Welcome to our dedicated page for those with Special Educational Needs and 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.
Special Educational Needs and Disabilities (SEND)
At Risedale our philosophy is to offer a broad and balanced curriculum for all pupils. Within this it is recognised that some pupils will require a greater level of support to reach their potential. We aim to support pupils with the following Special Educational Needs and Disabilities:
- pupils with speech, language and communication needs, including pupils with ASD;
- pupils with cognition and learning needs, including Specific Learning Difficulties (SpLD);
- pupils with sensory and/or physical needs;
- pupils with social, emotional and mental health difficulties.
The school environment offers accessibility to all pupils and offers lifts and stair lifts for free movement around the site.
The school has a well-resourced Student Support & Development (SSD) department consisting of a team of well-qualified and highly motivated Teaching Assistants led by SENCo, Stacey Burke and Assistant SENCO, Claire McCool. The SSD department is an important resource within the school and aims to ensure that pupils 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 – pupils 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 pupils 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 pupils to achieve the highest possible levels of performance, both academically (pupils with SEND should be making at least expected progress) but also in other areas of college life;
- Raising the self-esteem and aspirations of pupils 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.