Rachel Saraci hasn't bee to school for four weeks. Mother Sylvia and her grandmother Shirley Hutchings claim she has:

* had glue put in her hair,

* had her work destroyed; and

* been pushed around and called names by fellow pupils in her year five and six class.

Mrs Hutchings, 55, said: "She's a total wreck. Rachel is now clingy all the time. She just can't move away from us - she is just too scared. She was a thin child anyway, but she is not eating."

Rachel said: "It has always been going on. Sometimes my old teacher would stop it but they would carry on when they were in the clear. I never want to go back there again."

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The family believe staff should have done more to help the girl, who should be taking important SAT tests this month.

Mrs Hutchings said: "The situation is a total stalemate. At this moment, nothing is being done.

"The children have been talked to and that's it. We just want the parents to know about it and for it to be stopped."

They claim the problem has been "off and on" for some time but worsened when Rachel returned after the Easter holiday. She has not attended school since April 11.

Mrs Saraci said that the school was doing a good job with her four other children and that most of the families, pupils and teachers there are "lovely".

But she added: "It is just this one class."

Rachel's family, who live in Warwick Gates, have tried to move her to Kingsway Primary School but was told that this was not possible.

They are now waiting for a decision from the county's education authority about granting home tutoring for Rachel, who is due to start at Myton School in September.

* Whitnash Primary School headteacher Moira Dixon declined to comment.

But she confirmed the matter is being dealt with by educational social workers.

A county council spokesman said: "Since this pupil began missing school, the school has acknowledged there was some level of bullying and has put in place a robust strategy to support all pupils involved and bring this episode to an end.

"A similarly overarching strategy has been suggested to reintergrate the pupil into school, accessing external services to provide a comprehensive package to address her educational, physical and emotional needs.

"But it is essential she attends school in order for these strategies to be implemented."