William Brookes School Social, Emotional & Mental Health This policy should be read alongside the Equal Opportunities Policy and the Accessibility Plan.
Transcript
Slide 1
Slide 2
William Brookes School Social, Emotional & Mental Health
This policy should be read alongside the Equal Opportunities Policy
and the Accessibility Plan.
Slide 3
William Brookes endeavours to identify, monitor and put
interventions into place to foster student support in the 4 areas
of need: 1.Communication and Interaction; 2.Cognition and Learning
Difficulties; 3.Social, emotional and mental health; 4.Sensory
and/or physical development.
Slide 4
How do teachers know what needs pupils have? It is really
important that the class teacher has all the information at their
fingertips. When they open their register, a column shows next to
the childs name stating whether they have any SEN. It shows T for
teacher support, K for SEN Support and S or ECHP for the highest
levels of support. Individual teachers are then expected to cross
reference this with the SEN list and the one-page profile, which
have more detailed descriptions of a students needs.
Slide 5
This shows part of a (fictional) SEN list. In addition, staff
will know what provision (e.g. spelling groups, social groups,
small-group maths) is available for that child from Sept 2014 to
June 2015, which is when our timetable changes. T
Slide 6
How we adapt our curriculum and learning environment to include
students with support needs in the area of social, emotional and
mental health: We can provide a meet and greet for students who are
anxious; We can provide 1:1 meetings with a counsellor; We can
provide Anger management sessions; We provide a 6 th form mentoring
scheme; We can provide a Key worker from the Behaviour Support
Base; Use of PASS to provide targeted interventions;
Temporarily-reducing timetables; A Volcano card can be given to
allow students to choose to seek support in the Behaviour Support
Base; Use of the EHAF/ CAF processes.
Slide 7
How do we foster the development of social and emotional
skills? BSR staff mediate in student disagreements; Concerns about
bullying should be reported to form tutors or BSR staff and will be
followed up within 24 hours; Problems on the buses should be
reported to BSR staff; Games Club at lunchtimes fosters social
skills in a supervised area; BSR staff run social skills groups,
including making and maintaining friendships.
Slide 8
How we identify and assess support needs In the New Code of
Practice, it states: 6.16 Schools should assess each pupils current
skills and levels of attainment on entry, building on information
from previous settings and key stages where appropriate.
Information from primary schools is seen as paramount when
organising support for new Yr 7 pupils, but students adapt to
secondary schools at different rates and it is necessary to keep
flexibility in teaching arrangements until past Christmas.
Slide 9
We also ask our staff and parents to contact us if they feel
that something is preventing a student reach their potential.
Students can also self-refer. SENCO Lesley Ravenscroft,
[email protected] We can liaise with our Primary
Mental Health Worker to start the diagnostic process for conditions
such as ASD/ ADHD/ Tourettes /OCD etc.
Slide 10
How we review support needs 1)Teachers are asked to make sure
that students make progress appropriate for them using 4 matrix and
tutors, especially are tasked with watching a students flight
path.
Slide 11
How we ensure access to our facilities for all of our students:
Our key tenet is that students are included in mainstream lessons
wherever possible; we do not operate unit provision. Other schools
do offer such provision in our local area. All students are
encouraged to attend clubs at lunch and after school and, if
necessary, assistants will attend with them to help them settle in.
Transport arrangements, such as taxis, can be arranged for students
with statements or EHCPs if they wish to stay after school.
Differentiated auditions can be arranged for students wishing to
take part in school productions.
Slide 12
What training has been provided for our staff? Loss &
Bereavement Anxiety Self harm Anger management Social stories
Attachment disorder Resilience (SUMO)
Slide 13
From which external agencies do we seek advice? Educational
Psychologist Woodlands Outreach EnHance DIVERT CAMHS Targeted Youth
Service Shropshire Youth Future Focus Early Help Team School Nurse
Woodlands Outreach Education Welfare Relateen Red Cross Gender
Matters
Slide 14
Complaints. We hope that you can discuss issues with the SENCO
and come to a mutually-satisfactory conclusion,
[email protected] However, in the event of a dispute
that cannot be thus satisfied, please follow the link from our
website to the school complaints procedure.
Slide 15
There are organisations that will help parents make their way
through the local offer and School SEN Information Reports. Parent
Partnership is a great service. Their web page is at
http://www.parentpartnership-shropshireandtelford.org.uk/ Their
telephone number is 01952 457176. Their email is
[email protected]. We are here to give you help
so that you can feel much more confident in being able to take an
active role in making sure your childs educational needs are being
met. (from their website)