SEND

Pupils 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 pupils 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,
• Numeracy,
• 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 the 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 pupils:

• Specifically differentiated teaching;
• Additional small group intervention work for Literacy and Maths. These take place for some pupils 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 pupils, 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, pupil 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 pupils with specific medical needs;

Pupils on the SEND register are regularly reviewed and screened using Lucid EXACT tests in order to tailor support provision. All pupils 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.

Pupils with SEND are monitored via the IPM review system. Detailed feedback on pupil progress is collected, shared with parents and the pupil, and used to agree personal targets. Parents and pupils are fully involved in this process, which also takes into account pupils’ 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 pupil 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 pupils 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 pupils. 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.

All Year 7 pupils participate in an extended transition package during July. Some pupils with particular needs however start their transition even earlier in The HUB with weekly visits to the school 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 pupils with Special Educational Needs & Disabilities (SEND)

Risedale welcomes all pupils and endeavours to ensure that appropriate provision is made to cater for their needs. All pupils 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: hhc-tr.5-19admin@nhs.net