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 learners 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 learners to experience and manage a broad, balanced and appropriate curriculum.

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

The Inclusion team

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

Mrs T Marshall Deputy Headteacher, Inclusion
Mrs J Gill Strategic Lead SEND
Mrs Z Lund Assistant Head Teacher Inclusion / Pastoral and Behaviour
Mrs C Gaskell Head of Family Liaison / Deputy Safeguarding Officer
Mrs E Cowling Assistant SENDCO
Miss J Richardson Assistant Aspire Manager
Mrs S Williams Higher Level Teaching Assistant (Literacy)
Mrs H Laxton Head of Year 7
Mrs A Battersby Head of Year 8
Mrs S Kent Head of Year 9
Mrs C Summersgill Head of Year 10 (Exam Concessions Lead)
Miss R Carter Head of Year 11
Mrs C Hall Teaching Assistant
Mr P Baryla Teaching Assistant/Lead for young carers
Mrs C Boff Teaching Assistant
Miss Zena Larner Teaching Assistant
Mr Kieran Clark Teaching Assistant
Mr Di Pu Teaching Assistant

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 learners in school. The Aspire centre is essential in ensuring that our learners feel safe and supported throughout their educational journey and provides daily success stories for the learners that access the centre.

The Aspire Centre is available to learners before school, during the day (including lesson times and social times) and after school. The Aspire Centre

offers an opportunity for learners to access both direct 1:1 support and group support

Identifying Learners who need additional support

Learners 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
  • Learners 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 learners need additional support, parents/carers will receive a phone call or letter from the school. This could mean that the learner will be added onto our inclusion register. If a learner is added to the inclusion register, they will have an Individual Education Plan (IEP) that will be shared with parents / carers for their input before this is then shared with their teachers and learners’ progress will be monitored closely by the Inclusion team.

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

Provision

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

  • 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
  • Hotspot Aspire Package
  • Reintegration Aspire Package
  • Personalised Aspire Package

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
  • Making the right choices
  • Support for bereavement and loss
  • Self-esteem intervention
  • ASPIRE tracker
  • Emotional intervention – support with stress, anxiety and mental health.
  • Breakfast Club
  • Break Club
  • Lunch Club
  • Reduced timetable

Supporting our Learners and their families

The Inclusion team also work with both Learners 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- Healthy Young Minds
  • Educational Psychologists
  • Visual Impairment Team
  • Hearing Impairment Team
  • Speech and Language therapists
  • School nurse
  • Health mentor
  • Tameside Families Together
  • INSPIRE family workers
  • Branching Out – Young people’s drugs and alcohol service
  • Tameside sexual health team
  • Off The Record Counselling
  • 42ND Street Counselling
  • Youth Offending Team
  • Team around the School
  • Voluntary Sector
  • Housing Associations

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

Provision

Effective provision is put in place for our vulnerable Learners, depending on the Learners’ 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
  • Hotspot Aspire Package
  • Reintegration Aspire Package
  • Personalised Aspire Package

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
  • Making the right choices
  • Support for bereavement and loss
  • Self-esteem intervention
  • ASPIRE tracker
  • Emotional intervention – support with stress, anxiety and mental health.
  • Breakfast Club
  • Break Club
  • Lunch Club
  • Reduced timetable

Supporting our Learners and their families

The Inclusion team also work with both Learners 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- Healthy Young Minds
  • Educational Psychologists
  • Visual Impairment Team
  • Hearing Impairment Team
  • Speech and Language therapists
  • School nurse
  • Health mentor
  • Tameside Families Together
  • INSPIRE family workers
  • Branching Out – Young people’s drugs and alcohol service
  • Tameside sexual health team
  • Off The Record Counselling
  • 42ND Street Counselling
  • Youth Offending Team
  • Team around the School
  • Voluntary Sector
  • Housing Associations

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

Rayner Stephens High School is a Centre of Excellence for Inclusion

I am immensely proud to share with you the fantastic news that Rayner Stephens High School has been recognised as a Centre of Excellence for Inclusion. This highlights the key strengths that have been identified during a two-day IQM inspection, which applies a robust framework to judge the school's performance in this key area.

Since taking up the position of Headteacher, the school has been on a rapid journey of improvement.  The key focus of leaders within the school has been to improve the provision for our young people and the community that we serve to ensure that every learner who attends has the best opportunities to succeed.  We have worked tirelessly to achieve this and we are delighted by the progress we have made so far.

The Inclusion Quality Mark assessment is the first external report that has been published since the old school was closed and Rayner Stephens High School was opened in September 2017.  This independent report was written following an intensive two-day visit. It uses a tight framework to judge the quality of inclusion provision.  The Inclusion Quality Mark is a nationally recognised endorsement of the quality of inclusion provision and to be awarded the Centre of Excellence at this point is a significant milestone in measuring the improvement that has taken place.  The yearly improvements in the quality of teaching and learning and inclusion provision have led to increased achievement, raised aspirations, better learner engagement and more positive attitudes to learning.

This report is fantastic evidence of the hard work that everyone in our school with the support of the AspirePlus Educational Trust has contributed over the past few years. We have succeeded in improving the culture and experience of school for our learners. As Headteacher, I am particularly proud of the comments made about our young people and the staff that work with them - ‘During the visit the students were very well behaved, fully engaged in tasks and were a credit to themselves the school and their families and this was clearly seen with the students I met and talked with and during lessons and around the school’ IQM April 2019.

It is important that we share this report as widely as possible and we use it to showcase the fantastic things about our school.  This morning we have launched the IQM report with our learners through a whole school assembly celebrating our fantastic achievement. Together with this letter you will have a chance to read the details of the report more thoroughly within the parent booklet. The full report is also available to read on our website.

I would like to take this opportunity to thank all our families for your support for the school and the changes we have implemented over the last few years.  We recognise that change can sometimes be difficult, but it has been necessary.  Our parents as a group within our community have and continue to be extremely supportive in their partnership with Rayner Stephens High School and have been a significant factor in the journey of improvement. We still have much to do and we are fully focused on our drive to improve the school even further, but it is important to use the report to reflect on how far we have come. I trust that in reading the report you will be able to recognise and celebrate your part in the school that is being described as well as that of the learners and staff.

Yours faithfully,

Ms F Beach
Headteacher

IQM Report