Ash Grove School is charged with catering for a higher number of pupils with Social, Emotional and Mental Health (SEMH) needs, as outlined in the SEN Code of Practice (2015), under their broad areas of need in schools:
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders, such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
(SEN Code of Practice,2015)
To support our young people in this area of need and other areas of development, we combine universal approaches and carefully designed environmental adaptations with research-based interventions. Our staff are trauma and attachment informed and trained, ensuring that every interaction is underpinned by understanding and empathy. We maintain awareness of adverse childhood experiences and promote a nurturing, safe culture. Our smaller, supportive environments are strengthened by positive adult–pupil relationships to provide a solid foundation across the school. This enables pupils to feel safe, valued and motivated to achieve, supported by a high level of rewards and recognition that reinforce positive behaviour and engagement.
Staff at Ash Grove School have a range of experience of working with young people with a range of special educational needs, not just SEMH. These include cognition and learning, communication and interaction and sensory and physical needs. The school has a child-centred, inclusive approach and students are, on the whole, educated in small groups with some interventions on an individual basis.
Our extensive training programme for staff has allowed for increased expertise and capacity to successfully provide appropriate SEND provision to meet outcomes for our young people. Some examples include:
• Adverse Childhood Experiences
• Team Teach and Behaviour De-escalation
• 'Not putting the fame in poor behaviour'
• 'Unconditional support'
• Emotion Coaching
• Reading for Learning
• Whole School Literacy
• Trauma and Attachment Informed