Welcome to our dedicated page for those with Special Educational Needs & Disabilities (SEND)
Risedale's Student Support & Development (SSD) department is here to support children and families at this difficult time of
rapid and unpredictable change in the light of coronavirus. Please let us know if we can offer any additional help, we are here for you.
IMPORTANT INFORMATION: Please click the link to view 'NW SEND Regional Network Newsletter. Special edition: March 2020' , an important document collated by the North West SEND Regional Network from a wide range of sources, providing information relevant to children across the early years and school age range, including those with special
educational needs and disabilities.
Special Educational Needs & Disabilities (SEND)
At Risedale our philosophy is to offer a broad and balanced curriculum for all students. Within this it is recognised that some students will require a greater level of support to reach their potential. We aim to support students with the following special educational needs:
- students whose academic ability means that they require greater support, consolidation or extension;
- students with specific learning difficulties such as reading, handwriting or spelling;
- students with physical or sensory impairments;
- students with emotional and behavioural problems, giving them the opportunity to enhance learning performance and develop self-esteem across all areas of the curriculum.
The college has a well-resourced Student Support & Development (SSD) department consisting of a team of well-qualified and highly motivated Teaching Assistants led by SENCo, Helen Whitehead and Assistant SENCO, Stacey Burke. The SSD department is an important resource within the college and aims to ensure that students with specific needs are not disadvantaged by them, but are able to access a high quality of education in its widest sense.
Objectives of Risedale's SEND Provision
- Ensuring equality of opportunity for all – students should be able to access as wide a range of learning opportunities as well as being fully integrated in college life socially;
- Ensuring that the specific needs of individual students are identified and met, whether on a short or longer term basis, and that all staff are involved in this process, as well as outside agencies, where necessary;
- Providing appropriate support to allow all students to achieve the highest possible levels of performance, both academically (students with SEND should be making at least expected progress) but also in other areas of college life;
- Raising the self-esteem and aspirations of students with SEND and developing their skills as independent learners;
- Developing and maintaining communication and effective partnerships with parents;
- Following the requirements and recommendations of the SEND Code of Practice 2014.
The SSD department is based in rooms 7 and 6 on the ground floor corridor within the school. Students are supported for a range of needs, such as Moderate Learning Difficulties, Emotional and Social Difficulties, Specific Learning Difficulties, Physical Difficulties, Autistic Spectrum Disorder and Speech, Language and Communication Difficulties.
Support staff are deployed for both in class support and to deliver interventions. In class support is targeted to students with a Statement of SEND or an Educational Health Care Plan and interventions are based on individual needs, assessed by both support staff and by teachers or parents raising concerns. The interventions, which we provide, cover a variety of needs, such as
- Toe by Toe, Word Wasp and Units of Sound (reading and comprehension),
- Reading intervention,
- Social Use of Language (confidence and social skill development),
- Paired reading (confidence in reading aloud and understanding) amongst others.
Teaching staff deliver targeted lessons in Key Stage 3 that focus on development of literacy and numeracy skills, and in Key Stage 4 we offer interventions specifically tailored to develop literacy skills to support answering exam questions.
Where the need for additional support is identified, this may come in a variety of forms, as appropriate to individual students:
- Specifically differentiated teaching;
- Additional small group intervention work for Literacy and Maths. These take place for some students as an alternative to Modern Foreign Languages (MFL: French/German) in Years 7 and 8.
- In-class support from a Teaching Assistant, either one-to-one or on a group basis;
- Occasionally one-to-one support from a Teaching Assistant outside of the classroom;
- Additional timetable time to complete external support e.g. MEA;
- Sessions for some students, focusing on communication/social issues;
- ICT based programmes to improve specific skills e.g. reading, spelling, Read Write;
- Small group interventions, e.g. for handwriting;
- Provision of access arrangements in assessments and exams ;
- Inclusion on the SEND register – regular review meetings (to include parents, student and the SENCo) to assess achievement and set targets - information is summarised in Individual Provision Maps (IPM);
- Involvement of external agencies (speech and language therapists, educational psychologists, parent support advisors, enhanced mainstream schools for specific learning difficulties, communication and interaction and behavioural and emotional difficulties, specialist teachers for hearing and visually impaired young people);
- Health care plans and support provided e.g. with medication for students with specific medical needs;
Students on the SEND register are regularly reviewed and screened using Lucid EXACT tests in order to tailor support provision. All students are annually screened using the LUCID EXACT programme as it gives a standardized measure of reading age, reading comprehension and reading speed. Further screening can be done to identify the possibility of Dyslexic type tendencies and difficulties with working memory. Access arrangements for public examinations are carried out in Year 9 after a comprehensive programme of Key Stage 3 interventions.
Students with SEND are monitored via the IPM review system. Detailed feedback on student progress is collected, shared with parents and the student, and used to agree personal targets. Parents and students are fully involved in this process, which also takes into account students’ strengths, aspirations and interests. The effectiveness and impact of any intervention is reviewed on a regular basis to ensure that action taken is appropriate and is helping the student to progress.
Your knowledge and understanding of your child’s needs is essential to support Risedale in making the best provision for them. We welcome and value the involvement of parents and students in all aspects of the SEND provision at the college and we aim to keep parents fully informed about any involvement the Student Support and Development department has with students. Parents are encouraged to contact the college if they have concerns or queries – we aim to respond to any concerns raised in an effective and supportive way.
The More Able in college are identified through performance data and supported through a range of extension activities such as curriculum differentiation, a Careers Café where local professionals hold Q&A sessions for students. Links with local sixth form providers and universities include day visits and residential opportunities. More able enrichment activities have also been held through faculty specific visits.
All Year 7 students participate in an extended transition package during July. Some students with particular needs however start their transition even earlier, with weekly visits to the college after school and then during the school day to become acclimatized to the new environment.
Parents are invited to regular reviews held at mutually convenient times to discuss progress and interventions taking place. The SENCo is always available at every parents' evening for drop-in sessions. Careful liaison between us and other schools in sharing SEND information is very important to us so that we ensure the best possible provision for all and to prevent any loss of support.
Admission of students with Special Educational Needs & Disabilities (SEND)
Risedale welcomes all students and endeavours to ensure that appropriate provision is made to cater for their needs. All students with SEND play a full part in the daily life of the school and are encouraged to join in all activities. If additional provision is necessary our parents/carers are always informed and we would ask parents to inform us of any special considerations needed for their child.
Information regarding The Healthy Child Team for Richmondshire:
The Healthy Child Team for Richmondshire provide support, advice and intervention for young people and children with their health and wellbeing. The team consists of Caroline Palmer who is the Specialist Community Public Health Nurse (SCPHN) for Richmondshire, Michele Pearson and Carol Tait are the Healthy Child Nurses and Kirsty Hugill and Kerry Storey are the team's Assistant Practitioners; Helen Mcnaught is the screening technician. Please contact the team if you would like any support or advice by Telephone: 01423 557711 or Email: firstname.lastname@example.org