Raising Achievement and Performance Team (RAPT)

The Raising Achievement and Performance Team is made up of specialist teachers and teaching assistants who work in mainstream schools to support pupils experiencing learning difficulties related to Literacy and / or Mathematics. The RAP Team also has a team of teachers who work with children with a diagnosis of Autistic Spectrum Disorders (ASD). Children who are considered to have Special Educational Needs can be referred to the School's allocated RAP Team teacher for advice and / or support. Parental consent should be sought by the school prior to RAPT involvement.



The team aims to:

• assist pupils in mainstream classes, who are experiencing learning difficulties, to develop their full potential and support them to access a broad and balanced curriculum
• help schools identify, assess and make provision for children with Special Educational Needs in accordance with procedures outlined in the Code of Practice for Assessment and Identification of Special Educational Needs
• give advice to teachers regarding learning strategies, appropriate materials and resources suitable for children having difficulties in learning basic skills in reading, writing, spelling and mathematics
• provide support and advice as requested for pupils with Specific Learning Difficulties (e.g. Dyslexia, Dyscalculia) across the primary and secondary sectors
• offer specialist literacy teaching to schools on a collaborative and negotiated basis with agreed objectives and expectations
• offer INSET to schools' staff regarding relevant Special Educational Needs issues when requested

Other areas of specialisms within RAPT :

• The ASD (Autism Spectrum Disorder) Service.
• Looked After Children Team (LAC Team)

The ASD (Autism Spectrum Disorder) Service.

This team consists of 3 specialist teachers with expertise and training in working with, and advising on, pupils with an ASD in mainstream schools.

The core aims of the Service are:-

• to promote increased understanding and awareness of the condition.
• to ensure inclusive approaches to pupils with an ASD in mainstream settings in order that their potential is fulfilled.
• to provide support and advice to such pupils and their families.
  
  Pupils referred by schools must have a full Paediatric or Psychiatric diagnosis of ASD(Autistic Spectrum Disorder) or ASD/ADHD (Attention Deficit Hyperactivity Disorder), however schools do not require a Statement of Educational Needs for the pupil to access support and advice.
  
  Allocation of resources is prioritised following an initial assessment of need, and may include a range of approaches to address behavioural or learning issues. These may include individual or group work, advice given to school staff, parents and other agencies, training or recommendations.