For our Provision:
RISE SPACE is included within the Local Authority’s monitoring cycle undertaken by the local authority.
Transitions:
RISE SPACE 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 SPACE 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.
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. We work hard to ensure that transport is not have to be a barrier for young people, their family and carers.
RISE SPACE Admissions Criteria
Transition provision and integration courses : 14-16
RISE students can apply for places through their current school. Application forms and more information is available from
hello@risespace.uk
Full time college :
16-25 RISE admits pupils where the young person’s needs cannot be met at the local further education college/ mainstream school and where they exhibit two or more of the following:
• The YP presents with a debilitating level of anxiety which is a barrier to accessing education and the wider community. There may be an inability or resistance to attend school. Support is needed to provide structure, offer flexible differentiation and teach strategies for coping.
• The YP’s mental health and wellbeing is an identified need.
• The YP lacks the independence skills and resilience to be able to access learning in a mainstream post-16 environment
• The YP needs a highly personalised and nurturing curriculum and requires a more bespoke personal development programme to overcome barriers to learning and participation and to provide a bespoke transition into adulthood.
• The YP shows sustained difficulties in social interaction and the forming and maintaining of social relationships. There is an assessed need for specialist, individualised support to teach, model and practise social skills on a daily basis.
• There has been a lack of progress within the curriculum. Pupil profiles show little or no progress or regression in some subject areas.
• Sensory difficulties make it difficult for the YP to cope with, for example, noise, large groups, large classrooms, distracting visual stimuli. Flexible timetabling is needed on a daily basis to reduce stress caused by sensory stimulation and to enable the YP to make progress in their learning.
• An experienced, flexible approach is needed to meet the assessed needs of the pupil which is in excess of that which could reasonably be expected in a mainstream post-16 setting. All curriculum areas will require substantial differentiation with an assessed need for individual tuition or small group work in a setting where distraction is reduced and where staff have knowledge and expertise in working with pupils with high levels of anxiety, mental health concerns and learning needs.
EHCP Requirement:
If Local Authority funding is being accessed then usually the LA will require an Education, Health and Care Plan to be in place. For self funded places this is not always necessary but the criteria above will still apply and a full consultation will be necessary to ensure that we can meet the young person’s needs.
