SEND Information Report

About SEND

RISE Education is an inclusive school that embraces a variety of special educational needs. The team of dedicated staff, work together to ensure that all students are supported and encouraged to make the progress expected within Rise’s broad and varied curriculum.

At RISE we believe that every child is an individual and that each and every one is valuable to our school community. Every child has equal right to join in every area of school life and the right to learn, enjoy and progress within our environment. We believe that every child can achieve regardless of ability, background or ethnicity and enjoy their journey through their school life and beyond.

The Special Educational Needs area is overseen by the Deputy Head and SENDCo – Ms Rena Johnson. We employ a dedicated team of staff who work closely with our pupils and support a wide variety of needs. The school will assess need upon arrival and if required implement additional suitable support.

Implementation:

As directed by the Code of Practice, RISE provides quality first teaching, delivering additional and different resources where needed to ensure that every child can access and achieve in our inclusive environment. Every child receives the same opportunities to learn and grow within our school community, accessing both a broad and balanced curriculum as well as opportunities to become involved in day trips, residential trips and a range of extra-curricular activities.

Both in-class support, mentoring, and small group intervention cover and support a wide range of needs that span the 4 outlined broad areas of need;

  1. Communication and Interaction
  2. Cognition and learning
  3. Social, Emotional and Mental Health
  4. Sensory and

We work with students within all of these SEND areas. We recognise that some students may experience more than one of these areas and in some cases multiple complex needs. RISE works with a range of  outside agencies and services to help monitor student progress and plan effectively for all individuals with SEND.

As the students have an Education, Health and Care Plan, the SENDCo works with the Local Authority to ensure that the needs of the child are met and reviewed regularly, to ensure that aims and objectives are appropriate, and that provision and intervention are matched to needs.

The school also provides therapy and Music therapy  delivered by suitable trained professionals as part of supporting the students emotional health. We have access to SALT provision as well as   Access Arrangement testing to enable students to receive appropriate recognition and support during examinations.

1. How does the school know if children/young people need extra help and what should I do if I think my child may have special educational needs?

A child on the SEND register and is identified on entry to the school via the following:

  1. EHCP
  2. Diagnosed SEND or learning difficulty via professionals

Teachers and parents may report concerns or difficulties throughout a child’s time at the school, at which point the SENDCo will work alongside parents/carers and adults working with the child to investigate a clear analysis of need and the further support they may need.

2. How will school staff support my child?

  • Quality First Teaching
  • Adapted teaching classroom materials

This could also involve:

  • Group Intervention within the class
  • Individual personalised support within the class
  • Speech & Language therapy sessions as appropriate
  • Therapy sessions

The first response to supporting students with SEND is through quality first teaching in the classroom, where work is differentiated and additional and/or different resources and strategies are put into place, appropriate to need.

In-class support from a mentor is present in all classes to help support your child. Teachers liaise closely with the mentors to provide additional appropriate help during lessons.

Some students will require small group intervention such as Music Therapy / Therapy or social skills  support.

For identified students, a higher level of support may mean more regular 1:1 mentoring, social skills sessions, speech and language support or a time out card to help cope with the day-to-day demands of school life. A more personalised timetable to respond to short term need may be implemented for specialised cases.

The school monitors pupil progress through its reporting system and interventions through regular data gathering – where a child is identified as needing further support; the SENDCo, mentors and Senior Leaders will liaise to implement further support strategies.

3. Looked After Children with SEND

A looked-after child with SEND will be provided with the same careful provision allocation.

However, the analysis of needs will be completed in liaison with their social worker, foster carers and the Virtual School (the part of the Local Authority responsible for the educational outcomes of children looked after). Regular reviews will be undertaken via the PEP system. The school may also deploy additional ‘Pupil Premium Plus’ funding to support the SEND needs of a looked-after child.

4. How will I know how my child is doing?

  • There are many opportunities for parents and guardians to meet with the SENDCo or a member of the team to discuss how their child is doing. You are welcome to phone or email at any time and if it is not possible to speak at his time, the SENDCo will be in touch at the earliest opportunity to discuss your concerns.

Pupils receive school reports each year detailing their current attainment and

  • The SENCo tracks pupils and identifies areas of concern – these are discussed with parents and they are made aware –
  • Parents may request meetings throughout the school year to discuss their child’s

progress or discuss concerns.

  • Parents are encouraged to attend their individual Parent progress meetings where staff will be available to discuss any issues
  • Pupils with EHCP’s have formal annual reviews to discuss their progress. Parents are also invited to a six- monthly review to discuss targets set and to amend if Informal meetings  are conducted as requested by parents.
  • The SENDCo support parents and pupils when meeting with outside professionals in the

6. What support will there be for my child’s overall wellbeing?

The well-being of all of our pupils is an area we take very seriously at RISE. We work closely with parents and guardians, to ensure that we are aware of any issues and put into place appropriate and effective strategies to address any personal difficulties or barriers to learning that may occur.

Reward points, trips and

  • Individual Learning plans and Intervention records with regular review by Leaders and staff.
  • Nurture and mentoring with learning support where need is
  • Extra-curricular opportunities in many areas of the
  • Dependent on need, outside agencies may be consulted to
  • Where Social, Emotional and Mental Health needs present, the school counsellor or other members of the Emotional Health Team may work on a one-to -one basis with a child.

7. What specialist services and expertise are available at or accessed by the school?

Within the school, pupils are supported by the whole school staff in the following ways:

Through nurture and

  • Learning Mentors
  • The staff team are experienced in working with children of need; (General, moderate and specific learning difficulties, Autism, Sensory, speech and language difficulties, social, emotional and Mental health, hearing impairment and physical needs).
  • School therapists.
  • Outside services accessed as required to support andadvice;
  • Speech and Language therapy

Other agencies which support as required:

  • Early Help
  • Child and Adolescent Mental Health Service (CAMHS).

Dependant on a child’s need, support is sourced through outside services – further support services may be advised by one of the above. The SENDCo works with parents to seek the best support for each child after the analysis of need is complete and at each meeting to review progress.

8. What training have the staff, supporting children and young people with SEND, had or are having?

SEND training is ongoing at RISE – the staff team have a wealth of training and experience

between them, ensuring each child’s needs are met. Whole school training for SEND is a focus for all staff.

All staff have regular and updated Child Protection and Safeguarding training.  Teachers are trained in accordance with the Teacher Standards – both teachers and support staff attend ongoing training opportunities that focus on teaching and supporting pupils with a range of SEND including:

  •  Specific Learning difficulties
  • General Learning difficulties
  • Lower End
  • Hearing
  • Speech and Language

The SENDCo is a qualified teacher. She attends update training regularly both in changes to

SEND and specific conditions as well as providing full staff training and is overseeing a number of strands for the School Improvement Plan in relation to SEND as part of her role.

Intensive training programme is delivered to all staff focusing on refreshers as well as new technologies to aid more effective intervention for SEND children.

Training materials and strategies for supporting specific student groups are available for staff to revisit in the staff area and resources are disseminated to staff. There are a number of staff on site who are first aid trained, and this is updated as necessary.

9. How will you help me to support my child’s learning?

RISE will help you to support your child in the following ways;

  •  By giving clear feedback through the reporting system and parent
  •  Termly progress checks and advice on a personalised level
  • Working with outside agencies and the parent where further need is identified to obtain further recommendations and advice for specific children and conditions, including referrals to Early Help and ongoing liaison with outside

10. How will I be involved in discussions about and planning for my child’s education?

Parents and carers are invited or can arrange meeting with the staff throughout the school year to discuss their child’s education and planning to address their SEND. Each pupil is involved in their own learning plan and intervention explained to them in a pupil friendly way.

  Pupil surveys indicate how well they feel an intervention or support is working for

  • Parents/Guardians of pupils with an EHCP to transfer will be invited to attend an annual review meeting and interim reviews throughout the school
  • Parents are encouraged to attend parent.

11. How will my child be included in activities outside the classroom including school trips?

For enquiries regarding SEND you should contact the SENDCo, who will be happy to answer any queries or discuss your concerns. If there are things you wish to discuss further in detail then you should contact the SENDCo to make an appointment.

Ms Rena Johnson or email at Rena.Johnson@riseeducation.org.uk 

Should you wish to make a complaint, you can contact the SENDCo in the first instance on the email above. If you feel that you need to direct your complaint above the SENDCo – you should contact her line manager, Ms Nina Cromwell – Head Teacher, either by telephoning the school or via email:

nina.cromwell@riseeducation.org.uk

If you feel that your complaint requires further attention, you can contact the Chair of Governors:

chair@riseducation.org.uk

 

Please see the school’s Complaint Procedures.

The school’s webpage contains a link to all Policies and information related to student support.

    How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

    At Key Stage changing points –

    •  one to one support and guidance for GCSE
    • Careers advice to all SEND pupils
    • Post 16 transition support and visits to new provision’s learning support teams – and visits with family if requested