• The SEN Coordinator is Miss K Igle

Miss Igle can be contacted at the school on 01582 729970 or via email: admin@ramridgeprimary.co.uk

The school works in line with the SEN Code of Practice (2014) and the Equality Act (2010). A copy of the school SEN Policy and Equality Policy is available for parents.

The school’s SEND information report can be found here.

Luton’s SEND service page can be found here.

The SEND Local Offer calendar provides information about SEND friendly events and social activities in Luton and can be found here.

The SENDIAS service is available for families to access free, confidental and impartial advice and can be found here.

Our Approach to SEND at Ramridge Primary School

At Ramridge Primary School, we value every child as a unique individual with their own talents, strengths, and needs. We are proud to be an inclusive school, where all children—including those with Special Educational Needs and Disabilities (SEND)—are supported to achieve their full potential.

We believe that children thrive in a nurturing, supportive, and loving environment. Our aim is not only to help children succeed academically, but also to grow in confidence and develop as well-rounded individuals.

Working in partnership with parents and carers is at the heart of everything we do. By building strong, trusting relationships between families and school staff, we ensure that each child’s needs are fully understood and met.

Every child at Ramridge has the right to access a rich, engaging curriculum that is adapted to meet their individual needs, while still offering full coverage of the National Curriculum.

 SEND Pathways at Ramridge Primary School

All children receive high-quality teaching within an inclusive learning environment. Classroom strategies and adaptations are used to ensure that every child can access learning and make progress.

When a child is identified as needing additional support, they are referred to the SENDCo and the ‘graduated approach’ is put into place.

In most cases, support is delivered through high-quality teaching, including adaptations and differentiation in the classroom, alongside targeted interventions. The cycle of support, review, and adjustment continues to ensure the child is making progress.

For children needing more targeted support to support their progress an assessment of the child’s needs will be carried out by the SENDCo and this will lead to the creation of an Individual Support Plan (ISP). ISPs are co-produced with input from school staff, parents, and the child, ensuring a shared understanding of the support needed. These plans are regularly reviewed and updated as necessary, and are then discussed with parents during parent consultation evenings.

If further support is needed, and in discussion with parents, the school may seek advice from external professionals.

If, despite this support concerns remain regarding a child’s progress or development, the class teacher and SENDCo will work with parents and carers to consider whether a higher level of support is required.

In line with DfE guidance on Inclusion bases in schools (June 2026):

“Inclusion bases are part of the mainstream setting; they are not registered as educational institutions in their own right…They deliver specific interventions, teaching, or support, often in place of or in addition to mainstream classes. Children and young people might access the base for a specific period of time, or access might be ongoing. They will normally be designed with a specific cohort or provision offer in mind.”

“Inclusion bases operate on a continuum, delivering high-quality teaching, bespoke learning environments and flexible access to specialist education or health support, helping children thrive academically, socially, and emotionally.”

Further information can be found in our Inclusion Strategy.

Use the tabs below to explore some of the support that is available to families.