For the past two years, we have self-funded and ran our own ASD inclusion HUB. This is open during the afternoon, whereby children (either diagnosed, on the pathway to diagnosis, or on the school ‘radar’) are taught in an environment which focuses on their social, emotional and communication needs.
We often have pupils who have emotional needs, and typically have anxiety problems. Often they cannot cope with a full week in school, and we offer the opportunity to be in school for at least three days; with the other two days being optional.
Through the graduated approach to SEMH universal support is given through the behaviour policy; all staff use a given strategy which is to first name the behaviour, secondly give direction and thirdly choice which leads to a change in this or a consequence.
To improve outcomes for our children with SEMH we have a pastoral team and learning mentors who work closely with our SENCo to offer social groups, 1:1 support, lunchtime and unstructured time provision and in-class support for our children.