.png){kind=logo}
SEMH Provision at Rushey Green
Children with Special Educational Needs
A child is deemed to have special educational needs if he or she has a significantly greater difficulty in learning than the majority of children of the same age. The school is committed to the early identification of, and provision for children with special needs. We have a clear policy, and a specially designated teacher known as a Special Educational Needs Disability Co-ordinator (SENDCO) to ensure that children with special educational needs get the best service. Ms. Thomas is our SENDCO.
The Children and Families Act 2014 changed the way in which children and young people with Special Educational Needs and disabilities are supported at school and in the community. A new SEND Code of practice for all maintained educational settings, local authorities and health partners was published in July 2014.
Local offer
Every local authority has a “local offer” which informs parent/carers and young people with SEN or disabilities what is provided in their local area, including what to expect from local early years providers, schools, colleges, health and social care. In addition, it will include information on how decisions are made about how services are allocated, how to request a personal budget, how to access more specialist support and how to complain or appeal. Local authorities must involve parent carers, children and young people in developing their local offer.
Click on the link to find out more about Lewisham's Local Offer
For more information and advice please Contact Ms. Thomas (SENDCO) - SENCO@rusheygreen.lewisham.sch.uk
You might also want to visit:
A specialist Social, Emotional and Mental Health (SEMH) provision
SEMH is a broad term that encompasses many differences and can present itself in a range of different forms including; high levels of anxiety, becoming withdrawn and disengaging, immense sadness, depression, suicidal ideation, a desire to control, hyper or hypo activity, delayed social skills, frustration, physical and verbal behaviours.
These differences may be as a result of underlying learning needs or external factors such as social care interventions.
If a young person has a Social, Emotional and/or Mental Health difference it can impact on their ability to learn and become a barrier to accessing the curriculum in its widest sense, which can lead to a child disengaging from school and learning.
The specialist provision at Rushey Green will provide support for 6 KS 2 students that is additional to and different from other forms of high quality teaching. It will provide a nurturing, structured and small class environment, which is supported by teaching staff, support staff as well as specialists in children where mental health has become a barrier to accessing a mainstream classroom.
The provision will be part of a multi-agency and inclusive approach.
The admission of students in to the Resource Base will be managed by Lewisham’s SEN Team. This will follow a consultation process. Each consultation will be considered following an observation of each child in their setting and scrutiny of the provision and strategies outlined in their current EHCP.
Admission Criteria
- Have an EHCP with minimum funding of Band D
- SEMH is the main barrier to accessing education
- Students present with; high levels of anxiety, becoming withdrawn and disengaging, immense sadness, depression, suicidal ideation, school refusal
- Their attainment and social capacity will enable them to integrate into the mainstream lessons
- Will be able to benefit from nurturing, structured and small class environment
- Their placement is an effective use of resources therefore pupils who require one to one support to access heavily differentiated work will not be suitably placed.
- Their placement in the school is not incompatible with the efficient education of other children with whom they would be educated
- Pupils need to be working at an academic level in line with their age and peers within the provision.
- Their parents are in full agreement with the resource provision and accept that their child is part of the mainstream school including the whole school policies.
