RISE Education – SEND Information Report

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In line with the SEND Code of Practice, RISE provides Quality First Teaching for all pupils, with additional or different resources and strategies in place where needed. Our inclusive approach ensures that every child can access learning and make progress. Pupils are offered the same opportunities to participate fully in our community, including access to a broad and balanced curriculum, day and residential trips, and a wide range of extra-curricular activities.

In-class support, mentoring, and targeted small-group interventions address the four broad areas of need:

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• Communication and Interaction

• Cognition and Learning

• Social, Emotional and Mental Health (SEMH)

• Sensory and/or Physical Needs

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We recognise that some pupils present with needs across more than one area, sometimes with multiple and complex profiles. To support these learners, RISE works closely with a wide range of external professionals and agencies to ensure provision is well-matched and regularly reviewed.

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All pupils at RISE have an Education, Health and Care Plan (EHCP). The SENDCo liaises with the Local Authority and families to ensure needs are accurately met and reviewed, with provision adjusted as required.  Therapeutic support, including counselling and music therapy, is delivered by trained professionals. Speech and Language Therapy (SALT) is available, and pupils are assessed for access arrangements to ensure fairness in examinations.

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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?

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Children are identified as having SEND in several ways. Many pupils join us with an existing Education, Health and Care Plan (EHCP), while others may have a diagnosed learning difficulty or disability confirmed by professionals. We also know that new needs may emerge during a child’s time at school.

 

Teachers, parents, or carers may raise concerns at any point, and when this happens the SENDCo works closely with families and staff to carry out a clear analysis of need. This ensures that the right strategies and support are put in place quickly.

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2. How will school staff support my child?

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The first and most important response to supporting pupils with SEND is through Quality First Teaching. Lessons are carefully adapted, and resources are tailored to meet the needs of individuals. Every classroom has the support of a mentor, who works alongside the teacher to provide additional help.

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Beyond this, some pupils benefit from small group interventions such as social skills programmes, music therapy, or targeted support in literacy and numeracy. Others may require more intensive provision, including one-to-one mentoring, regular speech and language sessions, or the use of strategies such as a time-out card. In some cases, a short-term personalised timetable may be introduced.

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Progress is monitored closely through the school’s reporting system. The SENDCo, mentors, and senior leaders meet regularly to review how children are doing and to adjust support where needed.

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3. How does the school support Looked After Children with SEND?

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Looked after children with SEND receive the same entitlement to support as all other pupils. Their needs are reviewed in partnership with their social worker, foster carers, and the Virtual School. Progress is monitored through the Personal Education Plan (PEP) system, and where appropriate, additional Pupil Premium Plus funding is used to provide further support.

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

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Parents and carers are kept well informed about their child’s progress. There are regular opportunities to meet with the SENDCo or a member of staff, either formally at parent evenings and review meetings, or informally through arranged appointments. Parents can also contact the SENDCo by phone or email at any time.

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Each year, parents receive a full school report. Pupils with an EHCP have formal annual review meetings to assess progress, and in many cases there is also a six-monthly interim review. Parents are encouraged to attend these meetings and to share their views. Additional informal meetings can be arranged whenever parents feel they are needed.

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

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At RISE, we place great importance on the wellbeing of our pupils. We know that children learn best when they feel safe, supported, and valued. Mentoring and nurture provision are built into the school day, and staff are alert to any difficulties a child may be experiencing. Success is celebrated through rewards, trips, and special opportunities.

Where children have social, emotional, or mental health needs, additional support is available.

 

Our school counsellor and members of the Emotional Health Team can work with children individually, and where required, we liaise with outside agencies to provide further help. Individual learning plans and interventions are reviewed regularly to ensure they are meeting both academic and wellbeing needs.

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

Our staff team is experienced in supporting children with a wide range of needs, including autism, learning difficulties, speech and language needs, and physical or sensory impairments. Within the school, pupils are supported by teachers, learning mentors, therapists, and trained first aiders.

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We also work closely with external professionals. These include Speech and Language Therapists, CAMHS (Child and Adolescent Mental Health Services), Early Help, and sensory or autism outreach services. The SENDCo coordinates referrals and ensures that external advice is acted upon in school.

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

Staff training is ongoing and responsive to need. All teachers and support staff receive training in a range of SEND areas, including autism, specific learning difficulties, social and emotional needs, and speech and language development. Safeguarding and child protection training is updated regularly, and a number of staff are trained in first aid.

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The SENDCo, who is a qualified teacher, attends regular update training and shares this knowledge with the staff team. SEND also forms part of the School Improvement Plan, with a focus on ensuring that all staff are confident in meeting the needs of our pupils.

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

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We see parents as key partners in their child’s education. Parents receive regular feedback through reports and review meetings, and staff offer advice on how learning can be supported at home. Where additional needs are identified, we work with parents to access support from external agencies. Parents are always welcome to request a meeting with the SENDCo to discuss concerns or to ask for guidance.

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

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Parents are invited to contribute to their child’s education at every stage. This includes formal opportunities such as EHCP annual reviews, interim reviews, and parent evenings, as well as informal meetings throughout the year. Pupils are also encouraged to take an active role in their own learning. Interventions and support strategies are explained in pupil-friendly ways, and their views are gathered to help shape provision.

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

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All pupils at RISE are encouraged to take part in trips, visits, and extra-curricular activities. We believe these experiences are an important part of education. Adjustments are made as necessary to ensure accessibility, with risk assessments and additional staffing in place when required. Parents are consulted in advance so that arrangements are appropriate and supportive.

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11. 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?

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Transitions can be challenging, so we provide tailored support at these times. When children join RISE, we create an individualised induction programme to help them settle in. At key points such as GCSEs, pupils are supported through one-to-one guidance and access arrangements.

 

Careers advice is provided for all SEND pupils, and for those moving on to post-16 education, we arrange supported visits to colleges and new providers. Families are encouraged to join these visits, and the SENDCo works closely with new settings to ensure a smooth handover.

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