SEN and Disability

Key People:

Mrs K Lomas-Roadnight -  Assistant Headteacher/SENCo - Head of Inclusion

Mr C Dillon - SENCo

Mrs S Smitherman - Assistant SENCo (M, Tu, W, F)

Teaching Assistants - Mrs Stevens, Mrs Mitchell, Miss Cook, Ms Rogers, Ms Warren, Miss Schnable, Mrs Jarvis (Tu, W, Th), Mrs Donohoe-Davey (M, Tu, Th, F) and Mrs Thomas (Tu, W)

SEN and LAC Administration Office - Mrs H Gordon

Mrs C Pattenden - School Counsellor

Mrs D Roberts - School Health Co-Ordinator

Eden and Hugo - Therapy Dogs

Get in touch: Rainham-SEND@rainhamgirls-tkat.org

A pupil is considered to have special educational needs (SEN) if their learning difficulty or disability requires special educational support that goes beyond what is typically provided to pupils of the same age.

At Rainham School for Girls, we are ambitious for all of our students - our focus as a school is on high aspiration and ambition through our C.A.R.E values (Collaboration, Aspiration, Respect, Empowerment) in terms of attendance, outcomes, safety and happiness at school and their onward destinations. Rainham School for Girls is committed to inclusion. 

The School is dedicated to providing every student with the opportunity to reach their full potential. It acknowledges that each student has unique needs and strives to create an environment where all students can learn, achieve success, and feel valued—free from barriers and discrimination.

The School is also committed to ensuring that all students have full access to a broad, balanced, and inclusive whole-school curriculum.

Every teacher at Rainham School for Girls is a teacher of SEND. We believe strongly in inclusive education and strive to ensure every student is able to participate in school life on an equal basis.

Teachers have regular CPD on strategies for supporting different SEND needs in the classroom in the four pillars of SEND: 

• Communication and Interaction
• Cognition and Learning
• Social/Emotional and Mental Health Difficulties
• Physical and/or Sensory Need

IEP's are created with each student to share important information with their teachers.  Additionally, teachers ‘teach to the top’ and scaffold learning to ensure all students can access the learning in the lesson.

TAs and HLTAs take part in teachers’ CPD so they too are abreast of the Teaching and Learning strategies that support our curriculum delivery.

In addition to quality-first teaching, SEND students may have targeted support from a TA within the classroom, or participate in an intervention group or access specialist teacher support.  Students with an EHCP have some individual support in the classroom, depending on their identified needs and they may access specialist organisations within the school setting.  Our experienced SEND Team also organise sessions for students with a whole range of needs to guide them in becoming successful, independent learners both inside and outside of the classroom.

Students who are on the SEND register are regularly monitored and interventions are evaluated by the SENDCo.  Some students are eligible for Exam Access Arrangements which can be applied for as they approach Key Stage 4.  We provide training and support for students in how to use and manage these additional arrangements.

Our SEND Team are caring, dedicated and passionate advocates of students with SEND. They ensure students fulfil their potential and enjoy their time at school.

Please see below a link to our Special Educational Needs and Disabilities (SEND) Information report, which gives details about the support we put in for these students with Special Educational Needs (SEN) and Disabilities.

Click here to see our SEN Information reportClick here to view the Accessibility Plan