As part of the Children and Families Bill 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can supportInsert/Edit Link children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- How are classes and the curriculum organised in the school?
- Teaching methods used
- Links with mainstream schools/ colleges
- Range of support available my child
- Dealing with concerns
- Involving parents/ carers
- Measuring children's progress
- Support and training for school staff
- After school and holiday activities
- Transitions - starting school and moving into adult life
- Support and training for parents/ carers
- Further information for families and practitioners
The New Rush Hall School is a day special school for children and young people aged 5 to 16 years who have behavioural, emotional and social difficulties (BESD). Pupils are in classes of 8 maximum, with a teacher and a Learning Support Assistant. The school has capacity for 64 pupils, 24 in Primary and 40 in the Secondary department. We also have an Early Years’ provision which works with 16 children, with no more than 12 on site at any one time. These children attend mornings only and return to their mainstream school after lunch.
Pupils attending the school have a Statement of Special Education Needs which outlines their behavioural, emotional and social needs as well, as any learning difficulties.
We believe that every child has a right to achieve, and that every parent and carer has the right to expect that the school will do its very best for their child. To achieve this, we work in partnership with parents, carers and mainstream schools as well as other agencies as appropriate. We also believe that children and young people must learn to take responsibility for their own behaviour and that self-discipline is a skill which has to be, and can be, learnt. Since this is difficult at times, we operate within a structure in which everybody is clear about the rules, regulations and expectations. We manage pupil behaviour through a policy and procedures which are clear, coherent and consistently applied.
What are the departments (campuses), class sizes and staffing levels? Is there a sensory curriculum and life skills curriculum for older pupils?
The School is organised into three areas – Early Years, Primary and Secondary Departments.
We have 2 Early Years classes of 6 children each.
We have 24 places in Primary, organised in 3 classes of 8 pupils. Class groups usually accommodate 2 year groups.
In the Secondary Department we have places for 40 pupils, generally organised in 5 classes of 8, one for each year group.
All classes are staffed by a Teacher and at least one Learning Support Assistant. We deliver the full range of the National Curriculum as well as individual programmes of literacy, numeracy and speech and language support, as appropriate.
What different kinds of special teaching methods and resources would be used to meet my child's needs?
Special Literacy Programmes
Pupils are taught in small classes of maximum 8 by a teacher experienced in managing challenging behaviour who also has an interest in understanding the factors which affect behaviour.
We provide 1:1 additional literacy and additional numeracy support programmes, overseen by a specialist teacher.
The school offers the full range of the National Curriculum and specialist ICT, Spanish, Music and PE teachers work across Departments.
Does the school have links with mainstream schools/ colleges?
- Re-integration programmes
- Inclusion opportunities
A Leaning Support Assistant in each Department has been designated to support pupils on reintegration programmes to mainstream schools, as appropriate.
What agencies and services can provide support to my child?
- Speech and Language Therapy (SALT)
- School Nursing
- Child and Adolescent Mental Health Services (CAMHS)
The school employs a small team of child and adolescent psychotherapists who can offer weekly therapy sessions to children, as well as support to parents and consultation to staff.
How would I let the school know of concerns about my child's learning, progress or well-being?
We maintain close links with parents and would ask them to contact us immediately if they have concerns. The first point of contact is the class teacher or form tutor or Head of Department. Parents can also contact the Head of School directly.
Early Years and Primary children take home a daily report, which we ask parents to read, sign and return to school. There is a section on the report sheet where they can write comments, including concerns. Parents of Secondary pupils receive a weekly report by post. All pupils receive a more detailed report termly, which outlines academic achievement as well as behavioural, emotional and social improvements.
The school follows the LB Redbridge safeguarding protocols.
How does the school involve parents/carers and pupils in decision making at school?
- Planning meetings
- Parent consultations
- Regular contact between home and school
We understand the impact of a child’s challenging behaviour on parents and families. When pupils first start at the school we offer consultation meetings with one of our child psychotherapists. This support can be on-going with weekly, fortnightly or monthly meetings as appropriate. We invite parents to two reviews each year – one of these is the Statutory Review - and we host two Parents’ Evenings annually. Parents can make an appointment any time to meet with a classteacher, Head of Department or Head of School.
How will the school know how well my child is doing and how will they inform me about this?
We track both academic attainment and pupils’ social, emotional and behavioural progress.
Academic attainment is measured and recorded through a series of assessments including formal, moderated tests. Pupils take Key Stage 2 SATs at the end of Y6 and GCSE and other examinations at the end of Y11. Some pupils take these examinations earlier. Teacher Assessments are reported at the end of Y9.
All pupil academic attainment is measured twice-yearly and recorded on the school’s Management Information System. This is sent to parents in termly reports, review reports and an end-of-year report. Secondary pupils meet with teachers in an Academic Review day in mid-February. This provides them with an opportunity to discuss progress, review targets and discuss next steps in their learning.
We record pupils’ individual behavioural, emotional and social development using the Muntham House Outcomes Wheel, which also enables us to compare our BESD data with 60+ similar schools nationally.
How are school staff trained and supported to work children who attend the school?
We recruit highly successful and effective mainstream teachers and instructors and Learning Support Assistants who have the aptitude, resilience and expertise to do this type of work and who have an interest in understanding the factors which affect behaviour. In consultation with the Tavistock and Portman NRH Foundation Trust we provide training on the emotional factors which affect teaching and learning. Subject staff attend appropriate courses to ensure that their specialist knowledge is up-to-date.
What after school or holiday activities are available?
At this time the school does not provide after school or holiday activities.
How will the school support my child to change classes, transfer to a new school or prepare for adult life?
We plan carefully for transitions at each stage of a child’s schooling. When transitions take place within the school, parents are involved in decision-making at an early stage. Pupils have an opportunity to spend time in their new class in advance of the transition and the staff teams of both Departments holds a number of meetings to discuss the academic, emotional, social and behavioural needs of incoming pupils.
When a child is transferring to a mainstream school we also arrange a phased return with support.
What support and training is available from your setting to parents and carers?
We support parents through meetings with our psychotherapists or teachers as appropriate. We also have a Parent Handbook which can be downloaded from the school website (see link below).
For more information please visit the website(s) via the links below.