·         End of year assessment data 2015/16:


§  79% of our reception children reached a good level of development by the end of the year


§  In year 2 the % of children reaching ARE was 78% in reading, 67% in writing and 67% in maths..


§  In Year 6 the % of children reaching ARE in reading was be 60%, in writing it was 70%, in maths it was 50%; and in SPAG it was 50%. These results are lower than the national average, particularly in maths and SPAG. Progress measures, however, showed that children at RPS made progress that was broadly in line with their peers nationally.


§  78% of year 1 children passed the phonics screening test


§  100% of year 2 re-takers passed the phonics screening test.



To compare our results to national results please check out the performance tables' service which can be found at:





Inclusion: how we support children with special educational needs

and/or disabilities


 'Children's self-esteem is key to their success in life, whatever their needs or abilities.

They need to feel valued and supported.' - Charlotte West, SENCo 



Every child has a right to an excellent education and we offer an inclusive curriculum that meets the needs of all our children. We have robust systems in place to ensure that any issues are detected early and the appropriate support is given.

We have a comprehensive programme of interventions that targets children with specific issues such as dyslexia. These interventions are carried out by trained staff and we employ a specialist dyslexia teacher for one afternoon per week.

During our school assemblies, we have tackled issues such as bullying, autism and disability to promote a culture of understanding and tolerance. We are proud of our children's good behaviour and the way they look after one another. This has been commented upon by outside agencies, particularly when our children attend residential courses. Team leaders regularly praise the way they support and encourage each other regardless of needs or abilities.




Rackenford Whole School Offer


From September 2014, all schools are required to make clear to parents and carers the support and provision available within the school for children who have special educational needs.


Devon’s local offer can be found at here.


In our school we will ensure that we:


Identify children and young people with special educational needs quickly and accurately so that support can be put in place.


Our SENCo meets each half term with every class teacher in order to track progress and attainment of children with special educational needs. Within this meeting, each child is discussed with a focus on barriers to learning, key needs and next steps.


Continuous professional dialogue between teachers and SENCo mean that children’s needs can be identified at the earliest point.


Each term, the SENCo meets with our Educational Psychologist. As part of this meeting, children are identified and strategy guidance and/or further provision required is shared.


Make sure teachers can teach children and young people with a diverse range of needs.


As part of our school culture teachers work collaboratively together to share expertise and skills. We work in teaching teams and across year groups. The SENCo sources guidance and support on specific needs from a range of agencies. These may include the Educational Psychologist, Vranch House, Speech and Language Service, Behaviour Support. Advice given from these services is shared with class teachers, who are supported to implement these within the classroom.


Focus on the quality of teaching for all children and develop approaches to meet the needs of individual children and young people.


Quality WAVE 1 teaching is a school wide priority. Staff are continuously striving to enhance their practice. Collaborative work with colleagues coupled with monitoring means that good practice can be shared and celebrated and clear targets to enhance teaching further can be agreed. We expect each classroom to be an inclusive environment where every opportunity is given for children to achieve to the very best of their abilities.


 Meet the needs and objectives identified in a Statement or Plan for children and young people with additional needs.


All statements are reviewed on an annual basis and the school invites all relevant professionals involved to attend these meetings. As part of these reviews, clear, manageable targets are set. These targets are broken down into smaller steps which form part of the child’s Individual Education Plan. Targets are shared with all professionals involved and with the child and their parents/carers. These targets are reviewed termly and amended as necessary.


Have a regularly reviewed Special Educational Needs and Disabilities Policy, which is distributed to all parents of children with additional needs.


We have a clear and transparent SEN policy which is available on our website. It reflects the recent changes resulting from the 2014 Code of Practice. Our SEN policy is adopted and reviewed regularly with governors.


Work in partnership with children, young people and their parents.


The welfare and best interests of your children is our utmost priority and by working together as a team around the child we can achieve the best outcomes. We encourage parents to be fully involved in their child’s learning. Teachers welcome parental feedback and value their expertise as the person who knows their child the best. When your child is identified as having an additional need, your child’s class teacher will meet with you to discuss their observations and for you to share your concerns. At this point, short term, achievable targets may be identified and you may be asked to support these at home.


Delegate resources fairly, efficiently and in response to identified need.


Through the ‘Tiverton Learning Community Partnership’ we have access to a wealth of expertise. When needs are identified, we meet as a team to discuss the most appropriate resource to support the child and where needed, look to external agencies for their specialist support.


Notify parents whenever special educational needs provision is being made for their child and give them access to independent information, advice and support.


When an additional need is identified we will make sure that you understand the nature of the need and answer any questions that you may have. We will make sure that it is clear to you how we are supporting you child within school. Devon Parent Partnership is an independent support service which can also give you advice and guidance (01392 383080).





Keeping our children safe




All children should have a safe environment in which they can learn and thrive.

At Rackenford C of E Primary School, we take safeguarding extremely seriously. As a matter of course, all staff receive safeguarding training. Both Kate Dunning, the Designated Safeguarding Officer and Sharon Hagley, the deputy Designated Safeguarding Officer are Level 3 trained. Teachers receive additional training to ensure that they are updated on best practice and our stringent procedures are reviewed regularly at staff and governors meetings.

We are supported in our work by outside agencies and also complete an annual safeguarding audit.

We recently invited a representative from Childline to speak to our children in Yrs 5 & 6 about keeping themselves safe and to teach them 'The Underwear Rule'. This is part of a new campaign by the NSPCC to help children understand that their body is private. This was followed by a workshop a week later where they could talk about what they had learned and ask questions in complete confidence. All the children said they found the experience really positive.

Our Safeguarding Policy is consistent with the codes of practice recommended by the Devon Safeguarding Children Board. 




Helpful Contacts



                      0345 155 1071



PE Funding

Aims and Rationale for PE funding


  • To ensure facilities and equipment are sufficient and are adequate to enable ALL pupils to engage fully in all PE lessons.
  • To support and develop staff PE knowledge when planning and assessing.
  • To encourage members of staff to promote extra-curricular clubs to increase participation levels, building interest and vital links into the community promoting clubs and supporting these children to develop further their interest and skills.
  • To provide opportunities to try new activities such as climbing wall, ultimate Frisbee and multi sports.
  • To educate children and families about the importance of getting active and about the potential health risks associated with a sedentary lifestyle.
  • To train children to become play leaders and young ambassadors in order that they help to build children’s confidence and engage with other children and self-esteem.


 PE/SPORTS premium  spent on

 Fund allocated

 Intended Impact

 Actual Impact

 Staff CPD to create a  professional legacy

 Specialist PE teacher  support £2700

 LDP £855.55

 PE lessons become  more focused and  enable children to  make paid and    sustained progress in  PE.


 Teachers more  confident and  children making rapid  progress.

 Festivals and central  venue league


 A wide number of  children take part in  sport with peers  across the learning  community.


 A wide number of  children take part in  sport with peers  across the learning  community.

 Specialist PE  instructing




 All children can access  high level learning in  PE lessons.

 All children can access  high level learning in  PE lessons.

 PE Equipment





 All children can access  high level learning in  PE lessons.

 All children can access  high level learning in  PE lessons.