About us
Raise Education & Wellbeing School is a registered independent special school welcoming students aged 11-19 with Education, Health and Care Plans (EHCP’s). Our broad, adaptive curriculum, inclusive teaching and therapeutic approaches create inclusive, educational opportunities for students with complex needs, including SEMH, neurodiversity and other SEND requirements. Our aim is to ensure that each student is guided to achieve, build confidence, and thrive academically, socially and personally.
We adopt a pioneering “circle of adults” approach, where each student is supported by a responsive, coordinated team of professionals who intervene, at the right time, in the right way, to encourage attendance, engagement, independence and self-reliance. The form bubble includes:
- Form teacher and teachers
- SEND TA(s)
- Intervention practitioners and support assistants
- Thrive Practitioner
- SENCo
- Social Worker
All forms receive expert input from a range of professionals including:
- Psychologists and psychotherapists
- Speech and language therapists
- Occupational therapists
“Our collaborative approach allows us to respond flexibly to individual learning needs. Every student receives the right support to help them to develop confidence and independence”.
About us
Raise Education & Wellbeing School is a registered independent special school welcoming students aged 11-19 with Education, Health and Care Plans (EHCP’s). Our broad, adaptive curriculum, inclusive teaching and therapeutic approaches create inclusive, educational opportunities for students with complex needs, including SEMH, neurodiversity and other SEND requirements. Our aim is to ensure that each student is guided to achieve, build confidence, and thrive academically, socially and personally.
“Our collaborative approach allows us to respond flexibly to individual learning needs. Every student receives the right support to help them to develop confidence and independence”.
We adopt a pioneering “circle of adults” approach, where each student is supported by a responsive, coordinated team of professionals who intervene, at the right time, in the right way, to encourage attendance, engagement, independence and self-reliance. The form bubble includes:
- Form teacher and teachers
- SEND TA(s)
- Intervention practitioners and support assistants
- Thrive Practitioner
- SENCo
- Social Worker
All forms receive expert input from a range of professionals including:
- Psychologists and psychotherapists
- Speech and language therapists
- Occupational therapists
Our curricula are scaffolded by an innovative fusion of high-quality teaching and evidence-based psychology. As a mindful, mental health & trauma informed school; nurture, empathy, restorative justice and targeted interventions are embedded within our daily activities.
Our highly skilled team of professionals build strong relationships enabling students to settle to learn. Through the quality of teaching and intentional support, our students make good progress, achieve positive outcomes and are prepared for future endeavors and opportunities.
Our student population has a variety of learning needs including:
Cognition and learning
We understand that every student process information differently. For students with ADHD, ASD, other learning needs, or significant gaps in their education, our SENCo’s and Educational Psychologist, work closely with teaching staff to assess needs and devise individual learning plans. Through small group teaching, targeted interventions, adaptive technology and tailored support, students develop thinking skills, memory, attention and problem-solving, helping them to achieve their potential.
Communication and interaction
We understand that every student communicates and interacts in their own way. For students with ASD, or other communication needs our SENCo’s and Speech and Language support work closely with teaching staff to assess needs and design personalised strategies to enable all students to access the curriculum. Through our Circle of Adults approach, small group activities, targeted interventions and tailored support, across academic, vocational, therapeutic and enrichment activities, students develop social skills, language and confidence in interacting with others, helping them thrive both academically and socially.
Social, Emotional and Mental Health
Within our school population student social, emotional and mental health needs are diverse. Our transformative Circle of Adults approach- including Form Teachers, SENCo’s, Thrive and intervention staff- work alongside specialist therapists such as art therapy, play therapy, wilderness therapy, psychotherapy and clinical and educational psychologist input, to support students through a wide range of social and emotional difficulties.
The school’s approach is compassion-focused, trauma-informed, with understanding and restoration at the core. All students benefit from Thrive, emotional literacy support, small group interventions and enrichment activities, such as climbing, fishing, skateboarding, art projects, therapeutic music and cooking.
At Raise we are always curious to understand behaviours that may signify an underlying emotional or mental health difficulty such as anxiety or depression. Where appropriate, with necessary consents, our SENCo may refer to external agencies for additional support, such as CAMH’s or neurodiverse diagnostic services.
Ofsted Insights
“When pupils first join the school, staff comprehensively identify any additional needs that they may have. This includes recognising where pupils have unidentified SEND and taking swift action to support them” (Ofsted, February 2025).
Physical & sensory needs
Understanding the diverse physical and sensory needs of our students helps us to create environments and activities that make them feel comfortable. Our SENCo and Occupational Therapists work closely with teaching staff to create personalised sensory plans, provide in class interventions and offer access to our sensory room. Students are supported with equipment, movement breaks and sensory activities tailored to their individual profiles, helping them to regulate emotions, focus on learning and engage confidently in the classroom and learning activities. These tailored strategies help students build confidence, independence and the skills they need to fully engage with learning in a safe and supportive environment.
Ofsted Insights
“Expert staff swiftly identify pupils with special educational needs and/or disabilities (SEND). Leaders work closely with local authorities to ensure that pupils with SEND receive the support they need. The school’s special educational needs coordinators help staff to make amendments to the curriculum to enable pupils with SEND to learn as well as their classmates and to succeed” (Ofsted, 2021).
Our Ethos
1. Safety
The welfare of young people is paramount, and we will never compromise on protecting and promoting their safety and wellbeing. Rigorous safeguarding practises, consistent supervision and a trauma informed approach ensure students feel secure and supported.
2. Inclusion
At our school, Inclusion means that every student, regardless of background, ability or need can fully participate in school life and access high-quality learning. We provide personalised adjustments, specialist support and a nurturing environment so all students feel valued, supported and can thrive socially, emotionally and academically. We do not believe that isolation or seclusion provide the dignity, compassion and respect that every student should experience.
3. Curriculum and teaching - passion, integrity and high standards
We deliver high quality, adaptive curricula that meet student’s individual learning needs. Our qualified, experienced teachers are supported by specialist teaching, support and therapeutic practitioners. Academic, vocational, therapeutic and enrichment activities are adapted to individual needs and delivered in small groups. Progress is monitored against EHCP and other learning outcomes. by the class teacher, form teacher and SENCo.
4. Attendance and behaviour
Many of our students join our school having had a poor experience of education. Many have experienced trauma and have inconsistent or low prior school attendance. Using trauma and mental-health informed approaches, our Engagement and Re-connection team seek to understand and address the barriers that prevent attendance. Attendance is closely monitored and actioned.
Our restorative and reflective culture supports student to understand the impact of their actions, resolve conflicts constructively. This fosters positive relationships, makes students feel safe, encourages regular attendance and reduces unwanted behaviours.
5. Personal development and wellbeing
Through Thrive, emotional literacy programmes, enrichment activities and specialist therapies we nurture confidence independence, emotional well-being and nurture students’ spiritual, moral, social and cultural (SMSC) development. Building a sense of pride in themselves, their school and wider community we prepare our students to be law abiding and compassionate British citizens who value our fundamental British values and ways of life. The school’s leadership diligently attend to our responsibility to prepare our students for life in modern Britain.
6. Leadership and governance
Strong leadership and governance, ensures high standards, continuous improvement and compliance with statutory requirements, while empowering staff to deliver personalised high-quality support to all our students. Clear structures, robust policies, and regular oversight, ensures all students are safe supported and able to thrive.