How will Laurus Ryecroft know if a child needs more support?

Laurus Ryecroft is committed to the early identification of SEND. We ensure that our staff understand that SEND is not only highlighted by attainment, and that all students have different strengths and areas to develop.

To support early identification, our SEND team:

  • work closely with teachers and Heads of Year to understand each student’s needs and put the right support in place. We will also address any concerns raised about social, emotional or academic progress
  • work closely with local primary schools to ensure we are aware of any additional needs before students join us in Year 7
  • communicate with parents, carers and students to respond to any concerns raised
  • regularly observe students in different settings
  • screen all students in Year 7 to identify any literacy or numeracy needs
  • use progress data to identify students who are working below expectations
  • track progress through termly KASH reports (Knowledge, Attitude, Skills and Habits for each subject)
  • review progress data and the impact of interventions to make sure every student receives the right support

What to do if you think your young person has SEND

If you believe your child may need additional support and would like some advice, here’s what to do:

  1. Contact our SEND team by email – [email protected]
  2. Our SEND Leads will respond to discuss your concerns or queries.
  3. SEND Leads will then liase with your young person’s teachers to get their feedback.
  4. Our SEND Leads will be in touch to discuss next steps and support plans.

What is the Student Support Centre?

Student Support is a suite of rooms located on the second floor of the building. Students may come to Student Support for a variety of reasons including:

  • to receive individual and small group academic intervention
  • to receive support from external agencies such as the school nurse, the autism partnership and our counselling service
  • to reintegrate into school following a period of absence
  • to have time out of lessons to de-escalate and/or to reduce their anxiety if this is identified as part of their provision during transition
  • to complete assessments in a quieter environment with support, in accordance with the advice of the psychometric assessor
  • to access support from staff during break and lunchtimes with any issues they encounter during the school day