Reshaping the Future

There is no single, universally recognised methodology adopted in school provision for pupils experiencing social, emotional and mental health difficulties.  In recent times, however, a number of significant themes have emerged, led by experts in the field.  Academies in our trust draw on several of these to form our own unique provision, engaging with and responding to pupil needs. 

 Understanding children’s experiences and physiology and how this can influence pupil presentation in school is key.  We know that our pupils have a significant need to feel safe, to learn and to trust.  Insecurity and anxiety can lead to an impulse to try to control situations and this will be lessened when pupils feel safe enough to relax and learn. For this reason, we offer firm boundaries and, at the same time, a highly nurturing environment. 

We focus on keeping to routines and systems, knowing that pupils like to be able to anticipate what will happen next.  Staff calmly carry the expectation that their requests will be met. Pupils are supported by even the smallest indication of unrest being noted and supported.   We look to develop a culture of ‘error’ and ‘not knowing’, promoting the idea that this is a normal part of the learning process. 

We encourage the development of professional, trusting relationships between pupils and staff, knowing this is key to engagement. Staff take positive delight in working with pupils; they understand the importance of letting them know that they are thought about, or ‘held in mind’.  Staff know how to attune to pupils and validate their experiences, listening actively to their verbal and non-verbal communications.  Pupils are helped to work towards solution-focussed, positive outcomes.  Supported reflective spaces are available when needed.