Assessment, Planning, Interventions, Recording & Reporting

Raise Education & Wellbeing School invests in an array of world-class software applications to assist us in managing academic attainment and personal development for our pupils.

In addition, we partner with leading organisations such as Thrive, Restorative Justice 4 Schools and Trauma Informed Schools UK (TISUK) to ensure our processes are informed by credentialed frameworks and theories. You can read more about these organisations at the very bottom of this page.

Please take a moment to read more about the systems and frameworks we employ to help us give every child the best chance of success in education, work and life.

School information and reporting systems

Behaviour Watch

Our information system for:

  • Attendance.
  • Behaviour – incidents, negative, positive, rewards systems.
  • Interventions.
  • Communication tracking.

Visit Behaviour Watch website

 

Safeguarding

MyConcern

MyConcern is a secure and trusted safeguarding software used by schools, colleges and other organisations in the UK and worldwide.

MyConcern was created by former Senior Police Officers with over 60 years of experience in safeguarding and child protection to enable staff to easily record, report and manage all safeguarding, well-being and pastoral concerns to enable early intervention.

Visit MyConcern website

Assessments and intervention platforms

Outcome star

The Outcome Star is a family of evidence-based tools for measuring and supporting change.

The Star is underpinned by three values – empowerment, collaboration and integration – which sets it apart from traditional approaches.

The values that inform the Outcomes Stars are similar to those of person-centred, strengths-based and co-production approaches: the Star places importance on the service user’s perspective and priorities, as in a person-centred approach.

The holistic assessment offered by the Star focuses on aspects of life that are going well in addition to areas of difficulty. Children and young people are seen as active agents in their own life and a valuable source of expertise and knowledge rather than a passive sufferer of an affliction that the professional, with their expertise and knowledge, will cure.

Visit Outcome Star website

Motional

Motional is an online tool for identifying, assessing, and improving the emotional health and wellbeing of children and young people.

It is based on Professor Jaak Panksepp’s research on emotional systems in the brain and extensive research, studies and expertise in executive functional skills.

It can record ACE and Protective Factor scores where required and gives staff a whole-brain picture of students’ mental health and wellbeing.

Visit Motional website

Social emotional behaviour needs and interventions

SNAP-B

SNAP-B (Behaviour) identifies and provides interventions for 17 social, emotional and behavioural difficulties.

Online questionnaires identify strengths and weaknesses and generate interventions based on the child’s individual needs.

Visit Snap-B website

Social emotional behaviour needs and interventions

SNAP-B

SNAP-B (Behaviour) identifies and provides interventions for 17 social, emotional and behavioural difficulties.

Online questionnaires identify strengths and weaknesses and generate interventions based on the child’s individual needs.

Visit Snap-B website

Attendance and engagement tools

PASS – Pupils Attitudes to Self and School.

PASS takes the guesswork out of understanding why pupils may be reluctant, disengaged or even disruptive learners by sensitively exploring social and emotional wellbeing.

Visit PASS website

Literacy and Numeracy interventions and support

Lexia Reading and literacy

Lexia can be used at Wave 123, supports 5 key areas of literacy – Phonological Awareness, Phonics, Fluency, Comprehension, Vocabulary – and features printable and online activities.

Visit Lexia website

Rapid Plus

A complete reading and comprehension intervention solution for struggling learners working behind Age Related Expectations, and children with longer-term special educational needs.

Learn more about Rapid Plus

IDL

Can be used at Wave 123

IDL Literacy has been around for 40 years and is proven to dramatically increase reading and spelling ages for pupils with dyslexia or low level literacy ability. IDL Numeracy is a maths software resource that helps to improve ability for low-attaining learners in mathematics. It includes a fully graded course to support the National Curriculum for KS1 (Key Stage 1) maths and KS2 (Key Stage 2) maths. Lessons in IDL are designed to reduce the stress those with dyscalculia would ordinarily feel when faced with mathematical problems.

More about IDL

My Maths

Can be used at Wave 123

MyMaths offers everything to support a strong foundation for maths-related subjects.

Our interactive lessons both break down and illustrate key concepts. Lessons help consolidate skills and provide variety for students in class. Students can also access lessons from home, making them a great tool for independent study and revision.

Lucid Exact

Provides baseline scores for:

  • Speeded word recognition and accuracy
  • Reading comprehension
  • Reading speed
  • Spelling
  • Handwriting speed
  • Typing speed

Simple and efficient screening to identify students entitled to exam access arrangements.

DASH

DASH (The Detailed Assessment of Speed of Handwriting) is ideal for providing evidence for Access Arrangements for Key Stage 2 National Curriculum Tests and for General Qualifications.  It can also play a role in identifying children with handwriting difficulties and provides relevant information for planning intervention.

Secondary Language/Speechlink

Secondary Language Link is the only comprehensive SLCN support package of its kind. Includes assessment, targeted interventions and teacher training which we use to identify and support the language and communication needs of Key Stage 3 students.

Learn more

Restorative approaches

Raise Education & Wellbeing School takes a restorative approach to resolving conflict and preventing harm.

Our whole-school approach to restorative methods has seen many benefits including increased attendance, reduced exclusions and improved achievement; alleviation of problems such as bullying, classroom disruption, truancy, antisocial behaviour, and disputes between pupils, their families, and members of staff.

A report published by the Department for Education gave whole-school restorative approaches the highest rating of effectiveness at preventing bullying, with a survey of schools showing that 97% rated restorative approaches as effective.

You can read more about Restorative Justice 4 Schools here.

Trauma Informed Schools UK (TISUK)

A trauma informed school is one that is able to support children and teenagers who suffer with trauma or mental health problems and whose troubled behaviour acts as a barrier to learning. Practical evidenced based interventions are informed by over 1000 peer reviewed research studies (medicine, psychology, neuroscience, forensics).

TISUK’s training is highlighted in the DfE Advice to Schools: Mental Health and Behaviour in Schools DfE-00327-2018 as supporting and promoting positive mental health and forms part of several validated university courses.

You can read more about TISUK here.

Thrive

This whole-school approach to student wellbeing and mental health results in calmer classrooms, improved student attendance and achievement, happier staff, improved staff retention and reduced pupil exclusions.

Grounded in established neuroscience, attachment theory and child development, the Thrive Approach® has been developed over the past 25 years and draws on a wealth of experience in social work, psychotherapy and education, including the study of Adverse Childhood Experiences (ACEs).

Our Thrive Centre is run by Thrive practitioners trained by Trauma Informed Schools UK. They promote and deliver learning and support to prepare and equip young people to be able to regulate, just ‘be’ and settle down to learn and make progress in the classroom and life.

After a developmental needs assessment, we decide whether the support is best delivered in a group or 1:1 setting. Grouped sessions are based on individual cognitive and social abilities enabling young people to feel comfortable in their surroundings and company.

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