The Rissington School

- The Rissington School village site has ramp access to the rear of the main building. It has a widened doorways to allow wheelchair access and has an accessible toilet. The upper classrooms are accessible via a stair lift. The extension at Upper Rissington is designed to be fully accessible to all. Classroom equipment is accessible to all children regardless of their needs, and where additional needs are identified (visually impairment) further advice is sought.

- Extra Curricular activities are available and accessible to children with SEND.

- Children with specific needs with have additional members of staff to help them access the school, curriculum and clubs.

- The SENDCo’s job is to support the class teacher in planning for children with SEND

- Whole school training is given to staff as and when appropriate

- Staff, who need additional training, are either sent on training courses, or are provided with in-house training when needed.

- The SENDCO is involved with the SEND cluster group based in the North Cotswolds.

- Educational Psychologists and Advisory Teaching Service advisors are involved in training and giving advice to TAs and staff as well as National Health Service specialists such as the Speech and Language Therapist.

- Services which visit the school to help with support/advice and training:

o Parent Support Advisor
o Occupational Health Service
o Advisory Teaching Service for Hearing Impaired, Communication and Interaction
o Educational Psychology Service
o School Nurse
o Specialist Health Advisors (e.g. Diabetes team)
o Speech and Language team

- Provision for each child is met on an individual basis. Some children will have support in class; others will be withdrawn for short periods to cover individual work, while some will work on a differentiated curriculum in groups.

Class Teacher input: Teachers endeavour to provide excellent classroom practice.

- The class teacher will have the highest possible expectations for your child and all pupils in his/her class.

- Teaching will be based on building on what your child already knows, can do and can understand.

- Different techniques and ways of teaching are utilised to fully involve children in their learning in class (e.g. more practical learning).

- Specific strategies are in place to support your child to learn – these may have been suggested by the SENDCo or outside agencies.

- Your child’s teacher will carefully check your child’s progress and will decide how to meet gaps in learning to help him/her make the best progress possible.

- Specific Group work with a smaller group of children.

These groups are called intervention groups or social groups

- They can be run in the classrooms or outside of them

- They can be run by a teacher or teaching assistant

- Your child will engage in the group session with specific targets to help him/her to make more progress

- Sometimes an external professional will guide or run these groups

Specified Individual support

- This can be provided in a classroom setting or outside of the classroom

- This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan

- Children who receive this level of support have been identified by the class teacher, SENDCo and outside agencies to need a particularly high level of support

- Specialist support in school from a professional outside the school - e.g. Advisory Teaching Service, Educational Psychologist may be needed, which would mean a request to the local authority for a EHC Plan or Statutory Assessment

- Once an EHC Plan is in place, it would outline the type of support required and how the school will deliver this support.