Case Studies
Profile Child A – aged 16 year 12. Post 16 EHCP in place.
Child A
Child A has attention deficit hyperactivity disorder (ADHD), for which he is medicated. Child A is working at entry level 2 for English. Entry level 3 for maths. Child A struggles to interact with peers, becomes very anxious in group situations. Child A is very anxious with food. Child A will refuse to eat during the day and struggles to maintain a healthy diet. Child A needs instructions to be clear and choices laid out. Child A must have the explanation to things accurate, struggles if information is given wrongly. Child A has exceptionally low self-esteem. Child A finds relationships hard and will isolate himself. Child A struggles to be inside for any length of time.
Child A struggles to ask for help from adults and will avoid communicating with adults.
Outline Child A enrolled at P.L.O.T. Sept 2020. Child A was given a key person, an allocated adult that he could identify with and who would check in with him each day. On arrival a P.L.OT. path was draw up with Child A and the key person. The path was to identify the goals and next steps that Child A hopes to achieve from his time at P.L.O.T. against a timeframe. It also provided opportunity to discuss needs and behaviour plans.
Goals to achieve by the end of the academic year. Child A wants to secure a place on an apprenticeship programme – he is unsure what area he wants to work in, although loves animals. Child A wants to feel confident in using public transport (currently he is too scared to use public transport) Child A wants to feel safe.
Starting point A Maths and English diagnostic took place to assess the level child A was working at the outcomes form the diagnostic provided the basis for the Maths and English curriculum. Weekly targets (small steps were important to boast child A confidence) were included. A timetable was drawn up with Child A so he could see each day what was planned and discuss any areas he felt would be difficult. The weekly timetable had time allocated for: Maths and English support (1:1) Sport Health and well-being – 1:1 support discussing topics around health and wellbeing. Cooking Project/ qualification work Key person time – daily.
The timetable was reviewed weekly and adjusted accordingly.
Progress
September: The first three weeks Child A spent most of the time outside, it was clear from Child A body language he found the outside areas therapeutic. A bench was provided for him and daily talks with the key person took place on the bench.
October: Child A refused to eat and refused to talk or interact with peers. He attended the cooking sessions but only with a 1:1 support. Child A relied on the key person wanting to meet daily. Child A was anxious and refused to work inside although the cold was hard Child A preferred to work outside. Child A was very self -deprecating. He believed he could not achieve anything. He had started on his bird table although he didn’t like it, he felt the birds would not use it. Child A enjoyed walking in the woods but refused to take part in wood activities
December Child A completed the work set, he agreed to try working inside if he could have the 1:1 support with him and away from others. He completed a bird table as his project and that was the start of seeing Child A grow in confidence. He placed his bird table in the garden and daily placed bird food on it and took great pride when he saw birds eating form the table. He started to respond when peers talked about his table and over time, he started to interact with peers. Over the next few weeks Child, A started to respond and join in with the sports activities set out – running. During his wellbeing time he talked about how he would like to run at home and with support ordered trainers from himself and planed a safe running route. In December, Child A took his entry level 3 Maths and English (reading and writing) he passed. Speaking and listening planned for Jan.
Jan: Child A started to explore more and more with the cooking activities (previously he would only do these alone) and started to eat with his peers when taking part in the small group outdoor cooking activities. Child A started to share his fears over employment, so he was enrolled onto the employability course which is enjoys. He is supported on a 1:1 basis. Child A had timetabled time to support the younger children with sport as he had become keen on football and running. Child A started to laugh and talk to adults freely about his running and talking without prompt about his day-to-day routines. Child A joined in with making fire pits outside in the woods and took part in the woodland activities with his peers.
March:
Next term: Child A will start to enrol on the apprenticeship programmes. Career talks will start and if possible, work experience opportunities will be planed (depending on current guidance). We will support child A with engaging in local community projects. Child A is very interested in the environment, so supporting and raising awareness to help Child A access opportunities to become engaged in locally is vital. In addition, we will be information sharing and sign posting for other support groups that are available for Child A to access. Public transport support will be timetabled in to support child A to become more independent and feel confident. Child A has expressed he would like to work with children in a sports environment. Child A has grown in so many ways, he talks to staff and peers without fear. P.L.O.T. contacts parents termly to share progress and to listen to parents’ views. Parents have said they have noticed huge difference, Child A joins them for dinner and will talk at length about his day. Child A is on track to take the next steps and achieve his goals.
Next Steps
Child A now sits with the group for lunch, he works inside when do his written work and can interact and take part in the discussions during mealtimes. Child A is working towards completing his level 1 in Maths and English successfully passing his speaking and listening at entry level 3. Child A is more confident, he asks for help and recognises the importance of asking for help when he needs it. Child A is healthier, running has helped him develop a good understand of a healthy diet and he is taking a keen interest in cooking and becoming more independent. Child A has started to form friendships and with the support of the key person (who meets with him weekly rather than daily) is able to manage friendships. Child A has said he feel happy and enjoys his life.
Profile Child B – aged 16 year 12. Post 16 EHCP in place. EHCP in place Child B is B child in care
Child B
Child B diagnosed with Autism is working at entry level 3 for English and Maths Child B struggles to interact safely with peers, becomes very anxious in group situations can often say things that are inappropriate when trying to make friends
Child B is angry and hates herself often self-harms Child B is vulnerable and will do anything to be accepted by her friends Child B has exceptionally low self-esteem. Child B is unaware of safety and will take risks Child B find communication difficult and will often isolate herself Child B finds following instructions hard and will quickly become defiant, this can lead to violence.
Outline Child B enrolled at P.L.O.T. Feb 2020. Child B was given a key person, an allocated adult that she could identify with and who would check in with her each day. On arrival at P.L.O.T. a path was draw up with Child B and the key person. The path was to identify the goals and next steps that Child B hopes to achieve from her time at P.L.O.T. against a timeframe. It also provided opportunity to discuss needs and behaviour plans.
Goals to achieve by the end of the academic year. Child B wants to go into the army. Child B wants to be able to get a part time job Child B wants to pass her Maths and English.
Starting point A Maths and English diagnostic took place to assess the level child B was working at, and the outcomes from the diagnostic provided the basis for the Maths and English curriculum. Weekly targets were included. A timetable was drawn up with Child B so she could see each day what was planned and discuss any areas she felt would be difficult. Child B discussed a plan B – in case she was unable to get into the army, she agreed to take the occupational workplace studies qualification. Level 1. Child B selected modules that allowed her to ‘taste’ different vocational sectors The weekly timetable had time allocated for: Maths and English support (1:1) Sport Health and well-being – 1:1 support discussing topics around health and wellbeing. Cooking Qualification work Horses Key person time – daily. The timetable was reviewed weekly and adjusted accordingly. To support B regular meetings had been agreed with the social worker, children home staff and other key professionals. The safety plan was agreed. Child B was to be monitored at all times due to her vulnerability.
Progress
Feb The first month Child B spent most of the time outside, with the horses she found these every therapeutic. P.L.O.T. had purposely planned the time with the horses to allow for Child B to settle and feel safe and build up trust. Child B has suffered severe trauma sand did not trust adults. She completed her work set with her key person. Child B started to ride and was able to take an active role in horse care. At weekly updates, professionals had shared Child B had not self-harmed for three weeks. Well-being talks were aimed at health and diet. Cooking was an important part and Child B enjoyed cooking on the fire pits.
May Child B started to explore her projects with confidence and completed her first module on the qualification. This helped her believe in herself. She took her first exam and passed her Entry level 3 reading and writing. Professionals recorded no self-harming and child B was taking part in group activities in the children home.
September Child B has completed two modules of her qualification. She is now starting to form friendships, however needs support to manage these. Child B has been completing sports activities and is now working with the horses once a week. Child B is starting on her ‘developing self’ course with our 1:1 therapist support (focused on identity, self-esteem, confidence, relationships and strategies for managing anxiety).
December Child B is thriving, she is focused. Child B has completed entry level 3 maths and English and now working towards level 1. She has taken part in litter picks on the beach, organised an art day and has now started on the employability course (CV writing, interview practice, time management and workplace solutions).
April
Next term Complete food hygiene qualification Complete first aid qualifications Complete employability course Complete level 1 English Visit army recruitment office and enrol on apprenticeships scheme as a back up plan
Next Steps
Child B has passed her level 1 Maths and is now working to complete level 1 English. In addition, she is completing a level 1 course in occupational workplace studies. Child B has completed her developing self-award and has developed strategies for managing anxiety through sport and horses. Child B is now able to cook and take part in debates that are focused on safeguarding issues.
Profile Child C – aged 15 year 11. EHCP in place Child C is a child in care
Child C
Child C has been diagnosed with PTSD Child C is extremely anxious
Child C is violent, struggles to interact safely with peers Child C self-harms on a regular basis Child C has low self esteem Child C has been involved in criminal activity Child C is working at Entry level 3 for Maths and English
Outline Child C enrolled at P.L.O.T. 2018/19. Child C was given a key person, an allocated adult that he could identify with and check in each day. On arrival a P.L.O.T. a path was draw up with Child C and the key person. The path was
to identify the goals and next steps that Child C hoped to achieve from his time at P.L.O.T. against a timeframe. It also provided opportunity to discuss needs and behaviour plans.
Goals to achieve by the end of the academic year. Child C wanted to be a plumber Child C wanted to pass his exams to get onto an apprenticeship programme. Child C wanted to overcome his fears (trusting others) Child C wanted to feel safe and happy.
A Maths and English diagnostic took place to assess the level child C was working at, the outcomes from the diagnostic provided the basis for the Maths and English curriculum. Weekly targets
Starting Point
were included and a timetable was drawn up with Child C so he could see each day what was planned and discuss any areas he felt would be difficult. The weekly timetable had time allocated for:
Maths and English support (1:1) Sport Health and well-being – 1:1 support discussing topics around health and wellbeing. Cooking Qualification work Horse therapy Key person time – daily.
The timetable was reviewed weekly and adjusted accordingly. To support child C regular meetings had been agreed with the social worker, foster carers and other key professionals. The safety plan was agreed. Child C was to be always monitored due to his vulnerability.
Child C completed his functional skills level 1 in Maths and English. He
care opportunities and enjoyed riding. He attended the regular timetabled sessions with the therapist to support with his self-harming. A 100% attendance he started to smile more and took part in team games that focused on trust. Child C took part in volunteering within the local community, helping the locally weekly coffee morning (he ran the library section) supporting the elderly. Child C had support sessions that advised him of local support networks, $YP, where to access contraceptive advice. Child C had support with how to manage money (a module) completed first aid and food hygiene qualifications. Child C left P.L.O.T. happy with
the support of P.L.O.T., he successfully gained an apprenticeship as a plumber’s mate, he is now training full time to become a plumber.
Achievements
took part in horse therapy programme and responded well to the horse
Profile Child D – aged 15 year 11.. EHCP in place Child D is a child in care
Child D
Child D diagnosed with ADHD Child D is very anxious and suffers from severe depression – two suicide attempts Child D struggles to communicate with peers and adults Child D self-harms on a regular basis
Child D has low self esteem Child D is unable to recognise or identify appropriate relationships Child D is working at Entry level 3 for Maths and English
Outline Child D enrolled at P.L.O.T. 2018/19 Child D was given a key person, an allocated adult that she could identify with and check in each day. On arrival a P.L.OT. path was draw up with Child D and the key person. The path was to identify the goals and next steps that Child D hopes to achieve from his time at P.L.O.T. against a timeframe. It also provided opportunity to discuss needs and behaviour plans.
Goals to achieve by the end of the academic year. Child D unsure what she wants for year 12. Child D wants to pass her GCSE exams Child D wants to manger her anxieties Child D wants to feel safe and happy.
Starting point A Maths and English diagnostic took place to assess the level child D was working at, the outcomes from the diagnostic provided the basis for the Maths and English curriculum. Weekly targets were included. A timetable was drawn up with Child D so she could see each day what was planned and discuss any areas he felt would be difficult. The weekly timetable had time allocated for: Maths and English support (1:1) Sport Health and well-being – 1:1 support discussing topics around health and wellbeing. Cooking Qualification work Horse therapy Key person time – daily. The timetable was reviewed weekly and adjusted accordingly. To support child D regular meetings had been agreed with the social worker, foster carers and other key professionals. The safety plan was agreed. Child D was to be monitored at all times due to her vulnerability and for her safety and well being.
Starting Point
Starting point A Maths and English diagnostic took place to assess the level child D was working at, the outcomes from the diagnostic provided the basis for the Maths and English curriculum. Weekly targets were included. A timetable was drawn up with Child D so she could see each day what was planned and discuss any areas he felt would be difficult. The weekly timetable had time allocated for: Maths and English support (1:1) Sport Health and well-being – 1:1 support discussing topics around health and wellbeing. Cooking Qualification work Horse therapy Key person time – daily.
The timetable was reviewed weekly and adjusted accordingly. To support child D regular meetings had been agreed with the social worker, foster carers and other key professionals. The safety plan was agreed. Child D was to be monitored at all times due to her vulnerability and for her safety and well being.
P.L.O.T. helped me stay alive.
Child D completed her GCSE exams and passed Maths and English. Child D did not return to school during year 11 due to sever anxiety so P.L.O.T. worked with the school. P.L.O.T. helped Child D complete functional skills
for her GCSE exams in Maths and English, she successfully passed both. She took part in horse therapy programme and responded well to the horse care opportunities and enjoyed riding. She had time with the therapist to support with her self-harming. She used art to help, and this progressed and became very important to her to express herself through her Artwork. Child D has a 100% attendance record throughout. Child D took part in three weeks volunteering within the local community helping in the farm café supporting the mother and toddler group. Career talks helped her P.L.O.T. a way forward and she secured a place at West Suffolk College doing Art. Child D enrolled on the citizenship holiday programme. Child D is still at college and doing well. She no longer feels she wants to die, and, in her words, P.L.O.T. helped me to stay alive.
Achievements
level 1 and her class teacher did one to one work at home preparing her
1. Aims Schools are required under the Equality Act 2010 to have an accessibility plan. The purpose of the plan is to:
Increase the extent to which disabled pupils can participate in the curriculum
Improve the physical environment of the school to enable disabled pupils to take better advantage of education, benefits, facilities and services provided Improve the availability of accessible information to disabled pupils
Accessibility Plan and Policy
At P.L.O.T. our values reflect our commitment to a therapeutic centre where there are high expectations of everyone. Children are provided with high quality learning opportunities so that each child attains and achieves all that they are able to. Everyone in our centre is important and included. We promote an ethos of care and trust where every member of the P.L.O.T. community feels that they truly belong and are valued. We work hard to ensure there are no invisible children here, recognising everyone’s uniqueness and success. We recognise learning in all its forms and are committed to nurturing lifelong learners. We are a safe centre, committed to improving children’s confidence and self-esteem. We know that safe and happy children achieve.
This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. Governors and Directors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period. P.L.O.T. aims to treat all its pupils fairly and with respect. This involves providing access and opportunities for all pupils without discrimination of any kind. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within our centre and its community. Our Accessibility Plan (included in this document) shows how access can be improved for disabled pupils, staff and visitors to P.L.O.T. in a given time frame and anticipating the need to make reasonable adjustments to accommodate their needs where practicable. Our Accessibility Plan is based firmly on the needs of the P.L.O.T. community and the P.L.O.T. site and will advise other centre documents. The Accessibility Plan will be reviewed annually in respect of progress and outcomes. We understand that Suffolk Local Authority will monitor activity under the Equality Act 2010 and will advise upon compliance with that duty. We are committed to providing an environment that enables full curriculum access and values all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. P.L.O.T. is also committed to ensuring staff are trained in equality issues with reference to the Equality Act 2010, including understanding disability issues.
2. Legislation and guidance This document meets the requirements of Schedule 10 of the Equality Act 2010 and the Department for Education (DfE) guidance for schools on the Equality Act 2010. The Equality Act 2010 defines an individual as disabled if he or she has a physical or mental impairment that has a ‘substantial’ and ‘long-term’ adverse effect on his or her ability to undertake normal day to day activities. Under the Special Educational Needs and Disability (SEND) Code of Practice, ‘longterm’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. The definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.
3. Action plan
Accessibility Plan and Policy
This action plan sets out the aims of our accessibility plan in accordance with the Equality Act 2010. Current good practice
Objective
Action
Person responsible
Date to be completed
All areas of learning are bespoke, every child has an individual curriculum. Every child has an induction to assess needs. Every child has their own IEP with targets
Increase access to all areas of learning for pupils with a disability
Review areas of Head of learning. centre Amend where necessary. Targets set for every pupil. Resources reflect all pupils attending
Autumn 2021
Environment is adapted to suit the needs of the pupils as required. Ramps Double door entrance All learning on one level Adapted riding equipment Low level switches Disabled toilet Range of learning environments
Improve and maintain access to the physical environment
Both sites to have extra 1 extra disabled toilet
Head of centre, governing board
Aug 2022
Range of communication methods to ensure information is accessible. Internal signage Pictorial or symbolic representation Laptops provided
Improve the delivery of information to pupils with a disability
Visual timetables are provided. Signage is used throughout P.L.O.T.
All staff
Sept 2022
Liaising with other professionals to ensure strategies are mirrored across settings.
For children to fully access all areas of learning and reach their full potential.
To monitor and ensure strategies are shared across all staff. To ensure resources are available when necessary.
Head of centre All staff to implement
Ongoing
Sensory room – a room that has specialised equipment to stimulate and provide a therapeutic safe space.
Resources available to support with Dyslexia and Irlins Disorder Coloured overlays Access to computers Individual English targets
Increase access to learning for pupils with a disability
Induction and bespoke curriculum planning to assess need and to create a learning plan with strategies identified.
For children to fully access all areas of learning and reach their full potential. 1:1 therapeutic support to For children plan and review strategies to fully acto support with learning cess all areas and behaviour. of learning and reach their full potential. Creation of an online For children learning portal to support to improve children with learning retention and outside of P.L.O.T. fluency of learning.
Manageable targets All staff set for every pupil. Overlays used when necessary. Computers used when necessary. Check referral details for information regarding this initially and share with all staff. Timetable initial inAll staff duction session. Identify strategies working with other professionals. Create learning plan.
Ongoing
Continue to timetable in sessions. Continue to review strategies. Share outcomes with other professionals
Ongoing
Head of centre and onsite therapists
Establish an online Head of portal for work to be centre shared. Set up staff and pupil logins. Monitor and review progress and engagement.
Ongoing
August 2021
4. Monitoring arrangements This document will be reviewed every 3 years, but may be reviewed and updated more frequently if necessary. It will be approved by the full Governing Body.
5. Links with other policies This accessibility plan is linked to the following policies and documents:
Risk assessment policy Health and safety policy Special educational needs (SEN) information report Supporting pupils with medical conditions policy