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Raphael Independent School

Raphael has come a long way since it began as Clark's College in Romford in 1935. Building on the best of traditional values and embracing the exciting educational opportunities of the 21st century, we offer families good quality education in small class sizes.
Our multi-cultural community values good behaviour, mutual respect and co-operation, believing that each pupil is a unique individual who has the right to learn at school in a secure and structured environment.

Who to contact

Contact Name
Mrs. J. Lawrence
Contact Position
Head Teacher
01708 744735

Where to go

Park Lane
RM11 1XY

Childcare Information

Funded Places

3/4 year olds - 15 hour Universal Offer
3/4 year olds - 30 hour Extended Offer (Working Parents)
Tax Free childcare (Working Parents)

Local Offer


Special Educational Needs and Disability Policy (SEND)

This is a whole school policy and is applicable to EYFS pupils

General Statement

At Raphael Independent School, we are committed to offering all pupils a broad and balanced curriculum for children with a range of abilities and aptitudes and most will learn and progress within these arrangements.

We will endeavour to provide suitable programmes and support for all pupils, but any pupil displaying learning or behavioural difficulties beyond the scope of our provision can be referred to either local Educational Psychologists or private psychologists approved by the school, for assessment. We will endeavour to implement any recommendations made after assessment, providing such recommendations are within our capabilities. If recommendations or needs are outside our capabilities, in the interests of the pupil, the school reserves the right to suggest an alternative school which could better meet their needs.

Special consideration in public exams will be applied for as and when necessary.

We use the principles as detailed in The Special Educational Needs Code of Practice (2015) and Disability Rights Code of Practice for schools, as appropriate for our school.

Our commitment is based on the following principles:

  • All children have an equal right of entitlement to an appropriate and worthwhile education.
  • All children are special, different and have individual needs.
  • All children are equally valued within our school and have a right to voice their views.
  • All children have a common entitlement to a broad and balanced curriculum, delivered in a relevant and differentiated manner, enabling progression and continuity to be experienced.
  • All staff have regard to the needs of the individuals within the school.
  • Parents are valued as genuine partners.

SEN Policy Objectives

  • To apply a whole school policy to meeting each child’s individual needs
  • To aim to identify, at the earliest opportunity, any child with special educational needs, learning difficulties and disabilities and to aim to meet their needs
  • To ensure that all learners make the best possible progress within our capabilities
  • To ensure that all parents are informed of their child’s special needs and provision and that there is effective communication between parents and school
  • To ensure that learners express their views and are involved in the decisions which affect their education
  • To promote effective partnership and involve outside agencies when appropriate

Definition of Special Educational Needs

The SEN Code of Practice defines special educational needs as follows: “Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them”.

Children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
  • are under compulsory school age and fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Special educational provision means:

  • for children of two or over, educational provision which is additional to, or otherwise different
  • from, the educational provision made generally for children of their age in schools maintained by LEA, other than special schools, in the area
  • for children under two, educational provision of any kind. (Section 312, Education Act 1996)
  • A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed. (Section 17(11), Children Act 1989)
  • A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities. (Sections 1(1), Disability Discrimination Act 1995)

The School in context

Raphael is an Independent school for pupils from 4-16 years. The school is selective, but we will offer places to children who may need some learning support if we feel that we can provide appropriate support for their learning needs.

Admission Arrangements

Should any child have already been identified with a learning difficulty and/or disability, relevant reports should be brought to school so that they can be considered, and subsequently deemed suitable or unsuitable for Raphael.

Special facilities/units

We have no specific SEN department, nor any teachers specifically trained in SEN. However, there are two members of staff responsible for the monitoring of our SEN provision within our capabilities. At Raphael, there are ramps for access by wheelchairs. Apart from these facilities, there are no special facilities at the school for pupils who are physically disabled, nor any special units. However, the school is committed to the integration of pupils with a range of needs, and their involvement in the whole life of the school. Please refer to the school’s equality of access policy.

Co-ordination of Learning Support

The SENCOs meet and report informally on a regular basis to the Headteacher and meet with her for a formal meeting every half term. The SENCOs are available by appointment in order to discuss Learning Support issues with members of staff. Learning Support issues are also discussed during the weekly staff meeting as and when appropriate.

The role of the SENCOs at Raphael Independent School

  • assisting in the development, monitoring and evaluation of the SEN policy
  • overseeing the day-to-day operation of the school’s SEN policy
  • co-ordinating provision for pupils with special educational needs and learning difficulties/disabilities
  • maintaining a central record and overseeing the records of all children with special educational needs and learning difficulties/disabilities
  • liaising with fellow teachers and the Headteacher
  • monitoring the progress of pupils with special educational needs and learning difficulties/disabilities through the school

Identification of SEN

Provision for children with special educational needs and learning difficulties is a matter for the whole school. In addition to the school’s Headteacher, the SENCOs and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility (para 5.2 SEN Code of Practice 2001).

Central to the work of every class and every subject is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs or learning difficulties.

The school is committed to early identification of special educational needs and learning difficulties and adopts a graduated response to meeting them. A detailed picture of each child’s strengths and weaknesses is ascertained from on going teacher based assessments, mid-year and end of year tests. If this suggests that the learner is not making the expected progress, the class teacher will consult the SENCO in order to decide whether additional and/or different provision is necessary.

The school does not undertake to formally diagnose dyslexia or other specific learning difficulties but formal assessments can be arranged as detailed below.

Pupils with English as an additional language. As stated above, children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. We will endeavour to provide some additional support in lessons as necessary, but would expect parents to ensure that their child is encouraged to use English at home whenever possible, and to attend tutorials or relevant support groups if necessary in order to enable them to access the curriculum offered at Raphael.

Planning and delivering the Curriculum

The school has no member of staff specifically trained or qualified in special needs teaching but of course each teacher can provide limited support to the less able or able child within the classroom setting. Pupils may attend off site specialist lessons by arrangement with the Headteacher.

All teachers are Educational Support teachers, since all are required to differentiate their planning and delivery to ensure all children gain access to a broad and balanced curriculum.

It is therefore the class teacher/subject teacher’s responsibility to meet the child’s needs through differentiation. Advice may be sought from the SENCO and from the curriculum co-ordinators as appropriate. There may ne some limited support teaching available.

Initial Concern

If a pupil does not make measureable progress, the teachers may conclude that the strategies currently being used with that pupil are not resulting in his/her learning as effectively as possible. In these circumstances, the class teacher will complete a Record of Concern which is passed onto the SENCO. Following discussion with the parents, staff and the SENCO will then observe and/or assess the pupil to ascertain more fully the nature of the child’s individual needs.

Where there are concerns in Early Years Foundation Stage, the EYFS SENCO will observe the child and make recommendations accordingly. Normal practice at this stage would be to offer in-class support if it was considered necessary. Pupils at this stage would only be withdrawn for extra support if it was deemed absolutely necessary by the SENCO. Where there are concerns in Year 1 through to Year 11, the relevant member of staff and SENCO would normally carry out an informal assessment. The SENCO then liaises with the class teachers and parents with their findings and makes appropriate recommendations.

Where it is considered that the pupil requires extra support or an Individual Education Plan, he/she will be entered onto the Learning Support Register and given an IEP. If an IEP is not deemed necessary he/she will be entered onto the Pupils with Cause for Concern List. Once a pupil has been entered onto the Learning Support Register, they will be monitored for the remained of their career at Raphael. Both the Learning Support Register and Pupils with Cause for Concern List are updated as necessary and copies of both are given to all members of the teaching staff.

Different Types of Support offered at Raphael

At Raphael, pupils are supported in a number of different ways:

  • In-class support
  • Individual withdrawal
  • Small groups of withdrawal (2-4 children)

Support is provided in the following areas:

  • Literacy
  • Numeracy
  • Study Skills
  • Handwriting
  • Listening Skills
  • Timetabling Learning Support lessons

Raphael is committed to the inclusion of all children within the classroom. However, where appropriate, some children re withdrawn for extra support. Timetables for extra learning support lessons are arranged by teaching staff at the beginning of each term.

Local Offer Age Bands
0-5 years
16-25 years
5-11 years
11-16 years
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