme are fully trained to use the programme.