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Proud to be a part of
Children First Academy Trust

We thrive and achieve together.

Inclusion and SEND

At Raynham, we pride ourselves on being an inclusive school. We are committed to meeting every child’s individual needs so they can thrive and reach their full potential. We have high expectations for our learners with SEND and provide a safe, stimulating environment and a broad curriculum. 

Children with SEND experience quality-first teaching alongside their peers. Where additional support is required, this is carefully tailored to meet the needs of the child. Additional support may include small group reading, writing and maths sessions, social skill groups, emotional learning sessions or speech and language activities. For a full list of support we provide, please look at the provision map at the bottom of the page. 

There are many external services available in Enfield that can provide support and specialist guidance. With consent from parents, we can produce referrals to agencies such as the Educational Psychology Service, Speech and Language Service, Occupational Therapy, Hearing Impairment Service, CAMHS, and the Enfield Advisory Service for Autism.

It is important that we work closely in partnership with parents/carers to promote the best outcomes for each child. If you have any questions or wish to speak to a member of staff, please contact the school office, and a member of the inclusion team will be happy to meet with you.

Please see our SEND Information Report and SEND Policy for more information.

Quality first teaching is implemented across the school. This approach includes:

  • Differentiated teaching methods, resources and activities to suit the needs of individual learners
  • Making reasonable adjustments where necessary to ensure children with SEND can access the full curriculum
  • Utilising the skills and interests of children to enrich the learning of others in the class
  • Mixed-attainment paired and group work to enable pupils to support each other
  • Making good use of the outdoor environment, including the local community, to enhance learning
  • Carefully planned interventions for children who need additional support in specific areas


We are an Enfield Inclusion Charter Champion setting. We support inclusion as early as possible, giving children and young people the best chance of making friends and greater opportunities for interactions with others. Inclusion is at the heart of everything we do.

Raynham’s ARP - Sunflower & Daffodil Class

Raynham is very proud to have a Local Authority funded ARP (Additionally Resourced Provision). The ARP is for children with an EHCP (Education, Health, Care Plan) and a diagnosis of autism. Please see our ARP policy for more details.


EAL (English as an Additional Language) refers to learners whose first language is not English. At Raynham, our creative, multi-sensory approach to delivering the national curriculum ensures that all of our pupils can access learning regardless of their level of understanding of English. Lessons include cross-curricular, practical and creative activities so that children can draw on their strengths and learn through a variety of means.


The Department for Education defines ‘More Able’ in terms of those whose progress significantly exceeds age-related expectations. The National Association for Able Children in Education describes, ‘exceptionally able pupils are those who have the capacity to achieve or perform at the very highest levels’ across the curriculum subjects.’ At Raynham, children with exceptional abilities are identified, and provision is put in place to ensure these children reach their full potential. This provision includes:

  • Additional projects, for example, competitions or taking part in additional group projects
  • Trips or fieldwork outside of the school environment
  • Utilising the specialist knowledge/skill set of individual children within lessons, for example, as ‘mini-teachers’ or ‘experts’
  • Access to extra-curricular provision such as after-school clubs


For some children, specialised extra support is needed to ensure barriers to learning are overcome so that learners can reach their potential. Such interventions need to be carefully planned, implemented and evaluated to ensure that children make good progress. At Raynham, interventions that run throughout the school year include:

  • Nurture group (KS1)- for children with Social, Emotional and Mental Health Difficulties (SEMH)
  • Tiger Teams (Reception and Year 1)- for children who need extra support to develop their motor skills

Other interventions include small-group work with experienced/specialised members of staff and sessions provided by external agencies.