The Curriculum – Personal Pathways
In the Learning Support Faculty, much like every other Faculty, we believe that each student has particular learning needs. With that in mind, we monitor the academic performance and the intrapersonal skills of all SEND pupils and ensure that the curriculum is appropriate for their needs.
We ensure that students remain part of the Rushcliffe School experience and that they are given the opportunity to ‘shine brightly’. In order to achieve this aim we support teaching staff so as to be able to differentiate for all pupils. The department offers training sessions to all teachers.
We use Learning Support Assistants in classrooms to enhance the learning of those students that need additional support. Learning Support Assistants will liaise closely with classroom teachers; support may involve generating specific resources, prompting pupils to focus in lessons or ensuring that activities are manageable whilst also encouraging independent learning skills.
If we feel that the needs of a student cannot be met in a classroom we will consider alternative avenues of support. These options are always tailored to the individual.
Key Stage Two to Three Transition
We understand that transition from Primary to Secondary education can be challenging for pupils and their parents. We are always happy to show any prospective parents around our school and faculty and answer any questions you may have.
We aim to offer as much support for SEND transition as we can and as such each student will receive a personalised transition plan which is appropriate for their needs. This may involve supplementary visits to Rushcliffe in order to experience the school at different times of the day. We also aim to attend any Annual Reviews for students joining us so we are able to plan the support that we offer accordingly. Once students start in Year Seven, we continue to support and monitor their progress, regularly communicating this information to parents. This process is coordinated by Becky Cook who is the Assistant SENCO.
Key Stage Three
Rushcliffe School offer a range of specific interventions for Key Stage Three students. These include additional literacy support, small group supported study, additional PSHE programmes and needs specific cognition support. If we believe that it would be appropriate to follow an alternative pathway for a pupil then we will always communicate this to parents or carers and ensure that an open dialogue ensues.
Key Stage Three to Four Transition
Selecting the right options for Key Stage Four is exciting but can also cause some anxiety, therefore we aim to offer as much support as necessary for this process. This may involve a separate 'Bright Day' where some pupils have the opportunity to experience taster lessons in smaller groups. Rushcliffe School are committed to offering a range of subject options that will relate to the strengths of our students. We offer a range of GCSE, NCFE, Level 1 and Vocational/Life skill courses. The SENCO and Assistant SENCO (with responsibility for transition) will offer a parental meeting to discuss transition and help with the relevant paperwork. All transition processes are individualised for the needs of each pupil. This process is coordinated by Becky Cook who is the Assistant SENCO.
Key Stage Four
Pupils at Rushcliffe School will continue to get support through Key Stage Four if needed. This may involve personalised curriculums, 1:1 sessions, additional qualifications such as ASDAN courses or in class support. At this stage, we also look into whether a student is likely to need additional support for exams through Exam Access Arrangements. This may include additional time, use of a word processor, reader or a scribe. In order for a pupil to qualify for this support, they will need to be formally assessed. If a student does qualify, this will become their 'normal way of working' for all lessons. Pupils are identified for assessment through teacher reports, past data and referrals. This process is led by the SENCO, Rebecca Moors.
Key Stage Five
Pupils with a pre identified specific learning difficulty would have the additional support of enhanced transition. It is important that those students making the step to A Levels have selected the subjects which are in line with their. This may involve additional taster lessons and regular communication to parents.
The SEND Faculty work closely with Sixth Form team to identify any specific needs of pupils in Rushcliffe Sixth Form. Once a need is identified, the SEND faculty will offer training or advice about appropriate specific differentiation. It is also important that pupils are assessed for Exam Access Arrangements where appropriate. The SEND faculty will also support pupils in the sixth form in making appropriate decisions about Higher Education and appropriate career choices.