Case Study Year 9 Pupil – Thomas* (Names have been changed)
Background
This pupil come to our school in November 2015 to undertake a six week assessment and inform his application for an EHCP. Prior to arrival he had been in a special school and had a very negative experience of education. He had been attending a mainstream school for two hours a day and spent the majority of his time in the pastoral office, as they felt unable to support him in the classroom. The SEN team completed a variety of assessments including observations and achievements and ability tests to ascertain suitability for a place at Inspire. As a result, Thomas was given a permanent place here and also received an EHCP with a primary diagnosis of SEMH.
Presenting Behaviours
Highly impulsive and little knowledge of social skills and personal boundaries/space. As a result Thomas has found both peer and adult relationships very difficult which has resulted in a number of PI and bullying incidents. He is keen to learn but also likes to push boundaries.
Strategies to support behaviour
- Five minute time-out to outside
- Clear language
- Differentiated work with visual support
- Lots of praise of desired behaviours
- Speak to TA regarding mood (she has liaised with Mum)
Personalised Support
- Completed bespoke 0 and A
- Gradually increased his flexible timetable
- Developed social skills group
- 1:1 SALTA support (vocabulary and emotional literacy)
- 1:1 Literacy support
- Extra SEN support in lessons
- EAL outreach
- Bespoke rewards system (phone call/email home and stickers)
- Supported lunch and break
- Vocational Curriculum
- Dog Mentoring
- Drama therapy
Impact
Full time attendance at school – (was 33% at previous mainstream) now 100%
Reading age increase – 12. 6 (7.6)
Spelling age increase - 7.3 (6.1)
Although Thomas still finds relationships challenging, he has made some excellent progress and is developing a more positive attitude to education and school.
Case Study – Max* Year 9 (Names have been changed)
Background
Max* is a pupil with complex mental health needs. He has a diagnosis of ADHD and ODD. He struggles to control his anger. Max and family’s relationship with the school has been inconsistent, however following and Emergency Person-Centred Annual Review (EPCAR) of his Education, Health & Care Plan (EHCP) this has vastly improved and stabilised. Due to intensive work with the family there is now much better communication between home and school, and we are working better together to support Max.
Presenting Behaviours
Max was arrested at home following an incident in school which resulted in Mum disengaging with school completely. In order to address this an EPCAR was conducted (20/10/2015). The top three kinds of behaviours include refusal to follow instructions, class disruption and damage to property. From analysis, Science, Art and English are the subjects where incidents are recorded most for Max. The top three antecedents are not getting own way, other pupils behaviours and relationships.
Strategies to support behaviour
- Five minute time-out, climb on top of blue container as agreed by Mum
- Identify clearly the exit route to Max
- Lots of praise of desired behaviours
- Speak to TA regarding mood (who has liaised with Mum)
Personalised Support
- Emergency Person-Centred Annual Review (20/10/2015)
- Daily report from Mum about Max and his mood/how to support him
- Daily report from TA at end of day to report to Mum
- Re-organised taxis to negate influence of poor peer relationships
- Literacy support – extended writing and handwriting
- SALTA support – social communication
- Vocational curriculum - ICT
- MEBP mentor
Impact
- Reduction in PI
- Reduction in damage and physical aggression
- Increased attendance (now 100%)
- Increased engagement in lessons
- Improved relationship/support/communication with Mum
- Willingness to undertake assessments
