Every child at Richard Lander School is special and should experience success and reward wherever possible. Each individual should be given the opportunity to grow in confidence and to achieve to his or her potential. There can be barriers to learning for any child at any time, or of course such barriers can be on-going.
Within this broad framework it is important that we support those students who, for whatever reason, are not able to access the curriculum or who may have emotional or social issues, so that their needs are met and they are able to thrive.
Our Special Educational Needs and Disabilities (SEND) work means that students with any such need are properly identified, supported and their progress and welfare is monitored. Students are very much involved in this process as well as their parents, through the Graduated Response: Assess, Plan, Do, Review Individual Education Planning process. We also have effective communication with our primary partner schools, that we ensure a positive and successful transition as students enter the secondary school phase.
Further details of the school’s SEND provision can be found in the Richard Lander School SEND policy document.
Please feel free to contact Kerry Towers, SENDCO, should you have any queries or concerns.
On My Mind - website for young people
On My Mind has been launched to help young people have more engagement in mental health support and to give them a greater say in the treatment they receive and the outcomes they desire. The Anna Freud Centre has co-produced On My Mind with young people and it has been clinically approved by the Centre. The website is primarily for young people aged 11-25, but it is also a resource for GPs, schools or parents who can signpost young people to the website.
What is the Early Help Hub
The Early Help Hub identifies the most appropriate Early Help service for a child or young person aged from pre-birth up to 18, or 25 where young people have special educational needs or a disability. It does this by:
• Receiving requests from parents and professionals
• Ensuring that each request has appropriate consent
• Assessing the needs on the request and matching it with the right support service. This sometimes involves contacting the parent or professional to gather further information
• Allocating the request to the most appropriate community early help service
• If an Early Help service cannot be identified, every effort is made to signpost to other sources of support