| What is the Age Range of pupils at Rushey Mead | 11 to 16 years | |
| Special Educational Needs Coordinator (SENDCo) | Shireen Takolia | |
| Academy Councillor with responsibility for SEND | Rachel Fletcher | |
| Contact Information | Email (admin) | [email protected] |
| Email (SENDCo) | [email protected] | |
| Local Offer Webpage Link | Local Area Inclusion Plan | Leicester City Council | |
Introduction
At Rushey Mead Academy, we have a deep commitment to ensuring that every student, regardless of their starting point or individual needs, can access an outstanding education and achieve their full potential. Inclusion isn’t just a policy – it’s the foundation of everything we do, and we believe that every teacher is a teacher of SEND.
Our students and families describe Inclusion at Rushey Mead best:
“If you are having a bad day, someone will always help you.”
“Being kind is at the centre of all we do.”
“My daughter likes coming here, feels supported and has made some lovely friends.”
“At first I struggled coming to school, but now with the support of the school I come in every day and I actually made some friends which helps with my anxiety.”
Our approach is grounded in research evidence: we prioritise high-quality inclusive teaching as the primary driver of inclusion, ensuring that all students benefit from excellent classroom practice before we consider additional interventions.
Our Rushey 1-2-3 expectations – Be Kind, Work Hard, Develop Your Whole Self – provide the framework for how we support every student to thrive, both academically and personally.
What is SEND?
The Code of Practice 2014 states that:
‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’
The Four broad areas of need identified within the SEN Code of Practice 2014 are:
- Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc)
- Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc)
- Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc)
- Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc)
| Type of SEND | Provision In Place |
|---|---|
| Communication and Interaction (e.g. speech articulation, stammering, speech and language delay, autism etc) | The Speech and Language Therapists work with individual students from their caseload.
Advice is provided and shared with staff. The CLCI ASD link teachers work with individuals and provide specific advice for school. The Educational Psychologist provides advice and strategies for individual students. Enhanced transition arrangements ensure needs are identified and arrangements put in place as students move from KS2 and in Year 11 for post 16 provision. Connexions work with some students to ensure support is provided during transition. Bespoke individual support is available if professionals advise this is necessary. Personalised support and guidance where necessary. |
| Cognition and Learning (e.g. global learning difficulties, dyslexia, dyscalculia etc) | On entry, the school assesses students’ cognition and learning through MIDYIS tests, reading, literacy, numeracy tests are conducted and previous attainment levels at KS2 are reviewed. If any concerns are raised then further assessments and advice is sought.
These assessments might identify moderate learning difficulties (MLD) or specific learning difficulties (SpLD), which affects one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Interaction Support Team (CLCI) provide advice and guidance with assessments, suggesting and implementing programmes to meet individual needs. Educational Psychologists support with assessments, suggest and implement appropriate programmes. Primary school links take place during transition and throughout the academic year when necessary. Connexions support in transition plans to post 16 provision where appropriate. College representatives attend transition meeting when appropriate. Where appropriate, agencies submit reports for reviews and attend them. The following programmes are implemented when baseline assessments indicate a need: • Variety of reading interventions targeted to particular aspects of literacy including: Inference, Spelling, Handwriting interventions and Writing development • Targeted Maths interventions Small group and individual work where appropriate The following assessments are used in conjunction with observation to identify specific needs: • MIDYIS • Vernon spelling • Online literacy and numeracy assessments • Dyslexia checklist • Maths assessments Alternative provision is sought where necessary including bespoke programmes and at KS 4, Foundation Learning and Entry Level courses are identified. After school study clubs to support learning. |
| Social, Emotional and Mental Health Difficulties (e.g. anxiety, depression, eating disorders, obsessive, compulsive disorder (OCD) etc) | The school assesses students’ emotional and behavioural needs to ensure appropriate interventions are initiated and opportunities to address any issues identified.
Social and Emotional Aspects of Learning (SEAL) activities are incorporated into tutor time activities. We have good links with feeder primary schools, and the year 6 profiles are shared before transition and enhanced induction days and personalised transition arrangements for KS2-3 and KS4-5 for individuals who are moving to post 16 provision. Safeguarding, anti-bullying and behaviour policies and procedures all support students with SEMH needs. The school holds the ABC anti-bullying award. The following resources are used to support those children who have been identified with issues relating to SEMH difficulties: TAs are available to provide support, guidance, modelling and practice of skills if appropriate. Where necessary safe spaces are available for students in crisis. Bereavement support is offered and referrals to the Laura Centre if appropriate. The following bespoke and time limited interventions might be used to support a student with SEMH difficulties: Draw and Talk therapy Interactive Play and Social Communication Nurture and friendship groups Restorative justice For some students a personalised and bespoke timetable is required including PSPs Vocational learning opportunities are available at KS4 |
| Sensory and Physical Needs (Visual impairment, hearing impairment, sensory needs (e.g. autism, dyspraxia, toileting issues, physical disability etc) | A range of teaching and learning resources are used to take account of different learning styles and to compensate for reduced sensory or physical abilities.
Clear planning for the production of modified resources, with support from outside agencies where appropriate. Provision of differentiated and assistive resources and materials when planning delivery of lessons. Consideration of timetabling and location of rooms, which are suitably furnished. DDA compliant building, including where appropriate adaptations to the environment. The young person is aware of their own impairment and its limitations and implications for their own learning. The school enables the young person to take responsibility for their own learning environment. All environmental aspects of the school building have been considered with reference to special individual needs, and where appropriate further modifications are provided after support and guidance from appropriate agencies. The following are available to students with these needs: · Full access throughout the school · Use of lifts as appropriate · Disabled toilets · Fire evacuation using Evac chairs if required Adapted resources for ICT Specialist staff from the Hearing Support Team and Vision Support Team provides assessment and support where appropriate. Physiotherapy and occupational therapy are fully involved when a child’s need merits this. Links with disability sports provide help with inclusive practices. Enhanced transition arrangements ensure needs are identified and arrangements put in place as students move from KS2 and in Year 11 for post 16 provision. Other agencies are involved if appropriate. |
Where can I find the schools Accessibility Policy?
A copy of our Accessibility Policy and Accessibility Plan can be found on the Academy’s website.
Our facilities include:
- DDA compliant building with adaptations to the environment
- Full access throughout the school
- Lifts for students who cannot use stairs
- Disabled toilets
- Fire evacuation using Evac chairs if required
- Adapted resources
- Sensory spaces – Rushey Restoration, sensory room, sensory garden
- Consideration of timetabling and location of rooms, which are suitably furnished
All environmental aspects of the school building have been considered with reference to special individual needs, and where appropriate, further modifications are provided after support and guidance from appropriate agencies.
What are the admission arrangements for pupils with SEND at Rushey Mead?
We follow the Leicester City Council Admissions code and the Admissions department arrange all admissions to the academy.
What are the arrangements for supporting pupils with SEN who are looked after by the local authority?
Looked After Children fall within the scope of the ‘Guidance for Education of Looked after Children’.
The Lead Safeguarding Officer works closely with the SENDCO and SEND team to ensure all students reach their full potential.
This includes holding PEPs and applying for additional support where required.
For further information please contact our Designated LAC teacher Andrew Curran [email protected].
At Rushey Mead we prioritise high-quality inclusive teaching as the primary driver of inclusion, in line with research evidence. This means that before we consider additional interventions, we ensure that classroom teaching is exceptional for all learners.
Our teaching strategies include:
- Explicit instruction – clear, direct teaching of new concepts
- Clear modelling – showing students exactly what success looks like
- Scaffolded practice – breaking down complex tasks into manageable steps
- Retrieval practice – regularly revisiting prior learning to strengthen memory
- Carefully sequenced curriculum design – building knowledge systematically over time
These strategies are embedded across all departments, reducing the need for reactive interventions and ensuring that all students can access challenging, ambitious learning.
As our recent Challenge Partners’ review noted:
“Teachers have specialist information about individual students through a range of sources, including seating plans and knowledgeable teaching assistants (TAs). As a result, they make appropriate adaptations while maintaining high expectations.”
What expertise and training of staff do Rushey Mead provide to support pupils with SEN?
Our staff are exceptionally well trained and supported, with a comprehensive professional learning offer including:
- Whole-school professional learning sessions
- Faculty-based development
- Weekly TA training and co-planning
- Student Spotlights, Advice Cards and regular briefings
Student Spotlights provide detailed information about individual students’ needs, strengths and effective strategies. Advice Cards give teachers quick-reference guidance on supporting specific needs in their classrooms. These tools ensure high consistency in adaptive teaching and inclusive practice across all lessons.
As one professional noted:
“You are an incredible team of dedicated professionals who work tirelessly to support the vulnerable young people in your care. It is wonderful to see you sharing your empathy & support for students in such a genuine & meaningful manner.” – Academy Council visit, December 2025
What facilities are provided to assist access to the academy?
Our school aims to treat all its pupils fairly and with respect and this involves providing access and opportunities for all pupils without discrimination of any kind.
A copy of the Accessibility plan is available on the school website.
What equipment and facilities do we have to support pupils with SEND?
We provide exceptionally inclusive environments and provision, including:
- Adapted classrooms and spaces around school accessible to all students including visually impaired students and those using wheelchairs or walking frames;
- Adapted teaching resources and strategies;
- Sensory spaces (Rushey Restoration, sensory room, sensory garden);
- Structured pastoral and social support (Meet & Greet, clubs, mentoring).
These spaces enable pupils to access learning fully and develop a strong sense of belonging. Our Rushey Restoration space provides a calm environment for students who need time to regulate. Our sensory room and sensory garden offer therapeutic spaces for students with sensory needs. Safe spaces are available for students, ensuring they always have somewhere to go when they need support.
What support services are available?
We work in collaboration and partnership with all support services to ensure students’ needs are appropriately met. We make extensive and effective use of external specialists, including educational psychologists, CAMHS, physiotherapists, sensory impairment teams and careers services. Importantly, this input is used to strengthen classroom provision rather than replace it, maximising impact for students.
We work in partnership with:
- Educational Psychologists
- CAMHS (Child and Adolescent Mental Health Services)
- Learning, Communication and Interaction team (LCI)
- Speech and Language Therapists
- Hearing Support Team and Vision Support Team
- Occupational Therapy and Physiotherapy services
- School Nurse and School Counsellor
- Children’s Hospital School
- Educational Welfare Officers
How does Rushey Mead adapt the curriculum and the learning environment of pupils with SEND?
All students access a broad and balanced curriculum. A graduated response is adopted for students identified as having SEND. Provision is identified and managed by the SENCO and Learning Support faculty, but will be planned and delivered by teaching and support staff as part of Quality First Teaching.
We implement a rigorous graduated approach (assess–plan–do–review), ensuring support is:
- Responsive and evidence-informed;
- Regularly evaluated for impact;
- Adapted quickly where needed.
This creates a dynamic and continuously improving model of provision rather than a static system. We don’t simply put support in place and leave it – we constantly monitor, evaluate and refine our approach based on what’s working for each individual student.
“I like Rushey Mead Academy because it is the best school of the world and when I was new to Academy Rushey Mead Academy helped me as a family”. Year 9 Student new to the UK at the start of the year
The curriculum is tailored to students with high level needs through their EHCPs, and all staff support students in achieving their learning outcomes. Our curriculum is designed to be ambitious and accessible for all learners.
For students with Communication and Interaction needs:
- Speech and Language Therapists work with individual students
- Advice is shared with all staff working with the student
- The CLCI ASD link teachers provide specific advice and strategies
- Educational Psychologists provide tailored strategies
- Enhanced transition arrangements from Year 6 and to post-16
- Bespoke individual support where professionally advised
- Personalised support and guidance
For students with Cognition and Learning needs:
We use a range of assessments to identify specific needs:
- MIDYIS
- Literacy and numeracy assessments
- Dyslexia checklist
- Maths assessments
Based on these assessments, we provide:
- A variety of reading interventions targeted to particular aspects of literacy (inference, spelling, handwriting, writing development)
- Targeted maths interventions
- Small group and individual work where appropriate
- After-school study clubs to support learning
- At KS4, Foundation Learning and Entry Level courses where appropriate
- Additional interventions where necessary, including bespoke programmes
For students with Social, Emotional and Mental Health needs:
We assess students’ emotional and behavioural needs to ensure appropriate interventions are initiated. Our support includes:
- Social and Emotional Aspects of Learning (SEAL) activities incorporated into tutor time
- Enhanced transition arrangements from Year 6 and to post-16 provision
- TAs available to provide support, guidance, modelling and practice of skills
- Safe spaces for students in crisis
- Bereavement support and referrals to the Laura Centre if appropriate
- Time-limited, bespoke interventions including:
- Draw and Talk therapy
- Interactive Play and Social Communication
- Nurture and friendship groups
- Restorative justice
- Social Stories
- Personalised timetables where needed, including Pastoral Support Plans (PSPs)
- Vocational learning opportunities at KS4
Our safeguarding, anti-bullying and behaviour policies all support students with SEMH needs.
For students with Sensory and Physical needs:
We use a range of teaching and learning resources to take account of different learning styles and to compensate for reduced sensory or physical abilities:
- Clear planning for modified resources, with support from outside agencies
- Differentiated and assistive resources and materials
- Consideration of timetabling and location of rooms
- DDA compliant building with adaptations to the environment
- Full access throughout the school
- Use of lifts as appropriate
- Disabled toilets
- Fire evacuation using Evac chairs if required
- Adapted ICT resources
Specialist staff from the Hearing Support Team and Vision Support Team provide assessment and support. Physiotherapy and occupational therapy are fully involved when a student’s need merits this. We have links with disability sports to support inclusive practices.
“The dedicated staff go above and beyond to not only educate, but to nurture each student’s unique talents, encouraging personal growth and self confidence. With their unwavering support and guidance , I have been empowered to strive for excellence both academically and personally, in an environment that truly values and activates my potential.” Year 7 student
How does Rushey Mead ensure that pupils with SEND are enabled to engage in activities available with pupils in the academy who do not have SEND?
Pupils with SEND are fully involved in the wider life of the school, with participation carefully tracked and supported. This leads to high levels of engagement, belonging and personal development.
We ensure this through:
- All staff having a keen commitment to inclusive education – our ‘every teacher is a teacher of SEND’ philosophy means that inclusion is everyone’s responsibility
- SENDCo and teaching assistants advocating on behalf of SEND students – we ensure that students’ voices are heard and their needs are met
- Close monitoring of school activities uptake – we track participation to ensure SEND students are engaging at proportionate rates at least
- Active encouragement of participation through the Rushey Passport – our enrichment programme actively promotes involvement in clubs, trips, leadership opportunities and wider experiences, and participation is encouraged and monitored by the student’s key worker as well as their tutor.
As Challenge Partners noted:
“Relationships between staff and students could not be stronger, built on an atmosphere of mutual respect.”
What steps are taken to prevent pupils with SEND from being treated less favourably than other pupils?
We have robust monitoring systems in place to monitor every aspect of a student’s experience to ensure there is equality of access and fair treatment for all according to need.
We have an inclusive curriculum to ensure equality of opportunity and high expectations regardless of starting points. Our approach is underpinned by the Equality Act 2010 and our commitment to making reasonable adjustments for all students.
“Rushey Mead Academy is a supportive school, which helps everyone to become a kind and hard working person. Rushey Mead is a very welcoming school and helps you to be the best you can.” Year 7 student
How will Rushey Mead evaluate the effectiveness of the provision made for pupils with SEN?
We have systematic, comprehensive and consistently implemented inclusion systems, including:
- Weekly meetings to review vulnerable pupils
- Termly tracking and ongoing data analysis
- Advice Cards and Student Spotlights used across all classrooms
- Regular QA (lesson visits, work scrutiny, pupil voice) confirming consistency
This ensures that our provision is dynamic, responsive and effective.
We evaluate the effectiveness of our SEND provision through:
- Termly data tracking through the Rushey Mead Assessment Framework
- Reports to parents including Annual Reviews for EHCPs
- Annual school self-evaluation and improvement planning
- Peer review via Challenge Partners – external validation of our practice
- Observations, monitoring and quality assurance from professionals working for specialist agencies and by those at school
- Evaluating GCSE outcomes and using the information to plan for the following academic year
- Student voice – we actively seek and act on feedback from students
- Family feedback
“I went through a massive period in my life where I felt quite lonely and I didn’t really feel accepted and this school has been helping me to do the best I can, to be the best I can be, and I’m really thankful to Rushey Mead for that.” – Year 8 student
How does Rushey Mead assess and review pupil’s progress towards outcomes
We assess and review pupils’ progress towards outcomes through:
- Regular tracking and analysis of SEND performance data – comparing progress to peers and national benchmarks
- Assessment information from subjects – detailed subject-level tracking
- Pupil pursuits – observations to monitor and quality assure our provision
- Mentoring meetings – specifically for SEND students to discuss their progress and support
- Meetings with parents and students – collaborative review of progress and next steps
As Challenge Partners noted:
“Disadvantaged students and those with SEND make excellent progress from their individual starting points because they are known and their respective needs are consistently met in class.”
How does Rushey Mead consult parents of children with SEND and involve them in their child’s education?
We work in partnership with parents/carers to provide an education of the highest quality, which celebrates everyone’s success in a stimulating and caring environment where all our differences are valued. We believe the relationship between Rushey Mead Academy and parents/carers is a partnership which involves a two-way process. We recognise and value the input of the family and believe that this has a crucial bearing on a student’s educational progress, and on the effectiveness of any action the school may take.
We work highly effectively with parents and families, and we aim to ensure parents/carers are supported and informed through:
- Regular communication via telephone calls, emails, meetings – keeping you updated on your child’s progress and any concerns;
- Annual reviews for EHCPs – collaborative planning for the year ahead;
- Termly tracking – sharing progress data and celebrating successes;
- Coffee mornings and workshops – informal opportunities to meet other parents, ask questions and learn about how you can support your child at home;
- Parents’ evenings – opportunities to meet with subject teachers and discuss progress;
- Meet the tutor evenings – an opportunity to meet with your child’s tutor and Year team, and also speak about careers, learning support, PSHE;
- Multi-agency meetings – bringing together all professionals supporting your child;
- Translation and personalised support/signposting where needed – ensuring all families can fully engage, regardless of language barriers
This ensures that families are active partners in supporting students’ success.
Our parents tell us:
“My daughter likes coming here, feels supported and has made some lovely friends.”
“A has settled in really well and has really enjoyed coming to school. He even wants to attend when he is ill!”
“Mum expressed that A is ready for college but would like her to stay at Rushey forever.”
How does Rushey Mead consult pupils with SEND and involve them in their education?
We consult pupils with SEND and involve them in their education through:
- Annual reviews for students with an EHCP – students are active participants in planning their support;
- Parents’ evenings – students attend and contribute to discussions about their progress;
- Mentoring meetings – one-to-one meetings with a key worker to monitor progress and gather feedback;
- Student voice activities – regular opportunities to share views about provision;
- Observation in lessons – seeing how strategies are working in practice;
- Consultation and feedback from external professionals – students have the opportunity to discuss their provision with external support services.
As Challenge Partners noted:
“The caring supportive culture in the school was summed up by two vulnerable students, one quoting, ‘If you are having a bad day, someone will always help you’. Another added, ‘Being kind is at the centre of all we do’.”
“When I started in year 10 I was not confident in my speaking but with support my confidence has grown. I receive interventions in the morning which helps me with my reading exams and life skills. I feel very supported in lessons and I also feel I can talk to any staff when I am worried.” Year 11 student
What support for improving emotional and social development does Rushey Mead offer?
We have a trained and experienced pastoral and SEND team of staff, including 2 specialist Level 3 SEMH TAs, who support with students’ social and emotional development. Teachers also have training and a wide body of experience and expertise to draw upon.
Our support for emotional and social development includes:
- Social and Emotional Aspects of Learning (SEAL) activities incorporated into tutor time.
- Meet & Greet provision – ensuring students start the day positively.
- Clubs and mentoring – building relationships and social skills.
- Safe spaces – Rushey Restoration, Sensory room, Sensory garden.
- Therapeutic interventions – Draw and Talk therapy, Interactive Play and Social Communication
- Nurture and friendship groups – developing social skills and relationships
- Restorative justice – repairing relationships and building understanding
- Bereavement support – including referrals to the Laura Centre.
- Kindness Ambassadors – student ambassadors who have received mental health training to support their peers
Safeguarding and Wellbeing
Our safeguarding, anti-bullying and behaviour policies all support students with SEMH needs.
Students’ safety and wellbeing is of paramount importance. Our excellent pastoral support system with our Team around the year Group ensures that students are helped to do their best and are happy in school. Students feel safe, nurtured and supported.
“Rushey is not just a school, it’s a safe haven where worries wash away.” Year 7 student
How does Rushey Mead involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting pupil’s SEN and supporting their families?
We have a history of very strong multi-agency working and safeguarding, ensuring that we receive the most appropriate support from external agencies. Rushey Mead Academy works in partnership with other agencies to provide integrated support based on the needs of the student.
External Agencies We Work With
The main external support agencies we work with include (this is not an exhaustive list):
- Educational Psychologist – assessment, advice and strategies for individual students
- CAMHS support – mental health assessment and intervention
- Learning, Communication and Interaction team (LCI) – specialist advice for communication needs and autism
- Children’s Hospital School – supporting students with medical needs
- School Counsellor – therapeutic support
- School Nurse – health assessments and advice
- Educational Welfare Officers – supporting attendance and engagement
- Speech and Language Service – assessment and therapy
- Occupational Therapy – supporting physical and sensory needs
- Hearing Support Team and Vision Support Team – specialist assessment and resources
- Physiotherapy – supporting physical development and mobility
- Connexions – careers advice and transition support
- Social Care – for students known to social services
- Leicester City in the Community – Inspires mentoring programme delivered in school 4 days per week
Support for Looked After Children and Children Known to Social Care
Support for pupils known to social care is robust and well-coordinated, including:
- Termly PEPs with clear academic and personal targets
- Strong DSL involvement in multi-agency working
- Regular attendance at core groups, reviews and strategy meetings
- Effective use of CPOMS and safeguarding systems
Looked After Children fall within the scope of the ‘Guidance for Education of Looked after Children’. Our Lead Safeguarding Officer and Designated LAC teacher Mr Curran works closely with the SENCO and SEND team to ensure all students reach their full potential. This includes holding PEPs and applying for additional support where required.
Partnership with Leicester City Council
We demonstrate strong partnership working at local and trust level, contributing to SEND strategy, sharing best practice and ensuring families can access the wider Local Offer.
For information about the wider support available in Leicester, please visit the Local Offer: Local Area Inclusion Plan | Leicester City Council
How does Rushey Mead support pupils with SEND in the transfer between phases of education/the preparation for adulthood and independent living?
Transition from Primary School
Our transition processes are highly effective, including:
- Early identification and planning from March of Year 6
- Additional visits and tailored induction for vulnerable pupils
- Summer school provision
- Evidence from student and parent voice showing strong levels of confidence and belonging
We have good links with feeder primary schools, and Year 6 profiles are shared before transition. We provide enhanced induction days and personalised transition arrangements for students with SEND.
As Challenge Partners noted:
“(There is) a comprehensive approach to managing the transition into the school in Year 7, with students selected to attend a summer school, and includes a range of specific interventions from ‘learning to learn’ to targeted interventions.”
Parent feedback demonstrates the success of our transition:
“A has settled in really well and has really enjoyed coming to school. He even wants to attend when he is ill!”
Early Identification
We have a highly effective system for early identification and assessment of need. On entry to Year 7, we assess students’ cognition and learning through:
combining:
- Structured transition processes with primary schools
- Baseline assessments (MIDYIS, reading ages, Bell Framework)
- Review of previous attainment at KS2
- Teacher observation and professional dialogue
- Ongoing pastoral and safeguarding intelligence
If any concerns are raised, we seek further assessments and advice immediately.
This multi-layered approach ensures that emerging needs are identified quickly and accurately, including those that may otherwise be masked.
As Challenge Partners noted:
“Staff use a range of assessments to tailor support strategies for individual students.”
Transition to Post-16 Provision
We have strong transition arrangements for post 16 provision including an exceptional careers team and enhanced visits to colleges, resulting in no NEET students.
Our post-16 transition support includes:
- Connexions support in transition plans to post-16 provision where appropriate
- Enhanced visits during Year 11 for students with SEND
- Careers advice from in-school specialist careers advisors
- Mock interviews for all students
- Personalised support for students with SEND transitioning to further education or supported employment
We are proud that we have no NEET students (Not in Education, Employment or Training)
“Rushey Mead gave me the opportunity to make new friends and explore places where I wouldn’t go myself, furthermore the Leicester University trip allowed me to explore the Leicester University campus and also consider University as an option for further education.” Year 10 student
How are SEND students supported in the event of remote or blended learning?
During a period of remote or blended learning every EHCP or high needs student will be allocated a teaching assistant who will keep in regular contact with them whilst they are working from home. They will provide regular telephone or Teams support for both emotional wellbeing and support to access and complete on-line lessons.
Complaints Procedure
If you have any concerns about the provision made for your child, we encourage you to speak to us as soon as possible. In the first instance, please contact:
- SENDCo: Shireen Takolia – [email protected]
- SEND Administrator: [email protected]
We are committed to working in partnership with families and resolving any concerns quickly and effectively.
A copy of our full complaints procedure is available on the school website.
Next review date: – October 2026
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