Jack joined Swanwick Hall School in Derbyshire three years ago. At first, he struggled with the demands of secondary school and was always in trouble. He became increasingly unhappy and his mother, Jill, asked for a meeting with the school to discuss Jack's situation. In this clip, Jill explains how, as the result of the meeting provision was put in place to help Jack to develop social, emotional and communication skills and to control his anger.
This lesson plan has been adapted to support pupils with SEND to learn about Guy Fawkes and the origins of Bonfire Night in Parliament. The plan outlines the activities and learning outcomes supported by our other Guy Fawkes resources, also hosted on the SEND Gateway and at www.parliament.uk/teach.
Understanding and adequately responding to what happens when people are exposed to overwhelming experiences is a basic requirement of a healthy society.
The aim of the trauma informed practice is to enable people working in Southwood to alleviate the suffering and support the learning of troubled pupils.
To improve our provision for pupils with speech and language difficulties we have bought a screening tool which we use to identify needs. Following that all staff have had training from our school employed speech and language therapist in order to be able to plan, deliver and assess the progress of pupils using a range of interventions.
Each class with children on the SEN Support Register categorised as having SEMH concerns, have visual timetables, communication fans and 'Now and Next' cards. These allow for greater independence and significantly reduce the anxieties around uncertainty. They enable pupils have a goal where their 'Next' statement can be a reward for completing the 'Now' step. The 'next' step is an activity of their choice and the card is one they have created personally.