Reviewing our transition process and settling in for year 6 we have a number of academic programmes to support our new intake however looking at behavior and attendance felt that we could look at implementing more SEMH support .
We implemented a number of simple strategies including extra transition term 6, vulnerable summer school, extra AEN, open afternoon for parents and students break and lunch support within the mainstream setting to develop sense of inclusion. Lego therapy and social use of language programme. Some of these programmes were to run for a term, some have been developed to accommodate other years . Initial students were identified through interaction with primary school and parent, these students are assessed at the end of each term to see how the strategies have worked, and other whether they should be removed , other students added or further strategies/ programmes implemented. reviewing hard and soft data this has had an impact on behaviour and attendance and engagement in school.
TA training and development to meet 4 categories of need has led to better support for student needs and progression and engagement of TA who are also delivering some of the interventions. Having attended the outcomes session from Rob Webster (Project and Researcher UCL) on maximizing the impact of teaching assistants next steps are to look at TA use within the classroom.