Green Wrythe Primary School - Rainbow ASD Unit

View Green Wrythe Primary School's Statement of Provision. 

Address: Rainbow ASD Unit, Green Wrythe Primary School, Green Wrythe Lane, Carshalton

Postcode: SM5 1JP

Contact: Nicki Kidd

Telephone: 0208 648 4989


Contact to discuss child needs

In Rainbow the class teacher is responsible for;
• Adapting and refining the curriculum to respond to strengths and needs of all pupils.
• Checking on the progress of your child and identifying, planning and delivery of any additional support.
• Contributing to identifying and planning the next steps required for your child to improve learning.
• Liaising with Speech and Language Therapists (SALT) and Occupational Therapists (OT) and any other professionals who may be able to support the development of your child
• Applying the SEND policy and SEN information Report

If you have concerns about your child you should speak to your child’s class teacher first.
The Rainbow Leader is responsible for;
• Ensuring that all the children in Rainbow receive the best quality of teaching and learning is provided-Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.
Ensuring that parents are:
• Involved in supporting their child’s learning
• Kept informed about the range and level of support offered to their child
• Included in reviewing how their child is doing
• Consulted about planning successful movement (transition) to a new class or school
• Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
• Working with, and supporting parents/carers in the education of their children

The Head Teacher is responsible for:
• The day to day management of all aspects of the school, including the provision made for pupils with SEN.

The SEN Governor is responsible for:
• Supporting school to evaluate and develop quality and impact of provision for pupils with SEN across the school.

About the school

Green Wrythe Primary School is an academy school located in Carshalton for children aged 4 to 11 years. The school has two departments, Ark a mainstream department which also has a nursery class and Rainbow an Opportunity Base for 56 children with Autistic Spectrum Disorder.
(Admissions to Rainbow are managed by London Borough of Sutton SEN Department at Cognus. Children are potentially eligible for a place in Rainbow if they meet the following criteria:
• They have a diagnosis of ASD
• They have an Education Health Care Plan
• They are residents of Sutton, although occasionally if there is space children from other Local Authorities have been admitted.)

We are a friendly, nurturing school with high expectations for all our children both academically and personally. We want all children to be the best they can be and to be fully prepared for the next stage of their education.

Assessing children

The children's progress in Rainbow is tracked in a number of ways in order to provide a full assessment, inclusive of:
➢ b-squared assessment which outlines objectives that your child needs to meet to fulfil each EYFS, Pathway and National Curriculum level
➢ Personalised Learning Intention Maps (PLIMs) which are reviewed throughout the year and in consultation with therapists and parents
➢ Zones of Regulation and Sensory Profiles designed to address all the additional needs and input your child may need
➢ Annual Review meetings to review yearly outcomes and to set new outcomes for the forthcoming year
Parents Evenings and the children also receive an end of year report.

Home visits may be carried out in agreement with parents/carers. Additional support provided via additional resources after discussions with key staff, parents/carers, pupil and where relevant, external agency.

The school will seek external support for children continuing to experience significant difficulty.

Informing parents and carers

You will be kept well-informed and up to date via:
➢ Feedback through conversations with teachers and those who collect children from school or through notes in the home school book
➢ Parent’s meetings to discuss PLIMs
➢ On-going discussions with therapists
➢ Annual review meetings
➢ End of year reports

Updates on progress

You will be kept informed of their child’s progress through PLIM meetings during parents evening each term. The class teacher will inform you of how well your child is progressing and what steps need to be taken next to support your child’s learning and development.

If a child is not making progress

Through regular contact in Home/School book. If your child is finding situations challenging, or is struggling in another area we endeavour to contact parents/carers through the Home/School book, or by phone. If necessary a meeting will be arranged between parents and class teacher. In some situations we may seek advice from other external professionals with parental/carer permission.


At Rainbow developing the children’s social/communication, PSHE, Independence and life skills is an integral part of each child’s daily curriculum. The National Curriculum, Pre-key Stage Standards, are used to inform all planning. B Squared (an assessment tool) is used to target planning and assess children’s progress.

  • Class teachers employ assessment for learning to monitor progress
  • Planning takes account of individual pupil needs
  • Planning may also incorporate targets set by SALT and OT when appropriate.
  • Marking is used to assess the children’s learning and inform their next steps.
  • As part of the children’s curriculum they may be offered swimming and horse riding lessons in Key Stage 2.
  • Children experience regular outings into the local community to extend their learning.
  • (See ‘Access to Learning and the Curriculum’ for possible additional support)

Adapting for child needs

  • The children learn in a variety of group situations; 1:1 with an adult, paired work, small group.
  • Adults are used to support the children’s learning, though independence is always our eventual goal.
  • Visuals aids will be used to support the children’s access to the curriculum.
  • Schedules will be used to aid the children’s planning and preparation of what is next throughout the day

Teacher flexibility on child needs

At Rainbow every child is an individual. Class teachers adapt their curriculum on a daily basis to the needs of each child and will strive to find ways to allow each child to be as successful as they can be.

Additional support

We employ a variety of strategies if needed to allow children to reach their expected outcomes.

  • Social stories may be used to help children cope with challenging situations.
  • Children may use workstations to develop the skill of working independently.
  • Children may also work on a 1:1 basis with the class teacher or teaching assistant.
  • A variety of AAC devices will be used appropriately to support the children's communication throughout the day. 
  • Children may be taken out of class to work individually with SALT or OT.
  • Drama therapy and Intensive Interaction may be offered to support children’s learning.
  • Some children may be offered the opportunity for inclusion into the main school with adult support to develop confidence and social interaction skills. 

Referrals may be made to other external agencies e.g. ASD (Autistic Spectrum Disorder) service, Education Psychologist or CAMHS (Children and Adult Mental Health Service) for further advice, or support.

Learning strategies

At Rainbow we use a 'tool kit' approach to help children learn (See previous sections). We are aware that all children learn differently and each child's autism will present different barriers to learning so we may use any of the following strategies to support your child;
 Attention Autism
 AAC devices
 Makaton
 Intensive Interaction
 Zones of Regulation
 Colourful semantics
 Drama Therapy

Meeting child needs

Rainbow teachers aim to meet the needs of all children. We hope that through regular contact in the Home/School book you will feel you know how your child's needs are being met. Rainbow has an 'open door' policy and hope that parents will contact us if they wish to discuss anything with staff.

Access to exams

In Rainbow the teachers constantly evaluate the children’s progress and learning across the curriculum, including PSHE and life skills. This may be done through class observation or a piece of work.

The children in Rainbow are only entered for End of Key Stage Assessments if they are working within the appropriate National Curriculum Level. If it is deemed suitable for a child to be entered for these assessments it may be possible to apply for additional arrangements and adjustments to be made to enable them to fully access a range of tests. This might include; modified large print, rest breaks, additional time or the use of a scribe.

Additional support or time for exams

Class teachers will inform parents/carers whether their child qualifies for these tests and whether they may require additional support or time to access tests.

Comfort, safety and socialising

At our school our values are; aspirational, caring, respectful, resilient, accepting and reflective. These values underpin everything we do. They are reflected upon explicitly in lessons where appropriate. In our school we take the safety and comfort of our children very seriously. We believe that for any person to succeed they need to feel safe and secure.

Within the school, we aim to have an ‘open door’ policy. Each year we have open days for parents to get involved in school and join in with their children’s learning. Class Teachers are willing to discuss difficulties before or after school when available.

Daily communication between parents/carers and class teachers is encouraged through the use of Home/School books. The school has a full time Family Support Worker who works with families for many different reasons; these include; attendance difficulties, behaviour, accessing agencies and support.

Developing social & emotional skills

At each break time there are some members of each child’s class team on duty to monitor the welfare of the children and engage the children in appropriate play.

Each staff member is equipped with visual symbols to aid the children’s understanding of appropriate behaviour in the playground.

Symbols are placed around the playground to aid pre-verbal children with the ability communicate their needs should they wish to.

Social stories are used when appropriate. They are read regularly whilst they are needed to help a child manage new, or challenging situations positively.

Most classes carry out a time of reflection at the end of each school day where the children are encouraged to think about whether their day has been happy/sad. Symbols are used to help children, if needed, to access this.

Each class will use a reward/ sanction system that is meaningful to the children.

Home visits may be carried out to support families in the home, and understand children’s behaviour in school better.

Early Help Support in the Community (Tier 2)

Rainbow is able to offer Drama therapy and ELSA to a small number of children. We will refer your child if it has been assessed that either of these therapies would be beneficial. If no spaces are available at that time they will be added to a waiting list. We monitor success of the therapy with the therapists and evaluate how long therapy needs to continue for.


At our school we do not tolerate bullying of any kind. The school has an anti-bullying policy that is adhered to when necessary. A copy of this is on the website or can be requested from the school.

Disability support

Within the school we have access to;
• Lifts
• Ramps
• Hand rails
• Disabled toilets and shower facilities.

In Rainbow the children also have access to
• Soft play room
• Sensory room

These are used specifically for those children needing occupational/physiotherapy needs to be met.

In school we encourage all children to take part in all lessons to their full ability. The school aims to make arrangements and reasonable adjustments where possible in order to ensure this happens.

Accessing lessons

In Rainbow each class teacher is responsible for
• Adapting and refining the curriculum to respond to strengths and needs of all pupils.
• Checking on the progress of your child and identifying, planning and delivering a curriculum/lesson which each child can access and then may succeed in.
• Contributing to identifying and planning the next steps required for your child to improve learning.
• Liaising with Speech and Language Therapists (SALT) and Occupational Therapists (OT) and any other professionals who may be able to support the development of your child applying the SEND policy and SEN information Report

Who we work with

In Rainbow we have Speech and Language Therapists and an Occupational Therapist who work closely with teachers, and parents, to ensure that children are receiving the individual therapy programmes they may need according to their Education and Health Plan.

The Rainbow Department works with many different external services, these include;
• Educational Psychology Service
• Sensory Impairment Service
• Autism Spectrum Disorder Service
• School Nurse and dieticians
• Child and Adolescent Mental Health Service

A referral made be if it is felt that these agencies if a child's needs meet the referral criteria.

Working with other agencies

Agencies will follow up a referral if the criteria has been met by making contact with the school.

Informing parents and carers

Each of these services has their own referral system and access criteria. If it is felt that a referral is needed then a discussion between parents and staff (usually the class teacher or Rainbow leader) will take place.

Helping your child settle with confidence

Transition is a very important time for children. We aim to make the transition between classes yearly, Key Stage changes and moving on to new school as smooth as possible. In Rainbow the children are given social stories which include information about who the child’s next teacher and peer group is.

Parents/carers will have an opportunity to meet their child’s new teacher at the Open Evening/Social at the end of the summer term.

Transitioning from Yr 6 to secondary school will normally involve the child visiting the school with a familiar adult from their present school. A social story of this visit may be made to aid the child’s recall and preparation for their forthcoming transition

Extended School Day

Presently there are no after school clubs offered to the children in Rainbow.



October 2022