Access & Inclusion
The A&I team are a dynamic, interactive and supportive team with a clear vision of what they can offer our school community.
To raise the attainment of all students, irrespective of ability or background by allowing appropriate access to all educational facilities.
This is achieved by:
- Employing individualised strategies within the mainstream system to secure optimal life chances and regard for them through promotion of inclusion and acceptance.
- Identifying and working with those learners who are most at risk of marginalisation, under-achievement and exclusion.
- Utilising the Inclusion faculty (‘The Bridge’) as the focus for inclusion policies.
- Focussing on the progress on all such ‘at risk’ groups which include those who have a disability or Special Educational needs.
We reach out in many ways which we have listed below. If you have any worries or questions about your child’s needs, please contact Mr Iain Scrimger the SENco. (Special Educational Needs Coordinator)
The Bridge is Rossett’s problem solving area, within our Access & Inclusion Faculty base. It was opened in 2004 and has been supporting students across the Key Stages with issues such as:
- Integration from another school
- Low self-esteem
- School phobia
- Extended absence
The aim of The Bridge is to modify each student’s pattern of behaviour and approach to learning to enable them to access the full curriculum, whilst maintaining a happy and rewarding environment. When a student leaves The Bridge a leaving report is written commenting on their progress, strengths, areas for more development and recommendations, if appropriate, for the future. The student also writes their own leaving report, commenting upon the improvements they have made. Both reports are circulated to parents and teachers of the student. Upon leaving The Bridge, our staff will continue to monitor the student with follow up in lessons.
We have a strong, dedicated team of Teaching Assistants who work within the classrooms. They are faculty based so not only have opportunity to get to know students, but they are familiar with the curriculum of their subjects in order to best support the students.
Anger Management sessions are tailored to the needs of individual students. Over a six week period students are encouraged to talk about their anger and learn strategies to manager their anger in a constructive way.
Many of our team mentor students, whether on a temporary basis or a longer, more permanent basis if needed.
We are constantly assessing students to better understand their needs. This gives us an opportunity to put in place necessary interventions or arrangements.
Some students are granted modified exam access by the exam boards following assessments. These students then might have a reader, a scribe or extra time during their exams for which our faculty will make the necessary provision.
Support in reading is delivered via small group work and individual 1:1 Paired Reading sessions.
Small self-esteem groups of 4-6 identified students run over a six week period. They are fun, friendly meetings aiming to give students a confidence boost using discussion, work sheets and practical activities.
EAL (English as an additional language)
Our EAL Coordinator is fully trained to deliver close support to students with limited skills in English and to advise staff on suitable classroom strategies to maximise learning.
Once a week students in Years 7&8 are paired up with an able Year 10 student in to work one to one on their maths. Although work is planned, it is a flexible arrangement so that the younger students can ask their partner for help in a particular area where needed.
Students in Years 7, 8 & 9 are given the opportunity to improve on their handwriting if needed. They come to sessions to collect each phase of the scheme to take home.
Students in Year 7 are assessed on their literacy skills and identified groups will follow a carefully structured course in Year 7 and Year 8. The aim of the course is not just to improve their basic literacy skills but to also equip students with general study and organisational skills which will benefit them across the whole curriculum.
Links to External Agencies
As a faculty we work very closely with a number of Learning and Behavioural Support Agencies including Autism Support, CAMHS (Child and Adolescent mental Health Services), and a range of Medical Support Services.
Enhanced Mainstream Provision Specific Learning Difficulties (SpLD)
Our approach towards the learning of students with Special Educational Needs has been recognised at County level by the establishment of this service at Rossett. This new service isdesigned to meet the needs of specific students in a range of primary and secondary schools in the immediate locality.