How does the school know that young people need extra help? What should I do if I think that my young person may have special needs?
Reddish Hall School is an Acorn Education and Care Independent day special school for students between the ages of 5 -18.
The staff at Reddish Hall School have a proven track record of successfully meeting a wide range of Social, Emotional and Mental Health needs. We are experienced in recognising and working with a wide range of additional challenges students face, including Autism, speech language and communication difficulties, dyslexia, dyspraxia, ADHD, and SpLD. The school prides itself on being able to offer an appropriate curriculum for students ranging in ability from those with Moderate Learning difficulties to those who are gifted and talented.
All students who attend Reddish Hall School have an Educational Health Care Plan which both identifies the young person’s primary and additional needs and identifies the school as the most appropriate provision for the young person. Individual needs are reviewed annually through the Annual Review of the Plan.
All students attending Reddish Hall School are comprehensively base-lined in each subject area, tested for literacy and numeracy difficulties and, where appropriate, assessed by a Speech and Language Consultant. The school also receives regular input from an Educational Psychologist who, again where appropriate, can assess and advice on individual student needs.
Academic progress, together with the progress made against the students’ individual statement objectives, is monitored regularly by the Head teacher. Where students are not making expected progress staff work together to design, implement and evaluate interventions to support them. The school regularly communicates with parents about interventions, and works alongside parents in enabling them to support learning at home. We also liaise directly with all relevant and associated professionals.
How will the school staff support my young person?
Targets are set that are aspirational but achievable, and the progress made is reviewed each term or more frequently by teachers. We use continual teacher assessment to identify how well students are making progress academically and in terms of identified needs. We use this information to tailor learning to work on any areas that need to be developed.
Each class has its own teaching assistant who works closely with the group both within the classroom and during non-curriculum activities. Our TA’s monitor each student’s behaviour and, where necessary, contribute to setting targets, which encourage individual students to perform to the best of their ability and potential.
The TA works alongside the classroom teacher, providing additional support for learning, according to a student’s individual needs, in a caring and structured environment. It is the role of the TA to encourage the building of positive relationships within the group, aiding social development and integration. TA’s get to know their students very well and liaise closely with the pastoral team to promote high standards of behaviour and attainment in all the members of their group.
The school has a designated family liaison officer, Jane Neale. Jane’s role is multi-faceted and covers:
- Supporting good attendance
- Supporting children and families using the common assessment framework (CAF)
- Accessing available community / other agency support for families
- Advocating for young people
At Reddish Hall School we work closely with other professionals to ensure that all of the needs that are outlined on ECHP are met.
School Governance is the responsibility of Acorn Education and Care who ensure that all procedures and school systems are robust, and that policies are in place, and are working effectively. Parents have representation by school audits and parent Questionnaires.
Students at Reddish Hall School make outstanding progress both behaviourally and academically over time and the majority students leave school with a range of GCSEs and other accreditations such as City & Guilds.
How will the curriculum be matched to my young person’s needs?
The school places great emphasis on literacy and numeracy skills. The curriculum is designed:
- To provide opportunities for all students to learn and achieve
- To promote students’ spiritual, moral, social and cultural development and prepare all students for the opportunities, responsibilities and experiences of life
Students are encouraged to learn through use of a broad and balanced curriculum, whilst individual programmes of learning and behavioural support are designed to encourage success and aid the development of self- esteem. Students’ spiritual, moral, social and cultural development is supported in a number of ways including direct teaching, the promotion of the school ethos of mutual respect and trust, educational visits and individual tutorial sessions.
During Key Stages 2 and 3, students study the three core subjects – English, Mathematics and Science. In addition they study Computing, History, Geography, PSHE, Religious Education, Art, Outdoor Education, Careers and PE. There are also enrichment activities, including debate and MFL.
Strategies to promote literacy and numeracy across the curriculum are key to our success. Students who need individual support to enable them to become more competent in literacy and numeracy will be provided with 1-1 sessions with specialist staff to achieve this.
During Key Stage 4 students also follow the National Curriculum. All students will study English, Maths, Science, PE and PSHE. KS4 children choose three options in year nine to begin when they start year 10. These include GCSE Geography, GCSE History, GCSE RE, BTEC Sport, GCSE Art, GCSE Computing, BTEC Food and ASDAN.
How will both you and I know how my young person’s doing and how will you help me to support my young person’s needs?
Teachers check learning carefully throughout lessons and in tests where appropriate. Students’ work is marked regularly, with feedback delivered in a way that is useful to pupils. These highly effective strategies for assessment contribute substantially to the high levels of engagement in learning.
We demonstrate progress to parents at the end of each term via a progress report, whilst a comprehensive Annual Review Meeting is held once a year.
What support will there be for my young person’s overall well-being?
We are committed to multi agency working to ensure that the needs of young person are met. Our work with other agencies is frequent, sustained and responsive to student and family needs.
Professionals from other agencies such as Educational & Clinical Psychologists, Speech and Language Therapy; Occupational Therapy, HYMS, and Social Care support the work of the school on a regular basis. These agencies work with us to support students, devise strategies and offer training and advice whenever necessary.
We have experience of working with the other agencies around issues of sexual exploitation and staying safe. For students with very high levels of anxiety we teach coping strategies to help them remain calm.
We encourage students to use their student voice to raise any concerns or issues that they have. The School Council meets regularly and brings any issues to the fore. Students are also involved in planning for their care and targets through self-assessments, questionnaires, Annual Reviews.
What specialist services and expertise are available at or accessed by the school?
Tennille Burton is Reddish Hall’s Wellbeing Co-ordinator. A qualified psychotherapist, she triages and oversees young people who require additional therapeutic support, including speech & language therapy, occupational therapy and additional therapeutic input, including play therapy.
What training are the staff supporting children and young people with SEND had or are having?
As part of our on–going continued professional development programme we have worked with professionals on a wide range issues including Autism, online exploitation, de-escalation strategies and safeguarding. Staff are all trained in therapeutic parenting and use the PACE approach.
We have daily meetings where we discuss best approaches and strategies for meeting the needs of the students. Where appropriate, additional professionals attend these meetings to provide their input.
Staff regularly receive high quality training regarding safeguarding, and all school staff receive continual safeguarding training.
How will my young person be included in the activities outside the classroom including school trips?
Our off site visits are designed to enhance curricular and recreational opportunities for all of our students. Off site visits are also designed to create opportunities for developing independence, communication and self- management skills, and to promote positive self-esteem. We have a rigorous in-house health and safety screening for all of our of site education and work placements. This will involve working with each placement to make them aware of individual student needs and targets for the duration of the work placement and ensuring that those involved in teaching our students off site are also aware of specific SEN.
All students have the opportunity to take part in our fantastic Outdoor Education Programme. This programme centres on a variety of activities and adventures that looks to build self-esteem, independence, team working, and social skills and importantly is also great fun!
Activities include mountain biking, team building, hill walking, canoeing, climbing and an overnight camping expeditions. The programme is delivered by a highly experienced Outdoor education team who are contracted to the school. The Outdoor education team work with our own specially trained staff to deliver an exciting, educational, yet safe programme of activities. The programme has been set up to help our students build their self-esteem and confidence.
Students are taken out of the classroom and their comfort zone, enabling them to develop new skills and qualities. Outdoor education takes place in all weathers, giving students a fantastic sense of achievement in completing activities they would normally regard as too challenging.
How will the school prepare and support my young person to join the school, transfer to college or the next stage of education and life?
To ensure successful school placements the school operates a successful admissions process whereby referral paperwork is scrutinised, students are invited into school with parents/carers and relevant professionals for an informal interview. This is followed up by a home visit. The final decision is arrived at by the school but always takes into account the students views and wishes.
We run a series of transition events for new students, we work closely with parents and carers, children and their previous schools throughout the transition stage to create bespoke transition packages that meet individual need.
Careers Education and transition planning is an important part of the Annual Review process from Year 9 onwards. Students meet with their careers advisor regularly from Year 9 to discuss ideas about college training or employment. We work closely with a number of colleges across greater Manchester and placing Local Authorities, regularly discussing courses on offer and respective entry requirements. Students in Year 10 have the opportunity to study vocational courses at a local college each week, to familiarise themselves with a college setting.
Students in Years 10 and 11 undertake a block work experience placement, and we offer opportunities for weekly on-going work experience in our local community. We work closely with other providers to ensure that the transition post 16 is as smooth as possible.
How are the school’s resources allocated and matched to young people’s special educational needs?
The majority of the school’s resources are used to provide small class sizes with appropriate levels of staffing. Pupil Premium funding is received for some students and these funds are spent on meeting the individual needs of students and enhancing their educational experience. All of our classes are provided with a wealth of resources to ensure the delivery of a personalised curriculum by subject specialised and qualified teaching staff.
How is the decision made about what type and how much support my child will receive?
A student’s Education Health Care Plan identifies the level of support required to meet their needs. This is agreed through discussion between the school and the placing Local Authority.
We plan provision to achieve the objectives outlined for each individual student and address any difficulties identified by internal school assessments.
On occasions personal 1:1 student support can be provided by the school in agreement with the placing Local Authority.
How are parents involved in the school? How can I be involved?
At Reddish Hall School we believe in working in partnership with parents and carers to achieve the very best outcomes for students. We communicate regularly with parents, through phone calls, progress reports and Annual Reviews.
As a school we welcome contact from parents and would encourage parents to contact us if there are any questions or concerns.
* Updated 10th February 2021
Who can I contact for further information?
Please contact Sarah Makin, The Headteacher at:
Reddish Hall School, Denstone Road, Reddish, Stockport SK5 6UY
T: 0161 442 1197