SEND Provision
and Outreach

“RISE prioritises understanding the whole person and uses this to inform the curriculum, programmes of support and to build a solid platform for future pathways.

With a curriculum adapted and modified, not only to meet needs and outcomes, but to develop the character, confidence, aspiration and independence of the young people that attend, we will motivate, strengthen work based and social links, promote productivity, happiness, balance, contentment and opportunity.”

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You can download
the RISE 16-25 prospectus here

DOWNLOAD


Welcome from
Provision Lead

Firstly, I would like to warmly welcome you and your family to RISE. We have designed this website to give you a feel for the provision we offer and demonstrate how we value the individual, provide a bespoke curriculum, and accelerate learning by nurturing happiness, wellbeing, and aspiration. We hope your visit to our website will fully explain our ethos and mission but to fully appreciate all that we have to offer at RISE, I recommend that you arrange a visit to experience what we do for yourselves.

RISE does things differently to ensure that the individual and collective needs of the students are met; in such a way to maximise confidence, skill sets and independence to access the community and prepare for working life. Young people are fostered academically, socially, emotionally, and physically through an innovative, fun, and functional curriculum and environment. Everything we do has purpose.

We particularly value wellbeing, recognising that when we have good levels of wellbeing, we are better balanced and we cope well. We are more motivated and engaged, we are more resilient. We are able to deal more effectively with the daily challenges of life and bounce back from life’s hurdles.

We believe that empowerment for the young person is key, to give them an understanding of the world and what is available to them and to offer the support, structure, and resources to access it. We want the young person to make informed decisions based on experiences that we provide them with. We want all of our young people to use us as a launch pad to lifelong participation in things that bring them pleasure, excitement, and fulfilment. We can help find those benefits and harness new skills that allow the young person to be who they want to be and to help them reach their goals.
Transitioning from childhood to adulthood is a daunting prospect for both young person and parent/carers. There are so many changes that need to be managed at this time and we are here to support that process for all. Being an 16-25 provision, we hope to offer the time to fill any gaps in education; learn, develop and rehearse key skills, until we have made all the steps we need to begin the next transition, wherever that may lead. There is an emphasis on skills for life, and these skills include being prepared for the digital world that our young people are living within and, at times, being dependent upon. Being able to access the world digitally will bring key skills for independence and give parents and carers peace of mind.
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"revolutionising Specialist SEND Outreach Education for Aspirational learning, personal empowerment and the confidence to shatter glass ceilings and reach new levels of achievement"

RISE OFFER Specialist 1:1 and Small Group Tuition, School-based, Online or in the home

Having a young person with SEND Needs is a challenge for any family. We hope to make your life easier by working together with you to support your young person to be their best self, grow in confidence, re-engage with learning, reduce anxiety and reconnect with the world outside of their door again.
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Specialist Tutors with experience in a variety of SEND arenas can deliver school-based, online or home tuition. Personalised programmes will be developed with you to ensure all of the young person’s needs are being met in a fun way, delivered at an appropriate pace for engagement and appropriate pace for challenge and success. We know that the balance here is crucial!
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Not only do we offer educational support but we are happy to give you any advice or top tips to help at home and to assist you to create a network around you and your young person to help you feel supported. Where possible we can direct you to a SENDCO, Assessors, Educational Psychologists, Therapists and other Specialist teachers to ensure you can access the best help out there.
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We have tutors who have experience teaching young people with: ASD, MLD, ADD/ ADHD, Asperger’s, Anxiety and depression, Confidence and self-esteem, Resilience, Downs Syndrome, Memory or processing difficulties, Dyslexia, Sensory Needs, Global Developmental Delay, Behavioural challenges, Dyscalculia, Dyspraxia, Focus and attention, Auditory processing, Social Skills, Pathological Demand Avoidance. All tutors are Safeguarding Trained, have a Mobile Enhanced DBS and are qualified Teachers.
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To book a tutor email hello@altrrise.com Call: 07940 302921
WHY CHOOSE RISE
OFSTED
PROGRESS
PUPIL PREMIUM
STUDENT COUNCIL
SPECIALIST PROV
VISION
AWARDS

Why Choose RISE (Revolutionising Individual and Specialist Education).


RISE prioritises understanding the whole person and uses this to inform the curriculum, programmes of support and platform for future pathways. With a curriculum adapted and modified, not only to meet needs and outcomes, but to develop the character, confidence, aspiration and independence of the young people that attend, we will motivate, strengthen work based and social links, promote productivity, happiness, balance, contentment and opportunity.

Closely affiliated with the ALTR Group Ltd, RISE shares the ethos for developing and delivering a broad and inclusive spectrum of wellbeing education, products and services, designed to restore health, increase energy levels, productivity and motivation, strengthen community bonds and positivity. We consistently promote evolution towards happiness, balance and contentment with a focus on individual and collective self-perception and the importance of self-care. We have specific expertise in identifying and breaking down hidden barriers to learning and in identifying and filling hidden gaps in baseline education. In securing sturdy holistic foundations we can build educational and personal structures with greater resilience, helping our students to reach greater heights than ever before.

As part of the ALTR brand, we do things differently. We look at things through a different lens. We are an inspiring blend of the best of traditional, modern and alternative approaches to education. Our unique approach brings our young people into the ALTR community, developing forward thinking, creative approaches to success and happiness. Our Members are ALTRNatives in every sense. We are proud to help our RISE ALTRNatives develop and grow through our different way of thinking, teaching and being.

RISE educational provision is specifically designed to offer an age appropriate, fun, safe and empathetic place for students to learn.

RISE is managed by Keighly Murphy who has 21 years of teaching experience from mainstream, Pupil referral units, specialist SEND provisions, hospital school, medical needs and is a qualified SENCO. Her teaching methods have developed to ensure total inclusion, access and equity. Young people working with her have surpassed their own expectations and aspirations and those of their parents.

OFSTED

This page is under construction.Here you will find:
Latest Ofsted Reports here for ALTR RISE 
Link to Ofsted: Parent/
Carer View where you the chance to tell Ofsted what you think of your child’s educational provision.

To access this click here:
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Progress and Attainment

When reporting on progress and attainment it is important to look at more than one measure when comparing colleges to glean a full picture of how it is performing. While attainment figures give information about end of year performance, they do not consider that pupils have differing abilities and starting points. As a result, RISE will always consider the KS2 data and whether the young person is considered a low, mid or high attainer. It is then possible to compare their progress against students in other specialist provisions from the same starting point.

RISE will report on the following headline measures each year:
  • Progress
  • Attainment
  • English and Maths Progress
  • Retention
  • Destination
Special schools and provisions require progress measures that provide meaningful information for students, parents and the government that in “meaningful” and “appropriate”. For many of our students whilst accessing some accredited courses including English and Maths, our focus will equally be on supporting other areas in the quadrant of needs.

RISE will report on progress towards targets with respect of‍
  • Cognition and learning
  • Social, Emotional and mental health
  • Communication and Interaction
  • Sensory and physical
  • Reading
  • Spelling
  • Reading
  • Maths
  • Attendance

Pupil Premium
Statement 2019-2020

Schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils.

Disadvantaged students are:
  • Looked after and previously looked after children.
  • Those in receipt of free school meals or who have been in receipt of free school meals in the last 6 years.
  • Service children
Evidence shows that students from disadvantaged backgrounds:‍
The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.

If in receipt of any funding RISE will be accountable for the effective use of the funding and will publish a strategy statement. This strategy will take into account the needs of the individuals and also the information available in the Education Endowment Foundation (EEF) Pupil Premium Guide.

In the 2019-2020 and 2020-2021 financial year schools will receive the following funding:
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For secondary aged pupils:‍

STUDENT COUNCIL

A school council is group of students who are elected by their peers to represent the views of all pupils and to improve their school. This level of active participation allows pupils to have a real say in issues that affect them and to know that their opinions count.
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4 students are elected annually by their peers to meet with the Two nominated members of staff once per short term.

IMPACT
  • Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) says that “children and young people should have a say in decisions that affect their lives.  A school council can provide a meaningful way in which pupils can voice their opinions and have their views taken into account in decisions which impact upon them”
  • Student input on the matters that concern them helps to improve many aspects of school life in ways that are better to meet their needs and school outcomes;
  • Students have a sense of ownership of the Provision;
  • It provides leadership and development opportunities for students;   
  • Young people can participate in school and society, supporting the Life Learning and work curriculum; 
  •  It teaches young people about democracy, local and global citizenship and accountability.
Please watch this space to:
  • Meet the current Student Council Members;
  • Discover matters identified by the Student Councils;
  • To see details of current projects and celebrate successes.


Specialist Provision Specifications 

ALTR RISE:
We specialise in transitioning children from childhood to adulthood, bridging gaps in learning, social understanding, developing emotional awareness and resilience and wellbeing. We work closely with the young person to make informed choices about future pathways and offer the skills, support and structure to achieve their goals and ambitions in innovative and functional settings.
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RISE also recognises the importance of transitions into new settings and so we also offer opportunities for years 10 and 11 to access courses at RISE for one day per week.
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Type of Provision:
RISE is an Independent special educational provision for Pupils aged 16-25. We also offer transition days and experiences for students from the ages of 14. We cater for 18 students in RISE 16-25 and 8 students age 14-16 in each of our two alternative Transition programmes.
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RISE provides education and specialist facilities for pupils who have struggled in mainstream school with a SEN need and have perhaps been unsuccessful in securing an Educational Health Care Plan (EHC). We also assist those students with an EHC plan that identifies significant difficulties such as autism spectrum disorder, speech language and communication difficulties, generalised learning difficulties, moderate learning difficulties, social emotional mental health, sensory and physical needs and dyslexia. All of those that attend the provision are likely to have a combination of learning needs. RISE primarily but not exclusively serves Bedfordshire, Northamptonshire, Buckinghamshire.

Admission Criteria and arrangements:
All students in the RISE provision must have an Educational Health and Care Plan (EHC plan), diagnosis of a SEN need or a history of requiring modifications and or adaptations because of a special educational need.
14-16 Transition provision and courses: Students can apply for places through their current school via the application forms available here LINK16-25 Provision and courses
‍If no EHC Plan: 16-25 Full time 3-day courses can be applied for by the young persons current school via the application form available here LINK
If an EHCP is in place: If your child has an education, health and care (EHC) plan or a statement of special educational needs (SEN) there is a separate process for your child's school admission:

- Our Education, Health and Care Team will send you a letter seeking details of your school preference;
- You will be asked to return your preference within 15 days;
- You will be informed of the outcome of this consultation by 15 February of the year in which you are applying;
- If you disagree with this decision, you can then appeal to the Special Educational Needs and Disability Tribunal (SEND) by visiting our Mediation and disagreement resolution page.

School characteristics:
‍Our provision setting is very aspirational, surrounded by a plethora of industries, from design and graphics to the food and drink industry, a beautiful calm setting and a rich community full of opportunities to explore all areas of need, interest and ambition. Each young person accessing RISE will develop the confidence and passion to access the wealth of opportunities available to them and created by us, especially for them.

We aim to utilise the vast outdoor space and plentiful sporting facilities which surround us to enrich the curriculum and learning environment for all of our students, whether as part of ALTR RISE or RISE X. Learning with RISE is intended to be a positive, exciting and innovative journey and our surroundings are a key and fundamental part of the RISE experience. Whilst we will be at some distance from other site users for the majority of the time, our unique location also provides the opportunity to help students be comfortable with social interactions in a professional environment, an invaluable life skill as students prepare to transition into the world of work.

We have two large classroom spaces that facilitate Life skills opportunities, academic studies, IT suite, access to workstations and sensory space, careers library and reading library. We also have use of a breakout room where learners can take breaks, make coffee’s and socialise.

The child centred RISE philosophy coupled with our wide age spectrum for delivery makes us perfectly placed to undertake long term planning and initiatives for our children and young people. We can work on long term as well as short term progress targets that span years rather than weeks, building foundations and developing with the student to achieve greater and more sustainable progress. Our philosophy for constant observation and non-intrusive assessment means that we can quickly identify new opportunities for personal and educational growth and more suitable and successful means of delivery of work. Our feedback and progress model is accessible and measurable, enabling holistic monitoring and full team inclusion throughout the process. The Accessibility Plan demonstrates how individuals can access the site, all its resources and curriculum.

RISE  provides specialist teaching for pupils within the Autistic Spectrum. ASD classes are organised using TEACCH principles. The sensory impairment provision provides appropriate specialised learning ideas that minimise the effects of impairment and maximise the opportunities for learning and consider the impact of the environment on the learning. Staff also have training experience in supporting Dyslexia, Dyspraxia, Moderate Learning Difficulties, Asperger’s and ADHD, Dyscalculia and this expertise is utilised to ensure that all lessons and activities are accessible, inclusive with appropriate pace and challenge. An enhanced curriculum includes specialist learning programmes, independence and therapies such as physiotherapy and speech and language delivered under instruction from the therapists.

Everything undertaken within RISE Provision is about the future of the young person. RISE is committed to:
• A student-centred approach where wellbeing and safeguarding are priority;
• Providing well qualified staff with a wealth of experience employed using safer recruitment practices;
• Targeted and personalised support to maximise the engagement with education and develop a passion for lifelong learning;
• Empowering each young person to be individual, make informed decisions for themselves and be self-assured at communicating needs and wants;
• A personalised approach to learning that is tailored to meet needs; informed by appropriate background information, the young person’s voice, and aspiration and removal of all barriers;
• Clear outcomes agreed by the young person and all stakeholders and a continued triangulated approach to their health, care, education and wellbeing through regular, quality communication;
• An assessment plan to review approach to all learning and practice;
• Developing all key areas of independence exploring Life and Living Skills. This offers a personalised and flexible learning programme that covers a range of personal, life, social and pre-employability skills with certification, Financial understanding and preparation, Travel training, Personal safety and Personal care;
• Teaching young people how to spend their time; expose to hobbies; activities and interests for life. Explore food through exposure and preparation and support strategies to develop Emotional regulation;
• Teaching Life and Living Skills to help students develop the knowledge, understanding and skills needed to manage life and future opportunities and to compliment the "life and Living Skills' curriculum;
• Developing key skills in Literacy and Numeracy through accredited qualifications, with emphasis on reading and use of site vocabulary in the community;
• Engaging in local Enterprise, Community Projects and fundraisers;
• Preparing for adult life by exploring needs, desires, aspirations and next step pathways;
• Ensuring that appropriate support is in place at all transition points;
• Teaching Digital employability to develop attitudes needed to thrive in today’s world of work via social media and videos and ensure learners are equipped with the necessary transferable knowledge to interact with different digital devices and data in the workplace;
• Delivering the OCR Employability Suite to teach practical features, giving learners at all levels the skills, know-how and confidence to help them enter, return or progress in the workplace or go on to further education;
• Accessing independent careers advice that reflects an understanding of local community pathways;
• Progressing to sustained further education, traineeships, internships work and or voluntary sector supported through strong working community partnerships;
• Continually monitoring progress of pupils through regular assessments that will be communicated with all stake holders.
‍• Engaging in local Enterprise, Community Projects and fundraisers;
• Preparing for adult life by exploring needs, desires, aspirations and next step pathways;
• Ensuring that appropriate support is in place at all transition points;
• Teaching Digital employability to develop attitudes needed to thrive in today’s world of work via social media and videos and ensure learners are equipped with the necessary transferable knowledge to interact with different digital devices and data in the workplace;
• Delivering the OCR Employability Suite to teach practical features, giving learners at all levels the skills, know-how and confidence to help them enter, return or progress in the workplace or go on to further education;
• Accessing independent careers advice that reflects an understanding of local community pathways;
• Progressing to sustained further education, traineeships, internships work and or voluntary sector supported through strong working community partnerships;
• Continually monitoring progress of pupils through regular assessments that will be communicated with all stake holders.
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Additional services:
RISE is uniquely placed to offer full wrap around support for the children and young people that we work with. Our aim is to achieve sustainable change for the young person, which often requires consistent messages being given from those caring for the child and all stake holders.
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‍Advice, teaching, nurturing and support packages: These can be devised to assist the teams around the child to reinforce the positive learning and messages underpinning development. We are always delighted to work with family, staff, community education provision and support teams in any capacity in furtherance of our collective objectives. We currently offer iheart, innate health education and resilience training to all our young people.
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‍Food and drink: We are aware that food and drink can be a challenge for many young people with SEND. We offer snacks, drinks and lunch to support experimental work with food to encourage a wider variety of foods to a young person’s diet. A restaurant is available onsite to experience a more formal dining experience, rehearse life skills and socialise with other adults.
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‍Advocacy: As part of the Wholistic package it is expected that a RISE representative would contribute to any external agency meeting to support the needs of the young person. RISE will conduct all EHCP meetings and or EHA’s if required.
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‍Referrals: Referrals to external agencies will be made when appropriate to access services that we believe would be beneficial for the young person.
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‍Integrational Opportunities: Students visit local Colleges, universities, workplaces and community resources. In addition, they can support at local school events, volunteer at the theatre, sports Centre. We also ensure that visiting speakers visit to share real life employment and training experiences. Young people learn to access the community and all that is available to them. 
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‍Medical need: If a young person has a medical need then a detailed Health Care Plan is compiled by the school nurse in partnership with parents/carers and if appropriate the pupil themselves. Staff who provide medicine administration complete training that is overseen by the school nurse and follow the LA policy/DfE guidelines included within ‘Supporting pupils at school with medical conditions’ Statutory guidance for governing bodies of maintained schools and proprietors of academies in England April 2014
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‍Review  Role of school: Review arrangements for pupils with EHC Plans are set out in the relevant SEN Code of Practice.  RISE will adhere to these, ensuring that due process is followed and that relevant timeframes are adhered to.  
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Role of the Local Authority: The young person’s Local Authority will review a pupil’s EHC Plan in accordance with the relevant SEN Code of Practice.  The Local Authority will ensure that due process is followed and that relevant time frames are adhered to.
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Assessment and Monitoring For pupils: 
The progress of pupils will be assessed and reviewed through: 
-The school’s generic processes for tracking the progress of all pupils. 
-Termly evaluation of the effectiveness of interventions on the student plans
-Termly evaluation of whether pupils with EHC plan are meeting their individual outcomes which have been written to address their underlying special educational need.
- Annual review of Education Health and Care Plans are prescribed in the SEND Code of Practice (January 2015). 
- Two written reports per year
- Two specific consultations with parents and carers per year.
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Assessment and Monitoring the Provision: 
RISE is included within the Local Authority’s monitoring cycle undertaken by the local authority.  The School is inspected as part of the whole school Ofsted inspection.
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‍Transitions:
‍RISE offer careers events in and out of the provision for young people and parents and carers to provide all with all the information and experience they need to make decisions for the future. Staff at RISE work with all agencies to ensure a smooth transition to a range of settings, including local colleges, day care centres, apprenticeships, traineeships, work placements, voluntary work placements and Universities, to name but a few.  A transition passport is put into place for the pupils, staff work to ensure all information is transferred to the new setting to provide consistency for everyone.  School supports the transition alongside parents and carers. 
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Transport:
We recognise the importance to all students of starting the day in a safe and secure way. During the enrolment process, we will discuss transportation requirements for each individual student. Transport is often a barrier for young people, their family and carers.
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Staffing:
‍The provision is led by Keighly Murphy BA (Hons), PGCE and NASENCO and iheart facilitator and ‘Catch Up’ Trained, as well as a support Staff with a wide range of skills and experience from a variety of backgrounds, including SEND and Autism. Teaching and learning is supported by Teaching Assistants with a range of specialist skills Multi Agency staff are available by referral to meet the varied needs of all of our pupils. 

For more information, please visit the school’s website or contact us on:
Email: keighly@altrrise.co.uk Telephone: 07940 302921

TARGET SETTING AND REPORTING

To help us set aspirational targets, we use several different national datasets; SATs, CATs and FFT links, EHCP Plans. Each of these systems provides us with a slightly different piece of information about our students and their learning potential. All of them are used to set ambitious and achievable targets. We believe that targets should be used to encourage students to be aspirational in their learning

RISE ensure that students understand the progress they make in their learning lesson by lesson, week to week and term to term. Targets will be shared, and students will be aware of what they need to do to progress. It is important that you and your son or daughter understand them so that you can talk to your child about their learning and help them make progress in their lessons.
Your child’s progress will be monitored more closely through the graduated approach that RISE operates in line with the SEND Code of Practice and failure to make progress will be identified early and new plans will be implemented and reviewed with parent, carer and young person every short term.
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Report and Consultations

RISE will report as follows:

Destination Data

We collate destination data and report headline data to follow the progress of all our young people.
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Admissions‍

Type of Provision
RISE is an Independent special educational provision for Pupils aged 16-25. We also offer transition days and experiences for students from the ages of 14. We cater for 18 students in RISE 16-25 and 8 students age 14-16 in each of our two alternative Transition programmes.
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RISE provides education and specialist facilities for pupils who have struggled in mainstream school with an SEN need and have maybe not been successful in securing an Educational Health Care Plan (EHC) and or those with an EHC that identifies significant difficulties including autism spectrum disorder, speech language and communication difficulties, generalised learning difficulties, moderate learning difficulties, social emotional mental health, sensory and physical needs and dyslexia. All students who attend the provision are likely to have a combination of learning needs. RISE primarily serves, but not exclusively, Bedfordshire, Northamptonshire, Buckinghamshire.
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Admission Criteria and arrangements
All students in the RISE provision must have an Educational Health and Care Plan (EHC plan), diagnosis of a SEN need or a history of requiring modifications and or adaptations because of a special educational need.

If your child has an education, health and care (EHC) plan or a statement of special educational needs (SEN) there is a separate process for your child's school admission:

- Our Education, Health and Care Team will send you a letter seeking details of your school preference
- You will be asked to return your preference within 15 days
- You will be informed of the outcome of this consultation by 15 February of the year in which you are applying
- If you disagree with this decision, you can then appeal to the Special Educational Needs and Disability Tribunal (SEND) by visiting our Mediation and disagreement resolution page.
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‍What if an education, health and care statutory needs assessment is in progress?

Secondary school applications:
‍If your child has an education, health and care statutory needs assessment in progress you will need toapply for a secondary school place in the usual wayTo discuss places, please email keighly@altrrise.com

Pupil premium

  • Empower each young person to fulfil their potential and discover a path to independence, happiness and fulfilment
    ‍
  • Develop resilience
    ‍
  • Foster a sense of personal worth and accomplishment  

  • Understand how to self care  

  • Offer and encourage pupil participation ion a range of activities, to harness undiscovered skills 

  • Develop self confidence, self esteem and to nurture aspirational thinking and positive self assertion 

  • Teach the skills and confidence needed to access the community positively and independently 

  • Challenge the individual to fully discover who they are, to develop realistic and practical pathway plans, and to support them in having the confidence to reach their goals and ambitions 


School Council
‍

A school council is group of students who are elected by their peers to represent the views of all pupils and to improve their school. This level of active participation allows pupils to have a real say in issues that affect them and to know that their opinions count.4 students are elected annually by their peers to meet with the Two nominated members of staff once per short term.
‍
Impact
  • Article 12 of the United Nations Convention on the Rights of the Child (UNCRC) says that “children and young people should have a say in decisions that affect their lives.  A school council can provide a meaningful way in which pupils can voice their opinions and have their views taken into account in decisions which impact upon them.”
    ‍
  • Student input on the matters that concern them helps to improve many aspects of school life in ways that are better to meet their needs and school outcomes.
  • Students have a sense of ownership of the Provision.
    ‍
  • It provides leadership and development opportunities for students.   
    ‍
  • Young people can participate in school and society, supporting the Life Learning and work curriculum. 
    ‍
  •  It teaches young people about democracy, local and global citizenship and accountability.
Please watch this space to:Meet the current Student Council MembersDiscover matters identified by the Student Councils.To see details of current projects and celebrate successes.
‍

The Governing Board

The Governing Board acts as a critical friend to the school, takes a strategic role and challenges school leaders. The Governors hold the school leaders accountable for their decisions and ensures that the school meets its statutory responsibilities.  The Governing Body sets and reviews the objectives and priorities; monitors and agrees policies, targets and outcomes.Our Board is made up of local specialists with a diverse range of skills and experiences that ensure that the strategic and operational development at ALTR RISE and ALTR RISEX is robust, successful and in keeping with the Management Team Ethos. The team meet quarterly and each member utilises their expertise to take on responsibilities in specific areas of the Provision. This enables the Board to be more involved and hands on in the progress and development of the Programmes we offer and the experience for the young person and their family/ carers. They are involved closely with participation in Quality Improvement Groups.
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Governing Board Members and their responsibilities are listed below:

Keighly Murphy is the RISE and RISE X Provision Lead and can be contacted here:
Email me at keighly@altrrise.com

Lianne Murphy is the Chair of Governors and can be contacted here:
Email me at Lianne@altrrise.com

VISION

MISSION
‍To enable young people to optimise their individual potential and to equip them to grow with confidence, positivity and resilience and a desire to make a valuable contribution to their communities and to the world.

IMPACT
We provide young people with support, opportunity and care to access the community and the world of training and or work, with appropriate skills, confidence, independence, excitement and ambition. We deliver a holistic approach to learning and development in a safe environment, exposure to real life settings and preparation for the world of work or further training.We engage young people in aspirational learning opportunities that equip them with the skills, character and confidence to access the platforms for future pathways and be lifelong learners.We enable young people to find happiness, balance, and contentment with a focus on individual and collective self-perception.We empower young people to live with more independence and choice.We reverse negative labels and stereotypes and give the confidence, self-esteem, and strategies to remove barriers and aspire to greatness.

ETHOS
To empower young people to live with more independence and choice
To reverse negative labels and stereotypes and give the confidence and self esteem to remove barriers and aspire to greatness
To enable young people to find happiness, balance and contentment with a focus on individual and collective self-perception and resilience
To encourage collegiate working and mutually beneficial community support
To always work with positivity and encouragement
To promote equal opportunities and to ensure a level playing field for all of our staff and students
To always have sustainability as our goal across the business
To be environmentally aware in every aspect of our work

OUR OBJECTIVES:
At RISE, we aim to:  
‍• Empower each young person to fulfil their potential and discover a path to independence, happiness and fulfilment
• Develop resilience  
• Foster a sense of personal worth and accomplishment
 • Understand how to self care  
• Offer and encourage pupil participation in a range of activities, to harness undiscovered skills
• Develop self confidence, self esteem and to nurture aspirational thinking and positive self assertion
• Teach the skills and confidence needed to access the community positively and independently
• Challenge the individual to fully discover who they are, to develop realistic and practical pathway plans, and to support them in having the confidence to reach their goals and ambitions
‍
Our Commitment
‍Everything undertaken within RISE Provision is about the future of the young person. RISE is committed to:
• A student-centred approach where wellbeing and safeguarding are priority
• Providing well qualified staff with a wealth of experience employed using safer recruitment practices
• Targeted and personalised support to maximise the engagement with education and develop a passion for lifelong learning
• To empower each young person to be individual, make informed decisions for themselves and be self-assured at communicating needs and wants
• Personalised approach to learning that is tailored to meet needs; informed by appropriate background information, the young person’s voice, and aspiration and removal of all barriers
• Clearly outcomes agreed by the young person and all stakeholders and a continued triangulated approach to their health, care, education and well being through regular, quality communication
• An assess plan do review approach to all learning and practice
• To develop all key areas of independence exploring Life and Living Skills. This offers a personalised and flexible learning programme that covers a range of personal, life, social and pre-employability skills with certification, Financial understanding and preparation, Travel training, Personal safety and Personal care
• Teach young people how to spend their time; expose to hobbies; activities and interests for life. Explore food through exposure and preparation and support strategies to develop Emotional regulation
• Personal Life Skills complements Life and Living Skills helping students develop the knowledge, understanding and skills needed to manage life and future opportunities
• To develop key skills in Literacy and numeracy through accredited qualifications, with emphasis on reading, use of site vocabulary in the community
• Enterprise Community Projects and fundraisers
• Prepare for adult life by exploring needs, desires, aspirations and next step pathways
• Ensuring that appropriate support is in place at all transition points
• To teach Digital employability to develop attitudes needed to thrive in today’s world of work via social media and videos and ensure learners are equipped with the necessary transferable knowledge to interact with different digital devices and data in the workplace
• Learning through the OCR Employability suite to learn practical features to give learners at all levels, the skills, know-how and confidence to help them enter, return or progress in the workplace or go on to further education
• Access to independent careers advice that reflects an understanding of local community pathways
• Progression to sustained further education, traineeships, internships work and or voluntary sector supported through strong working community partnerships
• Continually monitoring progress of pupils through regular assessments that will be communicated with all stake holders.

Multi Agency Working

RISE
As per the SEND Code of Practice 0-25, Chapter 13 notes, there must be integration between education, health and care for joint outcomes. The SEND Code of Practice is  statutory guidance for organisations  that work with and support children and young people with special educational needs and disabilities. It sets out duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations, and it applies to England.

The Code of Practice (2014) covers the 0–25 age range. It includes guidance relating to disabled children and young people, as well as those with special educational needs (SEN). Disabled children and young people may not have SEN, but are covered by this guidance as well as by the Equality Act 2010.


‍Multi-agency working is an effective way of supporting children and families with additional needs and helping to secure real improvements in their life outcomes. It is also paramount to safeguard young people.RISE and RISE X recognise the importance of education, health, youth justice, social care, youth work, voluntary and community sector and other children’s services to join forces to work more collaboratively around a preventative agenda. RISE and RISE X are committed to work with any agency that is involved with a family under our care.ALTR RISE prides itself on working in partnership with parents and carers and as per the SEND Code of Practice 0-25, Chapter 13 notes, we ensure there is always integration between education, health and care for joint outcomes in any of our Educational Provision.
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As per the guidance RISE supports collaborative working by:
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  • Ensure the participation of children and young people and parents in decision making at individual and strategic levels.
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  • Publication of a ‘local offer’ of support for children and young people with SEND to guide all to all the services that are available for children and young people, support families to access the services and maintain links with them.
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  • For children and young people with more complex needs, a co-ordinated assessment process and the new 0–25 education, health and care (EHC) plan is supported by annual review meetings with outcomes agreed by all stakeholders.
  • Working with new schools, colleges, Local authorities to support successful transition to adulthood.
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  • Attending Care meetings for At risk children, Children in need and Looked after children.
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  • Supporting the work of physiotherapists, GP’s, Speech therapists, optometrists, audiologists.
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  • Accessing the Bedfordshire SEND Team for specialist support with Autism, dyslexia, dyspraxia, dyscalculia among other services.
  • Referring students for counselling, further SEND investigation, to integrated front Door (Previously MASH) or The Child and Adolescent Mental Health Service (CAMHS) Team, Educational Psychologists, sensory advisory services, Gender identity Services at Tavistock and Portman.
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  • Holding regular meetings with all stake holders.
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