Our Values

Our Values

  • We see all children as unique; our curriculum promotes the development of the whole child as confident, imaginative and independent learners who are able to face the future with resilience creativity and enthusiasm.
  •  We encourage the spiritual and moral development of each person, as well as their intellectual and physical growth. We respect each child in our school for who they are, and treat everyone with fairness and honesty
  •  We value the importance of each person in our community, and promote co-operation, understanding and harmony
  •  We aim to enable each person to achieve their full potential ensuring we provide equal opportunities for all the children in our school
  •  We value our environment, and teach respect for our world, and the importance of caring for it, now and into the future.
  •  Every pupil at Ruskington Chestnut Street C of E Primary Academy has the opportunity to follow all National Curriculum subjects as well as taking part in extracurricular events.
  •  We are committed to narrowing the attainment gap between SEN and non-SEN pupils. This can be through a variety of identified appropriate intervention programmes, based on individual learning needs.
  •  We have very good attendance at Ruskington Chestnut Street C of E Primary as pupils enjoy and want to come to school because of the outstanding quality of our provision for all.
  • Every pupil is important to us and is recognised as an individual with particular needs. Staff  have worked very hard to develop approaches within and beyond the classroom which mean that the learning needs of all pupils can be met.
Who are the best people to talk to in this school about my child’s difficulties with learning/ Special Educational Needs or Disability (SEN)?

Class/subject teacher
Responsible for:

  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Leader know as necessary.
  • Writing Individual Education Plans (IEP), and sharing and reviewing these with parents at least once each term and planning for the next term.
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEN Policy is followed in their classroom and for all the pupils they teach with any SEN.

The Inclusion Leader
Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEN) and developing the school’s SEN Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing how they are doing
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc...
  • Updating the school’s SEN register (a system for ensuring all the SEN needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEN in the school achieve the best progress possible.

Headteacher
Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEN.
  • Giving responsibility to the  Inclusion Leader and class teachers but is still responsible for ensuring that your child’s needs are met.
  • Making ure that the Governing Body is kept up to date about any issues in the school relating to SEN.

SEN Governor
Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEN.

Schools sometimes use and seek the support of outside agencies 
These agencies become involved when it has been identified by the class teacher/ Inclusion Leader as needing some extra specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team
  •  Sensory Education Service ( for students with a hearing or visual need)
  •  Speech and Language therapy (SALT) Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/ Inclusion Leader (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work/observe  your child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Specified Individual support
This is provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/ Inclusion leader as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school. This may be from:

  • Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support at School Action Plus. 
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than additional support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with school support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible. 
  • The Statement or EHC Plan will outline the outcomes that are aimed to be achieved for your child and how these will be met. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Needing above and beyond the help provided at the school support level.