Rushy Meadow Primary Academy

Address: Rushy Meadow Lane, Carshalton

Postcode: SM5 2SG

Name of contact person: Natalie Lindsay-Scott

Telephone: 020 8669 7588


Facebook: N/A


Contact to discuss child needs

he Class Teacher is your first point of contact if you have concerns about your child. The Class Teacher will also contact you if they are concerned about your child’s behaviour, emotional wellbeing, social development, academic progress or anything else.

The Phase Leader has the responsibility for progress of the year groups within a phase (EYFS and KS1 / KS2) and addresses any concerns that cannot be addressed by the Class Teacher.

The Assistant Head (SENCo), Mrs Natalie Lindsay-Scott, takes day-to-day responsibility for the operation of the SEND policy and coordination of the provision made for individual children with SEND, working closely with staff, parents and carers, and other agencies. She ensures that you are kept involved in supporting your child’s learning and kept informed of the support they are getting and how they are doing.

The SEND Governor has oversight of the school’s arrangements and provision for meeting special educational needs.

The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.

About the school

Rushy Meadow is a two-form entry academy and part of the Cirrus Primary Academy Trust.  The school also has a resource base for children with a hearing impairment.

Assessing children

Your child’s progress is continually monitored by the class teacher through their responses to class discussions and in their work.

Academic progress is reviewed formally twice a year and each child is assessed against the National Curriculum for their year group and given one of the following judgements in reading writing and maths: working below, emerging in, expected or working at greater depth.  For those children who are working below the year group they are in, they are tracked using the curriculum for other year groups.  If your child is in year 1 or above, but not working on the Year 1 curriculum, we may use PIVATS.  These assessment tools break levels down into smaller steps, so we can more regularly show progress.

In Nursery and Reception, children are assessed using the EYFS framework.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are more formally assessed and the results are reported to the Local Authority.

For children on the SEN register, the provision map is monitored at least termly, with outcomes considered and changes made where necessary.

Other agencies may contribute to the education and health of children with SEND. There will be a coordinated approach and children may receive direct therapy or planned targets and activities to be followed at school and home.

Children who are receiving support from Speech and Language and/or Occupational Therapy within school will also have their progress in these areas assessed by the relevant professionals involved.

The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults, including parents/carers involved with the child’s education.

Informing parents and carers

Parents/carers are kept informed about their child’s progress through termly parent consultations as well as frequent target sheets and end-of-year written reports.  They are also encouraged to make an appointment to speak to the class teacher should they have a worry or concern about their child’s academic progress, behaviour or wellbeing within school.

Children on the SEN register are given termly targets which are emailed to parents. 

If a child is not making progress

We encourage regular communication between parents/carers and the staff within school.  If the class teacher has a concern about your child’s progress, they will speak to you about it and let you know what is being put in place to support your child.

For children that are then placed on the SEN register, the school SENCo will speak to you to inform you of this and what provision is in place for your child.


At Rushy Meadow we follow the National Curriculum and teach a broad and balanced curriculum.  All children are taught basic maths skills through discrete Maths lessons and arithmetic sessions.  Reading is taught through discrete phonics lessons in the early years and KS1, and through literacy skills and comprehension sessions throughout the school.  Writing, science, history, geography, art and design technology are taught thematically in ‘topic’ lessons which make links between these areas of the curriculum.  PE, RE and music are then taught discretely.

Adapting for child needs

We will adapt the curriculum, the learning environment and physical environment wherever reasonable and possible to enable every child in our mainstream setting to have the best chance of success.

Teacher flexibility on child needs

Class Teachers plan lessons according to the specific needs and abilities of all groups of children in their class and will ensure that activities are adapted to enable your child to access their learning as independently as possible.

Additional support

Teaching Assistants can be used to work with individuals and small groups.

Specific strategies may be used. These will be included in your child’s provision map.

A range of equipment may be used e.g. pencil grip, wobble cushion, slope board, work station.

Learning strategies

A range of resources may be used e.g. visual timetable, word bank, 100 square, phoneme grids.  All children use these resources at times in their school life, but it may be that some children will require to use these for longer or for other purposes.

Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer.

Small group or 1:1 interventions will be planned for. These may be short term, or your child may take part in interventions the whole way through their school career.

Other professionals may work with your child either for a short time, (e.g. Educational Psychologist) or with ongoing work (e.g. SALT therapist).  These professionals will also guide the school staff on strategies to use to support your child.

We have complete wheelchair access around our school (single storey) and any mobility needs will be addressed where reasonable. Specialist advice will be sought and followed where necessary.


Further support above this would usually be provided via an Education, Health and Care Plan (EHCP), This means your child will have been identified by the class teacher, AHT for Inclusion and specialist professionals as needing a particularly high level of individual or small group teaching, which cannot be provided from the budget available to the school.

The school (or parent/carer) can request that the Local Authority carry out a statutory assessment of your child’s needs (an EHCNA). This is a legal process, which sets out the amount of support that will be provided for your child.

After we have sent in the request to the Local Authority 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 they are providing.  After the reports have been submitted, the Local Authority will decide if your child’s needs are severe and that they need more support. If this is the case, they will write an EHC Plan. If this is not the case, they will ask the school to continue with the support in place 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 EHC Plan will outline what strategies should be in place for your child as well as long and short term targets.

Meeting child needs

Rushy Meadow are experienced in working with and supporting children with a wide range of learning, social, behavioural and specific learning difficulties and conditions as well as emotional and medical needs.  We will always seek advice from professionals and follow advice from these reports. Please speak to the class teacher or the SENCo if you are concerned about your child’s need. 

Access to exams

Access arrangements can be made for pupils with SEN when taking tests or being assessed. For example, additional time, adapted resources (such as enlarged print) small rooms, an adult to read the assessment questions or to scribe and rest breaks.

Within the classroom, pupils with SEN have access to a vast range of resources, which enable them to access the learning. For example, coloured overlays, enlarged worksheets or adapted writing equipment as well as single workstations, sensory equipment and ‘quiet areas.’

We always help to support our pupils with their emotional, social and behaviour needs so as to ensure there are no barriers to their learning. For example, pupils have access to communication cards, cool-down areas in their classroom and can access resources and support from our ELSA.

Additional support or time for exams

The KS2 Lead assesses each child for whether they qualify for extra time in end of KS2 assessments (SATs) on an individual basis following the government guidance for that year.

Comfort, safety and socalising

At Rushy Meadow, there is a family feel which helps children to feel secure and safe and know that they can talk to a member of staff about their concerns.At playtime and lunchtime, there are familiar school staff on duty to support children in social situations and encourage them to develop their friendships and social skills.Playground equipment and games are organised on a rota basis so all children will receive a ‘turn’ on the different equipment on offer.

Developing social and emotional skills

(as above and additionally…)

Within the classroom, talk partners are often used as a learning tool to ensure all children are engaged with the learning and groupwork and collaboration are a frequent feature of lessons.  These encourage the children to work together in a supportive way and develop their social skills and teamwork.
Personal, Social, Health and Economic (PSHE) lessons take place weekly in class and also incorporate relationships education.

Children that are identified as needing support with their own emotional intelligence, are particularly struggling with their emotions or need support to develop their social skills may be offered ELSA sessions.  ELSAs are Emotional Literacy Support Assistants and give 1:1 bespoke sessions with children weekly for a number of weeks targeting a specific area of difficulty in this area.  Strength and Difficulty Questionnaires are conducted before and afterwards by parents and the class teacher to monitor the progress of these sessions.

Early Help Support in the Community (Tier 2)

ELSA support within school (as above)

  • Children and parents may also be referred to other agencies for support:
  • Social services
  • Rae project
  • Parenting support (general and for specific needs)
  • Young Carers’ group
  • Mentoring


Please see school bullying policy:

Disability Support

We fulfil our duties under the Equalities Act 2010.

• The school is fully wheelchair accessible

• There is currently one disabled toilet

• The car park has a dedicated disabled parking space that is always kept clear

• The school is fitted with flashing alarms to aid hearing impaired staff & pupils

[Please refer to the Accessibility plan on the school website:]

Accessing lessons

Class teachers plan lessons according to the specific needs and abilities of all groups of children in their class and will ensure that activities are adapted to enable your child to access their learning as independently as possible.
Depending on the needs of your child, they may be taught reading, writing and maths skills that is different from the rest of the class but they will still learn about the same topics as their peers.

Who we work with

• NHS Speech and language therapist (SALT)

• Cognus Speech and language communication need service (SLCN)

• Educational Psychologists

• NHS Physiotherapy

• NHS Occupational therapy

• Cognus Occupational Therapy

• CAMHS [children and adolescent mental health services]

• Behaviour support team 

• Paving the Way – team supporting with social communication, attention and concentration, attachment and mental health issues in the broader sense

• Autism Outreach service

• Sensory Impairment service

• School nursing service

• SIASS – Sutton Information and Advice Support Service

• Sutton Parent Carers Forum

• Portage / Playwise

• Early Years SEN Advisors

• Social worker

Working with other agencies

The SENCo will refer to other agencies if appropriate having discussed the child’s needs and difficulties with parents/carers first.  This can then lead to direct work from the professional with the child in school (e.g. Cognus SALT, OT, Paving the Way, ASD service).  Any reports or targets from these professionals are always shared with parents/carers.

If a child receives support from another agency outside of school, the SENCo ensures that any information received is disseminated to the appropriate adults and any targets are worked on within school (e.g. NHS SALT, OT, CAMHS, physiotherapy)

Sometimes outside agencies request information about a child’s presentation within school as part of a multi-agency approach, e.g. CAMHS, Paediatrician.  In these instances, the SENCo will liaise with the staff working with the child to provide appropriate information.

Informing parents and carers

Parents/carers must consent to other agencies or professionals being involved with their child’s education.
During the initial assessment process, the professional would usually contact the parent/carer for their views and answer any questions they may have.  This may involve a telephone conversation or a meeting either in school or virtually by video call.  Once the assessment is complete, a report is usually produced which will be emailed home to parents.  Any targets produced and reviewed will then also be shared with parents.

Helping your child settle with confidence

Rushy Meadow is a friendly community of children from Nursery through to Y6. Our teachers regularly talk to each other, and many teachers know all the children in the school.
Before your child moves class, they will have the opportunity to meet the teacher, see their new classroom and meet their classmates.
There is always a handover meeting between current teachers and new ones. Key information is passed up, including any additional needs your child may have, and recommendations/provision.
Your child’s progress and achievement will still be monitored by the SENCo and other senior leaders in the school. Procedures will be followed by the school regardless of the class your child is in.
Any specialist equipment will be passed up to the new teacher. 

When children move onto another school, including transferring to a different primary school or moving onto secondary school, the children’s SEN information is passed on – the paperwork is given to the receiving school and the SENCo at Rushy Meadow will discuss with the new school the additional needs of the child and the support they will require.  Many secondary school head of Year 7 or SENCOs will visit the primary schools to meet the children themselves too.
Many of the outside agency staff working in primary schools also work in secondary schools and your child is likely to have the same adults continuing to support them if necessary.
A multi-agency meeting with parents/ carers and the child will be held if necessary.

Extended school day

We currently offer a range of lunchtime and after school clubs, encompassing sport, music, the arts, nature and games. Many of these are run by members of staff who volunteer their time to provide activities that reflect their wide range of talents as well as the children’s interests. 
In addition to this, we host a selection of fee-paying clubs run by outside agencies. Clubs are coordinated by Mrs Jennings, who will always be happy to hear any ideas you have about clubs that you or your child would like to see at Rushy Meadow.

Our wraparound care is run by an external provider on the school premises.  ‘Come and Play Childcare Breakfast and After School Club’ provides childcare for children at Breakfast Club from 7:30-8:30am and After School Club until 6pm for children aged between 4 – 11 years old.


Please see the following policies for more information:
SEN Policy
Equalities Policy
Accessibility Plan


October 2021