The following programmes are provided to all children, mainly delivered to whole classes by the class teacher:
- Zippy’s friends – a 24 week Year 1 and 2 programme which helps children to build resilience
- Apple’s friends – a 24 week Year 3 & 4 programme which helps children to build resilience
- FRIENDS – a 24 week Year 5 programme which helps children build resilience
- Protective Behaviours – a 6-12 week programme designed to build children’s capacity manage risks in their lives and to know how to seek help and support if they need it
- Anti-bullying programmes –are delivered to all children regularly throughout the year
- 123 Magic and Restorative Approaches are used as the basis of our whole school approach to behaviour management (see Behaviour and Relationship Policy for further details)
The following programmes are provided to children either in small group or one a one to one basis with, usually led by a member of our Inclusion Team:
- Drawing and Talking – one to one support for children who have suffered trauma or who require counselling. Usually lasting 6-8 weeks
- Growing Optimism – small group intervention for identified children who have negative thought processes and who need support to alter their thinking using Cognitive Behaviour Therapy approaches. Usually lasting 10 weeks
- Social Detectives and Superflex – small group intervention to support children who are have social and communication difficulties and who may be diagnosed with Autistic Spectrum Disorders. Usually lasting 6-10 weeks
- Loss, Bereavement, Anxiety and Self Harm – one to one support programmes which are usually delivered by the school counsellor and will be planned around the needs of the individual child. Length of support will vary
The following programmes are provided to parents in small groups, usually led by a member of our Inclusion Team:
- 123 Magic for Parents – a 10 week course for parents to help them introduce a behaviour management system in the home which is consistent with the systems used at Oakway Academy
- Solihull Approach for parents – a 6 week programme for parents which develops an understanding of early attachment and how to nurture positive relationships between parent and child from birth onwards.
In addition to the TaMHS programmes on offer we also provide the following interventions:
- ELSA – One of our Welfare Team members is a qualified Emotional Literacy Support Assistant (ELSA)) who has been trained by Educational Psychologists to plan and deliver programmes of support to pupils who are experiencing temporary or longer term additional emotional needs. The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills. Sessions are fun, we use a range of activities such as: games, role-play with puppets or arts and craft.
- Friendship lunches – Our school counsellor invites children to join her for ‘friendship lunches’ where the identified child may invite a few other children they wish to develop or strengthen friendships with. Children usually self-refer to her for this support, but other members of staff may also identify children who may need additional support developing friendships.
- PSPs – Pastoral Support Plans and BSPs – Behaviour Support Plans are individual written plans used to support an identified child with well-being or managing behaviour. The plans detail the people involved in supporting the child, the strategies and interventions required to support the child and the stages of response should the child be distressed. The children who require a pastoral support plan are identified by the SENCO, Welfare Team or class teachers. Class teachers write the plans.
- Champion plans – are individual plans which are used to support children who have experienced developmental trauma or attachment difficulties. They detail adults who are significant to the child and how these adults can build relationships with the child in order to help them feel safe. They also detail how to respond to the child when they are distressed. The children who require a pastoral support plan are identified by the SENCO, Welfare Team or class teachers. Class teachers write the plans.
- Growing PRIDE – is a whole class approach used to help class teachers, teaching assistants and children to build positive relationships with one another and to develop the positive behaviours required for learning, such as listening skills and cooperative skills. Growing PRIDE involves identifying and developing a specific learning behaviour that would enable the class to work better together. The skill is then developed through skill-building lessons and through taking time to notice the skill in action in other lessons.
How do children access the support?
Social, Emotional and Mental Health support is available to all children through a range of whole class interventions as detailed above. The small group and individual support is access through referrals made by teachers and members of the inclusion team using the pastoral support referral form. These will be allocated at weekly team meetings and the referrer will be notified of the outcome and likely start date of the intervention. This form includes some simple assessment measures that will be used to determine which support would be most appropriate for meeting the child’s needs.
Who do I contact?
Jacinta Gordon, SENCO for pastoral support plan & behaviour support plans
Lisa Blackwood, Assistant SENCO for Champion plans
Claire Byron, Inclusion Manager for any other behaviour support required