Inclusion

 

At Rayner Stephens High School, we strongly believe that every child deserves to be given the opportunity to make outstanding progress, regardless of their background or needs. We believe it is our duty to remove any barriers to learning so every child can succeed.

The Inclusion team recognises that some students may need additional support in order to fulfil their potential. This support may be needed for a variety of reasons and provision may be long term or for a short period of time. The Inclusion team are committed to enabling all students to experience and manage a broad, balanced and appropriate curriculum.

We use a wide range of resources and strategies to support students in order that they are able to achieve their full potential.

 

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The Inclusion team

 

The inclusion team is made up of highly skilled members of staff:

  • Paula Parker – Deputy Headteacher Inclusion
  • Jaswir Gill – Assistant Headteacher Inclusion/ SENDCO
  • Viki Cooke – Assistant Headteacher Inclusion / Pastoral and Behaviour
  • Charlotte Gaskell – Parent Support Advisor / Safeguarding Officer / Lead for LAC
  • Emma Cowling – Inclusion Manager / Lead for Young Carers
  • Sharon Williams – Higher Level Teaching Assistant (Target English / Princes Trust)
  • Catherine Hall – Teaching Assistant 
  • Poitr Baryla – Teaching Assistant
  • Rebecca Moseley – Teaching assistant
  • Michelle Higginbotham – Teaching Assistant
  • Jenny Richardson - Teaching Assistant
  • Claire Summersgill – Learning Lead / Reflect Lead / (Exam Concessions Lead)
  • Rachel Carter – Pastoral Lead
  • Amy Battersby – Teaching assistant – Pastoral

 

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The ASPIRE Centre

 

The Inclusion team is based in the ASPIRE Centre. The ASPIRE Centre is at the heart of our school and we are immensely proud of the work that takes place here every day to support some of our most vulnerable students in school. The ASPIRE centre is essential in ensuring that our students feel safe and supported throughout their educational journey and provides daily success stories for the students that access the centre.

The ASPIRE Centre is available to students before school, during the day (including lesson times and social times) and after school. The ASPIRE Centre offers an opportunity for students to access both direct 1:1 support and group support

 

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Identifying students who need additional support

 

Students experiencing difficulties are identified and assessed as early as possible. Identification is usually as a result of one or more of the following:

  • Information from previous school (usually primary school)
  • KS2 National Curriculum test results
  • Reading and spelling tests
  • Diagnostic testing
  • Dyslexia and Dyscalculia screening
  • Teacher curriculum assessments
  • SEND specialist teacher assessment
  • Staff referral
  • Students self-referral
  • Parental request
  • Observations
  • Educational Psychologist assessment

 

Additional needs may include the following:

  • Moderate or Specific Learning Difficulties
  • Autistic Spectrum Disorder and associated learning difficulties
  • Social, Emotional and Mental Health
  • Speech, Language and Communication Needs
  • Visual or Hearing Impairments
  • Physical disabilities
  • Medical or health problems
  • English as an Additional Language

 

If we feel students need additional support, parents/guardians will receive a phone call or letter from the school. This could mean that the student will be added onto our inclusion register. If a student is added to the inclusion register, they will have a Personal Inclusion Profile (PIP) that will be shared with parents for their input before sharing this with their teachers and students’ progress will be monitored closely by the Inclusion team.

In addition, some students with a medical need, which could impact their learning, will have a Health Care Plan. Again, this will be shared with the parent to include their input.

 

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Provision

 

Effective provision is put in place for our vulnerable students, depending on the students’ needs. We provide a rich and diverse experience through personalised support which is offered in a variety of ways:

 

Teaching and Learning support

  • In- class support in mainstream lessons
  • Target English
  • Target Maths
  • Literacy Tutorial Programme
  • Maths Tutorial Programme
  • Paired Reading
  • Writing Intervention
  • Handwriting Intervention
  • Spelling Intervention
  • Better Reading Partnership
  • EAL Reading Intervention
  • EAL provision – 1:1
  • 1:1 teaching
  • KS4 Intervention
  • Homework Clubs
  • Alternative Provision
  • Prince’s Trust Level 2
  • Exam access arrangements
  • Personalised timetable

 

 

Pastoral support

  • Transition support
  • Social skills and communication group
  • Social skills and relationships group
  • Behaviour change intervention
  • Managing conflict and peer relationships group
  • Integration plans
  • Improving attendance, punctuality and organisation support
  • Positive behaviour choices
  • ASPIRE mentoring
  • Anger management support
  • Bereavement and loss support
  • Self-esteem intervention
  • ASPIRE tracker
  • Emotional intervention – support with stress, anxiety and mental health.
  • Breakfast Club
  • Break Club
  • Lunch Club
  • Reduced timetable

 

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Supporting our students and their families

 

The Inclusion team also work with both students and their families. We also work with external agencies to secure additional support and provision.

  • CAF process
  • Annual reviews
  • Multi-Agency Autism Team (MAAT team)
  • Communication, Language and Autistic Spectrum Disorders (CLASS)
  • MIND – Mental Health support
  • Child and Adolescent Mental Health Services (CAMHS)
  • Educational Psychologists
  • Visual Impairment Team
  • Hearing Impairment Team
  • Speech and Language therapists
  • School nurse
  • Health mentor
  • Early Help Team
  • INSPIRE family workers
  • Branching Out – Young people’s drugs and alcohol service
  • Tameside sexual health team

 

 

If you have any questions, please do not hesitate to contact our team.

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