Special Educational Needs
At RPHS there is a clearly defined monitoring structure for the care of all our students and we have a duty to support and encourage students with a range of learning needs. We follow the SEND Code of Practice (2014) based on the principles of quality first teaching for all students. At some time during their school life many students will have an educational need that requires personalised support. Should this happen, the student will be placed on the school’s Special Educational Needs register at Monitoring Stage. Should their needs become more complex, a formal assessment will take place by a specialist agency and the student moves to SEN Support. If a student is given an Education Health Care Plan (EHC) of Special Educational Needs, the student moves to a stage where the support will be guided following an Annual Review.
Support includes helping students by:
• Providing in-class support from HLTAs and Learning Support Assistants
• Differentiating work to reflect the individual needs of all students
• Withdrawing small groups of students for specific support projects such as reading, literacy and numeracy
• Some students may be invited to attend before and after school interventions on a one-to-one basis
• Working with Sixth Form students
Access Centre (ARP)
The Access Centre (ARP) at Raynes Park High School is Merton LEA’s specialist, secondary provision for students with a primary diagnosis of an Autistic Spectrum Condition (ASC) with an Educational Health Care Plan (EHCP). The purpose of the Access Centre, is to support students to participate in the broad range of curricular activities of the main school with the appropriate level of support, whilst providing a place and staff expertise for some very specific and individual needs. The department also provides a centre of expertise within the school enabling all staff to develop the ability to cater for the individual needs of these students.
Times of change can be very challenging for children and young people with an autistic Spectrum Condition (ASC). It is essential for staff to manage the transition from Year 6 to Year 7 very carefully in order to minimise the anxiety.
During the Autumn term of Year 6, a panel meeting is held by the LA, where the papers of all prospective students are looked at and the most appropriate students are selected for admission to the Access Centre. A senior staff member from the Access Centre will visit the students in their primary school to carry out an observation and talk to the staff who know them well. Once a student’s placement has been agreed, the primary school will invite a member of the Access Centre team to attend the Year 6 Annual Review in order to work collaboratively on the EHCP outcomes. This ensures that secondary provision can meet the needs of the students until the end of a Key Stage 3.
A transition consisting of four separate days will take place during the summer term before the whole school New Year 7 Induction Day in July. The four days will consist of a numeracy session, literacy session, Speech and Language (SaLT) session, LEGO therapy session, Alternative PE session and joining in with a Year 7 class during a practical subject such as Art or Catering. During these times, the Access Centre staff will support the sessions to allow students to become familiar with both the staff and the setting prior to joining us in the September.
English as an
Additional Language (EAL)
There are an increasing number of students for whom English is not their first language. This linguistic diversity is a source of richness and celebration at the school yet we recognise that many of these students require additional help in order for them to reach their full potential. The majority of this help is given in mainstream classes – our staff are aware of the diversity in the school and have the tools to deliver to students with varying levels of English. There is also a comprehensive Extended Learning programme and Saturday School to provide further support for these students.
Challenging 'More Able'
Students with special abilities, talents or particular potential are identified as early as possible and appropriately challenged during their time at Raynes Park High School. Our teachers are encouraged to identify More Able students through ability rather than solely on achievement, thus ensuring that those who have perhaps struggled academically in the past are also included.