(1) Engagement & transition

Wrap-around support from

The Reengage, Reinspire team

Working with other professionals to safeguard our children & young people.

Daily check-ins with parents / carers at drop off & pick up.

Individual learning plan development in line with progression through the pathway.

Contributions to EHCP reviews.

Support for family in seeking wider support, e.g. social care referrals, PIP supporting statements.

Participation in meetings with other professionals, e.g. TAF, CIC, PEP, CAMHS.

Hosting external assessments, e.g. Educational Psychologists, Occupational Therapists, SALTs.

Wrap-around support from

The Reengage, Reinspire team

Contributions for other assessments, e.g. Autism, ADHD, Dyslexia, as requested by other professionals.

Contributions to post-16 reviews, support for post-16 transition e.g. CV writing, researching college courses with student, hosting Careers SouthWest visits.

Opportunities for families to become familiar with provision through weekend Volunteer Days and Family Experience Days.

This stage focuses on supporting initial engagement with the team, attending our site independently and supporting transitions into & out of provision at the start & end of the day

·         Supporting transition to site with initial home visits (where appropriate) to begin building a trusted relationship with key staff.

·         Supporting transition to site – phased approach with increasingly longer sessions with family/carers on site and reducing family/carer presence as student becomes more settled, moving to attending full days.

·         Supporting independent transition to site – student transitions from car into main building without family/carer support.

·         Supporting independent transition from site – student returns to car without family/carer support.

(2) Social, Emotional & Mental Health focus

This stage focuses on building a sense of emotional safety at provision, growing self-esteem and developing tools for self-regulation, through play and practical activities such as cooking, gardening animal care and arts & crafts in line with the child’s interests & activities they enjoy

·         Developing working relationships with the family & involved professionals, for joined-up support.

·         Developing an understanding of the routine and boundaries of provision, through consistent scaffolding across the team.

·         Further exploring our site (e.g. therapeutic garden, working with animals) and activities on offer.

·         Building trusting relationships with a small number of mentors and growing these towards working with wider team.

·         Growing tools for self-regulation and resilience, including strategies for problem solving, sensory adaptations, and implementing recommendations from other professionals.

·         Developing self-esteem through tangible outcomes during sessions, e.g. baking items to take home, creating artwork, etc.

·         Scaffolding peer interactions through facilitated group break times, and moving towards opportunities for group games and peer working.

(3) Project-based learning

As students feel more settled and SEMH tools & strategies are becoming more embedded, projects structured around existing skills and interests will be introduced. These projects will develop over time to incorporate activities with literacy & numeracy components.

·         Developing student-led projects based around special interests and existing skills.

·         Building in literacy and numeracy skills into projects, such as handwriting, SPaG and practical numeracy skills (e.g. measures, time).

·         As confidence develops, moving to ASDAN certificates in Focus subjects (e.g. Numeracy, Horticulture, Meal Preparation, Money).

(4) Supporting structured learning

This stage focuses on deepening and extending project-based learning, whilst also increasing students’ confidence & resilience in moving towards more formalised learning.

·         Building students’ familiarity and comfort with adult-led activities and learning.

·         Progressing through project-based activities in areas of student’s interest, e.g. Geography, Science, Art & Design, History – and where possible aligning these with Key Stage target outcomes / topics.

·         Incorporating further numeracy & literacy skills into project-based learning.

·         Incorporating IT skills into project-based learning to record and present work, e.g. word-processing, presentation software, online tools such as Canva or coding games.

·         Progressing through project-based activities in Numeracy/Maths and Literacy/English – and where possible aligning these with Key Stage target outcomes / topics.

·         Moving to ASDAN Short Course Certificates in a wide range of subjects, informed by student’s interests and skills.

·         Communication with tutors & on-roll schools around areas of focus for requested additional learning support and study skills.

(5) Support transition to future learning placements & independence

When our children & young people are ready to transition into their next learning placement, we work with them, their families and their other professionals to support a successful transition.

·         Building students’ ability to work more independently on tasks & activities.

·         Supporting transitions to/back to on-roll schools, or other specialist provisions by providing learning outcomes & records of projects realised throughout placement.

·         Meeting with key staff (e.g. Head Teachers, SENDCos) of new placements to pass on progress reports from provision and hosting them to visit student here.

·         Working with the family and other professionals to explore college / training options, and supporting students with CV writing, application portfolios or interview skills.

·         Contributing to post-16 EHCP reviews, and hosting Careers SouthWest visits.

·         Focusing on skills for independence, such as practical numeracy skills (time, money, measures), cooking skills, household & personal hygiene skills, money management.

·         Further ASDAN courses such as Living Independently Short Course, Land Based Sector Vocational Taster (Short Course), Preparing for Adulthood courses, and Lifeskills Challenge.