We are experts in our fields.
All RocketEd practitioners are fully and appropriately trained in their fields, with professional qualifications up to date and appropriate for the work being conducted. We are members of the regulatory bodies necessary for our work as well as other professional organisations and bodies. You can find out more about our team here.
At RocketEd, we work together to support the educational progress, development, mental health and wellbeing of children and young people. Difficulties can present in a range of ways, categorised under the four broad areas of need outlined in the Special Educational Needs and Disability Code of Practice (2015). We become involved with children and young people with difficulties in the areas summarised below. These are:
Cognition and Learning
Where children and young people learn at a slower pace than others their age, they may:
have difficulty in understanding parts of the curriculum
have difficulties with organisation and memory
have difficulties with processing speed
have a specific difficulty affecting one particular part of their learning such as in literacy or numeracy
The term ‘learning difficulties’ covers a wide range of needs, including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD). Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia and dyscalculia come under this category.
Communication and Interaction
Where children and young people have speech, language and communication difficulties it is difficult for them to make sense of language or to communicate effectively and appropriately with others. This may be because they have difficulty saying what they want to (expressive language), difficulty understanding what is being said to them (receptive language) or difficulty with social communication.
Children and young people with an Autism Spectrum Condition (ASC) are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Sensory and/or Physical Needs
Some children and young people require special educational provision because they have a sensory need, disability or long-term health condition which prevents or hinders them from making use of the educational facilities generally provided. They may need additional ongoing support and equipment. These difficulties can be age related and may fluctuate over time.
Many children and young people with Visual Impairment (VI), Hearing Impairment (HI) or a combination of both will require specialist support and/or equipment to access their learning. Those with sensory processing difficulties may need adjustments to be made to their learning and the environment.
Social, Emotional and Mental Health
Children and young people may experience a wide range of social and emotional difficulties which present themselves in many ways. They may:
have difficulty in managing relationships with other people
be isolated and withdrawn
behave in ways that may hinder their and other children’s learning or that have an impact on their health and wellbeing
This broad area includes Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD) or Attachment Disorder. It also includes behaviours that may reflect underlying mental health difficulties such as anxiety, depression, self-harming and eating disorders.
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