This page is being developed by the RAPS Team and will be available to you soon.
The REAL Alternative Provision School is committed to meeting the general equality duty under the Equality Act 2010.
REAL Alternative Provision School has due regard to the need to:
- Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by the Equality Act 2010
- Advance equality of opportunity between and within groups of learners with different needs and backgrounds
- Foster good relations across groups of learners
The school recognises that meeting these three requirements contributes greatly to achieving outstanding progress and attainment because achievement of these aims will enable pupils work to in an ethos and atmosphere of dignity and fairness where they are supported to develop themselves, secure in the knowledge that differences are respected. Staff actively encourage students to become independent learners and take responsibility for their actions, which will help develop the skills required to become an active citizen.
REAL Alternative Provision School is committed to reaching the best outcomes for all pupils
REAL Alternative Provision School (RAPS) is located in Mansfield, Nottinghamshire. The school building was developed in 2016 and hosts a renovated purpose built facility that has been converted for educational purposes. RAPS is a mixed (14-19) specialist independent alternative provision school that works with some of the most hard to reach and complex young people across the region, children and young people who are particularly hard to place.
At present we have pupils from the commissioning authorities of Nottinghamshire, Nottingham City, Derbyshire and Leicestershire.
All of the pupils are day pupils who are transported by the staff at RAPS, by local authority transport, by parents/carers or are able to use public transport. Pupils are from a wide range of socio-economic backgrounds, including professional and non-professional. Some pupils live in affluent areas of the county and some in poorer socio economic areas. Some pupils and their families have multi-agency involvement because of the complexity of their identified needs and some pupils and their families are supported by social services.
Pupils are referred to the school because traditional educational models have not worked for them. Our learners may have Autism Spectrum Disorder, Pathological Demand Avoidance, Attention Deficit Hyperactivity Disorder, Social, emotional and mental health needs, anxiety, Obsessive Compulsive Disorder, Dyslexia, attachment difficulties, emotional dysregulation or have specific disabilities or medical support needs which are currently preventing them from realising their full potential, academically and socially; difficulties that local mainstream / special schools are unable to address effectively. Pupil attainment ranges from Entry Level 1 through to A-Level qualifications. All pupils have difficulties managing behaviour.
We aim to meet the needs of all our pupils through our curriculum and through the care, guidance and support we provide to ensure the Equality Duty 2010 is achieved. We are required to set Equality Objectives and the following have been set in response to the pupil profile of the school. We monitor our performance against these objectives on a regular basis.
- To conduct an annual end of key stage analysis of pupil progress and attainment in order to identify different groups of pupils who appear to be making less than expected progress
- To promote the recognition and acceptance of all people regardless of: age, disability, sex, gender reassignment, sexual orientation, marriage, civil partnership, pregnancy, maternity, race (which includes colour, nationality and ethnic or national origins), religion or belief
- To develop staff understanding of the needs of the pupils at RAPS in order to develop appropriate strategies within all lessons
- To plan all enrichment activities to ensure they are accessible to all pupils and develop cultural capital
- To conduct all off site activities in an inclusive environment
- To ensure that classrooms and social spaces are optimally organised to promote the participation and independence of all pupils
- To ensure incidents of untoward and aggressive behaviour and disruption to learning are addressed promptly, effectively and are recorded
- To ensure all forms of bullying are addressed promptly and are recorded
- To provide training for all professional teams in raising awareness of disability issues
- To ensure pupils become active participants in their learning programme and are able to feedback on their enjoyment
- To give families the opportunity to meet with staff so that there is an open line of communication at all times.