SEMH Support - Information For Parents, Carers and Pupils Brochure

HOW WE HELP PUPILS WORK INDEPENDENTLY  

  

Scaffold tasks to promote independence.

Students are supported in tasks that are differentiated both academically and developmentally.

Tasks where appropriate are modelled.

Learning goals are explicit and broken down.

Success is celebrated both collectively and individually.

STEPS WE TAKE TO BUILD SELF CONFIDENCE 

  

Find out about the student and their interests, aspirations and strengths. Find out how they perceive school.

Regularly reflect and celebrate their personal and academic achievements.

Regularly communicate with home to share and celebrate success.

Promote responsibilities within the academy and local community.

INTERVENTIONS OFFERED  

     

Mentoring.

Comprehensive enrichment timetable which can include, sports activities, horse riding, animal interventions and collaborative team building tasks.

Onsite animal area.

Sensory room.

Sensory resources accessible across the curriculum.

Speech and Language interventions.

LEAP group.

LEGO therapy.

CONTACT INFORMATION For further information please contact us: Victory Park Academy Wentworth Road Southend on Sea SS2 5LG Tel: 01702 904 644 Email: info@victorypark.org.uk

SEMH SUPPORT

CHARACTERISTICS OF CHILDREN WITH SEMH INCLUDE

WHAT IS SEMH? Social, Emotional and Mental Health is a type of SEND in which children and young people have a severe difficulty managing their emotions and behaviour. They often experience a variety of social and emotional struggles that can have a significant impact on their wellbeing and personal development. Often, they display inappropriate responses and feelings to situations.

The impact on accessing the classroom or just attending school can often be significant and sometimes overwhelming. It often leaves students either isolated and vulnerable as they have difficulty building and maintaining relationships with peers and adults. In order to access the classroom, learning and make and maintain friendship, students often require additional strategies and interventions.

Although SEMH can feel overwhelming for students and parents, with the right support and interventions, students can start to access all aspects of school.

Many of the presenting behaviours, such as school avoidance, anxiety, hyperactivity, disruptive behaviours and non-compliance can all be supported and are often the symptom of an underlying health issue, such as ADHD and ASD.



Unable to verbally communicate feelings and emotions.



Appears disruptive and uncooperative.



Requires a high level of support in order to make and maintain friendship groups.



Emotional outbursts or temper tantrums.



Physical or verbal outbursts.



Appears withdrawn and depressed.



Anxious and self-harms in order to express or manage emotions.

SOME OF THE STRATEGIES USED Create a safe learning space for students, where routines are clear and practiced and staff are consistent and fair.

Pupils’ triggers are identified and strategies are applied consistently. These are shared with staff and pupils on their pupil profile, which is reviewed every half term.

If a student becomes anxious or heightened, they are allowed access to a safe area or key adult. Timeout card.

Ensure instructions are clear short and simple and students have time to process and comply.

Tasks are set with clear goals and are chunked and scaffolded if needed.



Stealing.



Refuses to engage with school.



Vandalises and damages property.



Erratic mood swings and emotional outbursts.



Intense/ overwhelming feelings.



Drastic change in personality or behaviour.



Difficulty concentrating.

Students are supported in different resources bases within the academy, depending on the support hey need.



Change in weight.

All students have regular access to the school mentor.



Aggressive and at times tries to harm others.

Staff support individual students on specific behaviour skills. Ensure positive behaviours are reinforced and success is celebrated.

CHARACTERISTICS OF CHILDREN WITH SEMH INCLUDE

WHAT IS SEMH? Social, Emotional and Mental Health is a type of SEND in which children and young people have a severe difficulty managing their emotions and behaviour. They often experience a variety of social and emotional struggles that can have a significant impact on their wellbeing and personal development. Often, they display inappropriate responses and feelings to situations.

The impact on accessing the classroom or just attending school can often be significant and sometimes overwhelming. It often leaves students either isolated and vulnerable as they have difficulty building and maintaining relationships with peers and adults. In order to access the classroom, learning and make and maintain friendship, students often require additional strategies and interventions.

Although SEMH can feel overwhelming for students and parents, with the right support and interventions, students can start to access all aspects of school.

Many of the presenting behaviours, such as school avoidance, anxiety, hyperactivity, disruptive behaviours and non-compliance can all be supported and are often the symptom of an underlying health issue, such as ADHD and ASD.



Unable to verbally communicate feelings and emotions.



Appears disruptive and uncooperative.



Requires a high level of support in order to make and maintain friendship groups.



Emotional outbursts or temper tantrums.



Physical or verbal outbursts.



Appears withdrawn and depressed.



Anxious and self-harms in order to express or manage emotions.

SOME OF THE STRATEGIES USED Create a safe learning space for students, where routines are clear and practiced and staff are consistent and fair.

Pupils’ triggers are identified and strategies are applied consistently. These are shared with staff and pupils on their pupil profile, which is reviewed every half term.

If a student becomes anxious or heightened, they are allowed access to a safe area or key adult. Timeout card.

Ensure instructions are clear short and simple and students have time to process and comply.

Tasks are set with clear goals and are chunked and scaffolded if needed.



Stealing.



Refuses to engage with school.



Vandalises and damages property.



Erratic mood swings and emotional outbursts.



Intense/ overwhelming feelings.



Drastic change in personality or behaviour.



Difficulty concentrating.

Students are supported in different resources bases within the academy, depending on the support hey need.



Change in weight.

All students have regular access to the school mentor.



Aggressive and at times tries to harm others.

Staff support individual students on specific behaviour skills. Ensure positive behaviours are reinforced and success is celebrated.

CHARACTERISTICS OF CHILDREN WITH SEMH INCLUDE

WHAT IS SEMH? Social, Emotional and Mental Health is a type of SEND in which children and young people have a severe difficulty managing their emotions and behaviour. They often experience a variety of social and emotional struggles that can have a significant impact on their wellbeing and personal development. Often, they display inappropriate responses and feelings to situations.

The impact on accessing the classroom or just attending school can often be significant and sometimes overwhelming. It often leaves students either isolated and vulnerable as they have difficulty building and maintaining relationships with peers and adults. In order to access the classroom, learning and make and maintain friendship, students often require additional strategies and interventions.

Although SEMH can feel overwhelming for students and parents, with the right support and interventions, students can start to access all aspects of school.

Many of the presenting behaviours, such as school avoidance, anxiety, hyperactivity, disruptive behaviours and non-compliance can all be supported and are often the symptom of an underlying health issue, such as ADHD and ASD.



Unable to verbally communicate feelings and emotions.



Appears disruptive and uncooperative.



Requires a high level of support in order to make and maintain friendship groups.



Emotional outbursts or temper tantrums.



Physical or verbal outbursts.



Appears withdrawn and depressed.



Anxious and self-harms in order to express or manage emotions.

SOME OF THE STRATEGIES USED Create a safe learning space for students, where routines are clear and practiced and staff are consistent and fair.

Pupils’ triggers are identified and strategies are applied consistently. These are shared with staff and pupils on their pupil profile, which is reviewed every half term.

If a student becomes anxious or heightened, they are allowed access to a safe area or key adult. Timeout card.

Ensure instructions are clear short and simple and students have time to process and comply.

Tasks are set with clear goals and are chunked and scaffolded if needed.



Stealing.



Refuses to engage with school.



Vandalises and damages property.



Erratic mood swings and emotional outbursts.



Intense/ overwhelming feelings.



Drastic change in personality or behaviour.



Difficulty concentrating.

Students are supported in different resources bases within the academy, depending on the support hey need.



Change in weight.

All students have regular access to the school mentor.



Aggressive and at times tries to harm others.

Staff support individual students on specific behaviour skills. Ensure positive behaviours are reinforced and success is celebrated.

HOW WE HELP PUPILS WORK INDEPENDENTLY  

  

Scaffold tasks to promote independence.

Students are supported in tasks that are differentiated both academically and developmentally.

Tasks where appropriate are modelled.

Learning goals are explicit and broken down.

Success is celebrated both collectively and individually.

STEPS WE TAKE TO BUILD SELF CONFIDENCE 

  

Find out about the student and their interests, aspirations and strengths. Find out how they perceive school.

Regularly reflect and celebrate their personal and academic achievements.

Regularly communicate with home to share and celebrate success.

Promote responsibilities within the academy and local community.

INTERVENTIONS OFFERED  

     

Mentoring.

Comprehensive enrichment timetable which can include, sports activities, horse riding, animal interventions and collaborative team building tasks.

Onsite animal area.

Sensory room.

Sensory resources accessible across the curriculum.

Speech and Language interventions.

LEAP group.

LEGO therapy.

CONTACT INFORMATION For further information please contact us: Victory Park Academy Wentworth Road Southend on Sea SS2 5LG Tel: 01702 904 644 Email: info@victorypark.org.uk

SEMH SUPPORT

HOW WE HELP PUPILS WORK INDEPENDENTLY  

  

Scaffold tasks to promote independence.

Students are supported in tasks that are differentiated both academically and developmentally.

Tasks where appropriate are modelled.

Learning goals are explicit and broken down.

Success is celebrated both collectively and individually.

STEPS WE TAKE TO BUILD SELF CONFIDENCE 

  

Find out about the student and their interests, aspirations and strengths. Find out how they perceive school.

Regularly reflect and celebrate their personal and academic achievements.

Regularly communicate with home to share and celebrate success.

Promote responsibilities within the academy and local community.

INTERVENTIONS OFFERED  

     

Mentoring.

Comprehensive enrichment timetable which can include, sports activities, horse riding, animal interventions and collaborative team building tasks.

Onsite animal area.

Sensory room.

Sensory resources accessible across the curriculum.

Speech and Language interventions.

LEAP group.

LEGO therapy.

CONTACT INFORMATION For further information please contact us: Victory Park Academy Wentworth Road Southend on Sea SS2 5LG Tel: 01702 904 644 Email: info@victorypark.org.uk

SEMH SUPPORT