RAP

Staff Members

Matt – RAP Lead

Barry – RAP Deputy Lead

Gayner – Office

Lisa – Learning Mentor

Dawn – Learning Mentor

Emma – Learning Mentor

Jess – Learning Mentor

Rosi – Learning Mentor

Jane – Learning Mentor

Abby – Learning Mentor

Bobbie – Learning Mentor

Vicki – Learning Mentor

Eva – Learning Mentor

Will – Learning Mentor

RAP as a school based Alternative Provision

At RAP our goal is to re-engage children with learning in order that they attend every day, grow as individuals and experience being successful.

Our pupils are of different ages, have different interests, have different educational needs and engage in activities in very different ways. Therefore, each pupil’s provision is highly individualised and is designed to maximise engagement, achieve high attendance and achieve the best outcomes.

Each pupil has their own room, where they can experience being calm and settled and engage with their provision. Each room develops over time and reflects each pupil’s interests and learning journey. RAP is an Alternative Provision, that constantly and dynamically adapts each child’s provision over time. At RAP the pupils, for example, cook, read, solve maths problems, play sport, paint, build, fix bikes, learn to play instruments, visit a whole variety of places, learn about the world around us and much, much more.

National Curriculum

RAP is an Alternative Provision (AP) and, therefore, the pupils at RAP do not follow the subject specific National Curriculum. The provision is highly individualised and is designed to maximise attendance and engagement through carefully considered incidental learning.

With that said, we continually look for opportunities to link the pupils’ learning to the national curriculum subject content learning that the pupils would be accessing if they were attending a mainstream school.

For example, a learning mentor will know that a year 8 pupil learns about The Normans in History and will, therefore, look for incidental learning opportunities to expose the year 8 pupil at RAP to this part of the national curriculum. The ambition is that the pupil will engage and want to learn more which the learning mentor can then explore with them. It must be stressed, however, that if the pupil did not want to engage in a specific area, such as The Normans, RAP will not insist that they do. We will move on, continue with activities that do engage the student and look for the next opportunity to hook into the national curriculum.

The Engagement model

Alongside the above measures RAP is beginning to use elements of the Department for Education’s Engagement model  https://www.gov.uk/government/publications/the-engagement-model to plan and assess the pupil’s engagement in the provision provided, where relevant. The model is used to help us ask the right questions in order to inform our observations of how each pupil engages with the provision and progresses.

Functional skills

At RAP older pupils have the opportunity to take Functional Skills qualifications in Maths, Reading, Writing and Speaking and Listening.

Functional Skills is an alternative qualification route to GCSE’s – https://www.gov.uk/government/collections/functional-skills-qualifications-requirements

Post 16

RAP actively supports year 11 pupils in securing a post 16 educational placement. In collaboration with the pupil, the pupil’s parent/carer, the pupil’s SEN caseworker.

Careers

Careers – Riversides School At RAP we follow Riversides School’s careers curriculum which is informed by the Gatsby Benchmarks.

How do we assess and track progress?

Being an Alternative Provision RAP does not track each pupil’s academic progress as in Mainstream schooling. However, we do believe in rigorous assessment through observation and in using a variety of assessment tools to track each child’s progress against a whole range of criteria.

Below are the measures that we use to assess and track each pupil’s progress and to develop and improve the provision each pupil receives.

RADAR – Progress Tracking Tool

To track the progress of each pupil at RAP we have developed an assessment tool called RADAR. Every term each pupil is scored against 116 developmental criteria. As each pupil grows so does the RADAR graph giving a clear overview of the areas in which the pupils are progressing and the areas in which more input is needed.

Attendance rates

Attendance is an absolute priority for RAP. We monitor very closely attendance rates and continually work in close partnership with parents and carers to tackle any barriers to attendance.

EHCP – Education and Health Plan

Each pupil at RAP has an EHCP which has outcomes that the pupils are working towards. The annual EHCP review assesses the child’s progress against the outcomes and sets new ones if the present ones have been achieved.

IEP – Individual Education Plans

Each pupil at RAP has an IEP with at least three targets. IEP’s are reviewed half termly (6 times a year) and targets are RAG rated. New targets are set when present ones have been achieved.

Pupil voice

Every term the pupils are asked about their experiences of RAP and their specific provision.

Parent voice

Every term, parents and carers are asked about their views on their child’s provision.

LOtC stands for ‘Learning Outside the Classroom.’

Since RAP started in February 2022 the pupils at RAP have visited and experienced a combined amount of at least 70 different off-site locations ranging from RAF Cosford, The Safari Park, The Forest of Dean, to local parks, science museums, town centres and zoos.

Learning Outside the Classroom (LOtC) provides essential and powerful learning experiences to all children and especially children who have previously struggled with accessing learning through traditional, mainstream classroom teaching. The benefits of LOtC are countless but can be summarised as follows:

LotC helps pupils;

• To develop confidence to engage with the world around them.

• To experience how the world around them functions.
• To expand their experience register.
• To observe appropriate behaviour in public places.
• To give practical educational experiences to develop reading, maths, writing skills.
• To stimulate interest and curiosity through awe and wonder experiences.

• To learn about other subjects such as history, geography, science etc. through experience as opposed to in the classroom.
• To problem solve real life issues relating to using public places, transport, costs, timings, etc.
• To physically move and experience the natural world.
• To interact with support staff outside the classroom, which can result in the pupil communicating more openly and constructively.
• To provide each pupil with all the benefits of Learning Outside the Classroom (LOtc) as described on the LOtC webpage – Learning Outside the Classroom – CLOtC – Helping you take your teaching beyond the classroom

It is so clear when we are out and about with the pupils that their intrinsic desire to learn shines through. Conversations flow, questions are asked, curiosity flourishes, adventure experienced, learning and growth are evident.

Swimming:

Pupils at RAP are also given the opportunity to go swimming once a week at one of Worcestershire’s swimming pools such as Pershore or Wyre Forest. We also visit Droitwich Lido in the warm summer months.

Collaborating Alternative Provisions:

Depending on the pupil’s needs and interests, RAP collaborates with two other Alternative Provisions, which the pupils have an opportunity to visit either weekly of fortnightly. These are Evesham Adventure Playground – https://eveshamadventureplayground.org/ – and Acton Mill Care Farm – https://actonmillcarefarm.org/ .

“I feel like I can talk to […] if I have any worries.”

“I am learning maths, swimming and cooking.”

“I cannot praise Riversides School highly enough; they have really supported me and now I just want to support my mum.”

“I used to be naughty all the time but since I started coming to Riversides School [RAP] I am trying to turn my life around.”

“It’s good here because I get to do the things, I am interested in like food tech”.

“I don’t disklike anything. I like it but I am not sure what I like.”

“I feel more confident going out as long as I am with someone. I definitely would not have gone to gym on my own.”

“A year ago I would not have gone in there [IKEA]. I would have been too nervous”.

“My behaviour has improved.”

“You all care for me.”

“I don’t want the weekend; I want to come to school.”

“I feel safe and happy.”

“I like cooking and sports.”

When asked whether he has changed since being at RAP he said “Yes, I come to school every day now.”

Below are statements made by the parents and carers of the pupils who attend RAP.

“RAP offers a bespoke package for the children that other provisions have not been able to give and that is why they have failed. The system needs places like RAP to fill the gaps that the other provisions cannot. Through the bespoke package RAP is able to provide the children with what they need. The staff at RAP go above and beyond. RAP works with the children and supports them through their previous traumas. RAP helps the children overcome their traumas which they have experienced at other settings, which then helps the children feel comfortable, relax and then engage in learning activities such as functional skills. RAP is a more of an educational alternative provision.  The educational system needs more provisions like this to support young people who can’t have their needs met in a mainstream setting. When my son first started I was concerned it would be too focused on education as he was totally disengaged with anything “school” related at the time.  But over time and with the support of the staff he is now doing functional skills and baking!  He gets the opportunity to play basketball, and has helped with jobs around the setting.  He is listened  to, so if he is having a “bad” day he is given choices to help him regulate. Communication is very good. We receive a weekly phone call or email and end of term report. RAP works on a 1:1 with its young people and this is fantastic for those who are too anxious and struggle to be in a classroom environment. RAP are limited to the amount of children they can take. I think more funding should be available so they can extend further and give other young people the opportunity to get the education they deserve.  Also a post 16 provision would be great.  My son started in Yr11 and has come on so well but now has to move provision which he is going to be a real challenge now he has settled so well.”

“When my son started at RAP he was at rock bottom. Now he is in a much better place. They go above and beyond to get it right for every child. They never give up. They always listen to what you are telling them so they can get it right. The staff really care about our children. If he wasn’t at RAP he would probably be at home. There is nothing else out there that can bridge the gap for children who learn like my son. He is very happy at RAP. I wouldn’t move him. If I took him out of RAP I think he would be at home and spiral out of control. RAP is giving my son and the other children what they need. RAP understands how my child learns. The adults are able to teach him new things in a way that works for him. He has been on a massive journey since starting at RAP. The progress and development has been huge. RAP is giving him what he needs and has helped him understand his emotions and social interactions so much more. RAP prepares the children for society by putting them in situations and supporting them to help them understand how things work. This is preparing them so that they can function in society later. He is so much more able to cope in situations now, so much so he is now able to access some social situations outside of school.”

“We are very happy with RAP. It is amazing how far my son has got.”

“100% need to be more schools like this. There needs to be schools like this over the country. RAP is the inbetweener school. For children who aren’t for mainstream and aren’t for special needs. The school sets boundaries, that are appropriate for children like my son. I do believe that my son is learning well at school. They get taken out and they get taught life skills and that is what every child needs. It’s not a youth club. RAP is an all round school – RAP provides everything. The possibilities are endless at RAP. RAP listens and are always willing to be flexible and improvise.”

“Love it. He has changed since being at RAP. He is a lot happier, calmer, a much a happier child. Because there is less pressure, fewer people, less structured, has a chance to bond. RAP is giving the children, my child, a chance to learn and develop in their own setting and context. The children are not just allowed to do what they want, there is structure and compromise. Definitely feel that there is still a focus on learning. Learns so much from the off-site trips. Love that he learns how to cook. That is because of RAP.”

“Very happy with how it’s gone so far. Can’t fault it. If my son wasn’t here he would be at home doing nothing. The system needs more places like RAP because they are more accepting. RAP has worked around my son whereas other provisions want him to fit them. If RAP was not there these kids would have nothing they would literally just be at home”.

“We love the provision. It is bridging the gap between mainstream education and other specialist provisions that could not meet [my child’s] needs. It is having a really positive impact on [my child] as he now wants to attend school. His attitude to school has totally changed. Before he was too anxious. RAP’s approach is enabling [my child] to have access to an education that meets his complex needs.”

“I am very happy with RAP. The T/A ‘s could not be more supportive and they teach me a lot about my child’s condition. They have helped me understand more about Autism. Recently how things can affect behaviour. So thankful they have not given up on him. The RAP lead has been equally informative and helpful. All the other T/A’s are nice as well. And the receptionist has been understanding and kind as well. Overall, I am very pleased with the school and glad that they have my child. They communicate everything and explain what to expect and the way forward.”

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