The aims for the pupils within the Aviary are to: To ensure children enjoy learning and feel success Recognise ‘triggers’ and manage their emotions, facilitating an increase in positive emotional experience. Participate, try their best and overcome challenges to engagement Build trust, share and cooperate…
Gainsborough Community Primary School offers a therapeutic and educational setting that acts as a bridge for children to learn and manage their social and emotional needs in order to access mainstream education. Recent figures estimate that around 150,000 children in mainstream and special schools are suffering from SEMH.SEMH does not have to be a lifelong condition. With appropriate support, children and young people can move forward and live successful lives. A fundamental view of pupil’s behaviour is that it is a communication of their SEMH needs. The school promotes working with other services to support the pupil and families to understand this communication, devise ways of managing it and meet the children’s SEMH needs.
Gainsborough SEMH SRP offers 10 places to children, via panels run by Hackney Education , and is situated on site at Gainsborough Community Primary School. Pupils with an EHCP can be placed at Gainsborough ARP through the panel and become Gainsborough pupils. After 2 years in attendance at the ARP an annual review will be held to assess the viability of the placement. A decision will be made as to whether the placement should continue, a transition back into a nominated primary setting, secondary school transition or a specialist setting.
The ARP takes new admissions of pupils with identified SEMH needs from years 1, 2, 3. These pupils remain at the placement for as long as required before decisions are made at Annual Reviews about induction into mainstream provision.
The ARP at Gainsborough will follow all the School policies and procedures. Staff are employed as part of the school and managed as a team within the current staffing terms and conditions.
In order to support the child best we will gather as much information on their social, emotional, behavioural and academic needs to ensure we plan a curriculum that supports the child into learning. We want children to enjoy learning and feel success, getting the correct starting point is essential in managing this.
Other on entry assessments may include:
Termly and annual assessments will continue to track and measure progress for each child and inform the next stage of their learning journey.
We support parents through parenting programmes and daily nurture and modelling sessions to enable all adults in the child’s life to:
There is an expectation that families meet weekly and attend recommended course and events to support the child in their placement. A significant commitment from families is expected while all work together to secure improvements and celebrate achievements. Family sessions will take place where parents and children complete activities together in line with Gainsborough Keeps. The aims are:
|Term||Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Gainsborough Keep||Keep Kind||Keep Giving||Keep Safe||Keep Connected||Keep Green||Keep Healthy|
|6 week parent and child programme||Zones of Regulation
|Fundraising for parent and child programme
Arts and Crafts
|E Safety||Using our Community Services
|Planting and Growing||Cooking
|Aims||Calming strategies are embedded in home life
|Parents giving something back to the provision||Parents are aware of how to keep children safe online||Parents are aware of facilities in the local area and enabled to use them||Parents and children are able to look after our school environment||Parent and child learn a new skill
Healthier meals are prepared at home
An individual approach for each child will be taken to match needs, academic achievement, social interaction, interest and pupil wellbeing. The below menu of learning experiences will be on offer and be best matched the child’s needs:
The nature versus nurture debate is one of the oldest philosophical issues within psychology. Nurture refers to all the environmental variables that impact who we are, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture. The Nurture group approach will be used daily to support children’s SEMH needs and we hope to reduce the frequency of Nurture group provision over time based on the child’s needs.
The Six Principles of Nurture are:
Children accessing the ARP for SEMH would have SEMH targets/provision in their EHCP which would be met through appropriate agencies working with the children (CAMHs/A Space/HCSC)
Children access weekly sessions, enabling them to develop listening, team-building and social skills in a social context alongside their peers, building self-esteem and confidence in a group setting. Opportunities for pupils to develop their emotional resilience through a range of sensory activities that create new learning behaviours or address SEMH needs (sensory circuits/yoga/art therapy).
Children will experience a phased return to mainstream if deemed appropriate. To enable a move to mainstream to be considered a child should be able to access most elements of mainstream lessons and the school day whilst still at the ARP, they may however require support to do this for part of the school day or for all of the school day. They should be making good academic progress in most areas of learning. The move to a mainstream setting will be carefully managed over a period of time. Professional support from the network being accessed at the ARP will make recommendations to support the transition and some of the additional support may continue during the transitional phase.
Children will be integrated into a range of lessons as soon as this is possible. This may mean one reading lesson per day, or one weekly art lesson with their age peers. Children attending the Aviary will have their individual profiles shared with the wider staff team so staff are aware of needs, behaviours and strategies to manage these. This means all staff across the school will know and value them. Staff will regularly be updated on the strategies to employ when managing them and their needs. The school ethos will be developed through sharing need and celebrating achievements so that all children encounter consistency, positive responses, a welcoming environment and experience a will from all adults for them to achieve well. This is done through:
Each child will be allocated a champion. The child’s champion will collect examples of good work and celebrate learning daily, weekly or half-termly with teachers, leaders and families. The Champion will support most interventions however all staff will have a responsibility to praise and engage with children from the ARP wherever possible. The Champion will share successes and set targets with parents weekly to ensure good home/ school communication, celebrate achievements and give families a realistic view of how targets have been met.
|Previous half term||Home visit
2 hour visit with parent
Personal Profile Build
|Week 1||Establishment Phase
Daily Parent in class
Assessments of any SEMH needs
|Week 2||Curriculum Design to meet needs
Agreeing personalised project
Celebration Activity with parents
Assessments of academic subjects
|Week 3||Agree personalised timetable
Academic learning starts
|Week 4||Start personalised timetable
Academic learning starts in groups where able
|Week 5||Review of provision
|Week 6||Set next half term’s learning project
To view our full booklet for the Aviary please click here.