All students have a right to a broad, balanced curriculum, relevant and differentiated to develop their abilities and maximise their potential, to provide stimulating, satisfying and progressive educational experiences and to equip them for adult life.

The Governing Body and staff of RPA welcome students of all abilities.

All members of staff at RPA are aware of their role and the responsibility they share for identifying and making effective provision for the additional educational needs of all students.

RPA actively encourages an effective partnership in developing and implementing a joint approach with the school in meeting additional educational needs and welcomes the involvement of families in the process of assessing and making effective provision for additional educational needs.

The academy recognises that communication is a vital aspect of our response to our students’ needs. The Staff of RPA actively engages in communication with Parents and other agencies in meeting the needs of our students.

RPA believes that students should be supported for their learning as well as to reinforce their personal confidence and self-esteem.

The Governing Body and staff of RPA recognise that additional educational needs are not static, that students and needs change over time and that all aspects of its policy require review on an annual basis and appropriate adjustments made.

Admission Arrangements

The school’s arrangements for admitting students apply, except in relation to those students with a Statement of Special Educational Needs.  Governors will ensure that students with additional educational needs join in the activities of the school with other students, so far as is reasonably practical and compatible with students receiving the necessary special educational provision, the efficient education of other students in the school and the efficient use of resources.

Primary/Secondary Transfer
Students with additional educational needs are identified through liaison with colleagues in our primary feeder schools both in and out borough.  Where possible all relevant information pertaining to a student is gathered from the schools, colleagues, parents/carers and external agencies.  At secondary transfer and when the students arrive at RPA some additional screening takes place currently in the form of CAT and GRT tests in Year 7.  In some instances additional literacy screening is required.  The data obtained from additional screening and the KS2 results are collated and disseminated into the SEN Register/Provision Map either prior to or shortly after admission.  This information is then distributed to all staff via SIMS.

Students with a Statement
Information concerning these students from in and out borough primary schools is made available early in the transfer process, whenever possible the SENCO will attend a Year 6 transitional review.  Admissions for students with a Statement of Special Educational Needs conform to statutory procedures.  Special arrangements are made to support the inclusion of students with a Statement.  These may include either the SENCO or a delegated member of the team, visiting the student at their school in the term prior to transfer.  Alternatively, RPA will invite the parents and other representatives to the school to discuss the transition with the SENCO and the headteacher or member of the senior leadership group.

Casual Admissions
Where students with additional educational needs enter during the course of the school year, enquiries are made prior to entry, from the parents and the previous school.  The SENCO is invited to attend the interview.

From words into action

SENCO: Helen Morris

SEND Information

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