Special Educational Needs and Disabilities (SEND)

At River Tyne Academy Gateshead, we are committed to ensuring that every student receives the support they need to thrive academically, socially, and emotionally. 

We believe that all young people are entitled to an education that enables them to: 

• Make meaningful progress. 

• Achieve their full potential. 

• Develop confidence and independence. 

• Enjoy positive experiences and opportunities. 

• Prepare successfully for adulthood, further education, training, and employment. 

Our inclusive approach recognises that every student is unique. We work closely with students, families, schools, and external agencies to ensure that individual needs are understood and supported effectively. 

Our SEND Provision

We provide high-quality, inclusive teaching that is adapted and personalised to meet the needs of all learners. For students who require additional support, targeted interventions and bespoke strategies are implemented through Personal Development Plans (PDPs), Education, Health and Care Plans (EHCPs), and other personalised support arrangements. 

Our provision supports students across the four broad areas of SEND identified within the SEND Code of Practice: 

Communication and Interaction

Supporting students who may experience difficulties with speech, language, communication, and social interaction. 

Cognition and Learning

Supporting students who require additional help to access learning, develop skills, and achieve their educational goals. 

Social, Emotional and Mental Health (SEMH)

Supporting students whose emotional wellbeing or mental health may impact their learning, relationships, and engagement with education. 

Sensory and Physical Needs

Supporting students with physical disabilities, sensory impairments, or medical needs that require specialist provision or adaptations. 

Our Graduated Approach

We follow the graduated approach outlined in the SEND Code of Practice: Assess, Plan, Do, Review. 

Assess

When a student joins River Tyne Academy Gateshead, we gather information from a range of sources to understand their strengths, needs, and aspirations. This may include: 

• Referral documentation and previous educational records. 

• Discussions with students, parents and carers. 

• Information from previous schools and external professionals. 

• Assessments, observations, and screening tools. 

At any stage of a student’s placement, additional needs may be identified through ongoing monitoring, observations, discussions, or concerns regarding progress. 

Plan

Where additional needs are identified, staff work collaboratively with the student, family, and SEND team to develop an appropriate support plan. 

This may include: 

• Personalised classroom strategies. 

• Targeted interventions. 

• Additional pastoral or therapeutic support. 

• Clear outcomes and provision outlined within a Personal Development Plan or EHCP. 

Students are encouraged to contribute to planning discussions and help shape the outcomes that matter most to them. 

Do

The agreed support is implemented by staff and reviewed regularly to ensure it remains effective and responsive to the student’s needs. 

Review

Progress, outcomes, and support arrangements are reviewed regularly with students, parents and carers. This ensures that provision remains appropriate and continues to support positive outcomes. 

Education, Health and Care Plans (EHCPs)

Many of our students have an Education, Health and Care Plan (EHCP), and we work closely with families, local authorities, and partner agencies to ensure that provision is delivered effectively. 

Where a statutory assessment may be appropriate, we will work collaboratively with families and relevant professionals to support the process and provide evidence of need. 

Working in Partnership with Families

We recognise that parents and carers play a vital role in supporting their child’s education and development. 

Families are involved throughout the SEND process through: 

• Admission and induction meetings. 

• Review and planning meetings. 

• EHCP annual reviews. 

• Personal Development Plan reviews. 

• Regular communication with staff. 

• Informal and formal opportunities to discuss progress and wellbeing. 

We value open, honest, and collaborative relationships with families and encourage parents and carers to contact us whenever they require support or advice. 

Working with External Agencies

To ensure students receive the most effective support possible, we work closely with a range of specialist services and professionals, including: 

• Educational Psychology Services. 

• Child and Adolescent Mental Health Services (CAMHS). 

• Children’s Social Care and Early Help Services. 

• Occupational Therapy Services. 

• Speech and Language Therapy Services. 

• Local Authority SEND Teams. 

• Health and wellbeing professionals. 

• Careers, transition, and post-16 providers. 

These partnerships help us provide holistic support that addresses the educational, emotional, social, and health needs of our students. 

Transitions and Next Steps

We understand that transitions can be challenging for some students. Whether students are joining River Tyne Academy Gateshead, returning to mainstream education, moving to another specialist provision, or progressing to post-16 destinations, we work closely with families and professionals to ensure transitions are carefully planned and supported. 

Our aim is to help every student develop the skills, confidence, and resilience needed to achieve success both during their time with us and beyond.