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They were observed in the classroom as fidgety, and restless. Zoned out, and often yawning. They would become especially anxious at the prospect of art lessons, and PE, and would appear irritable when returning to the classroom after break times.

We established a ‘quite zone’ in the classroom, where all children can go for time away from the work/desk/working partner/before and/or after transitions. Movement breaks are available, and children can ask to complete an ‘out of the classroom job/errand’ i.e. water plants, return books to the library, items to the resource base. Or to refill their drink bottle. Appropriate fidgets are always available, as are noise cancelling headphones, and sunglasses. All children have a drink available throughout the day. Whilst water is encouraged, we avoid a ‘water only’ policy, preferring a ‘neutral/opaque bottle’ policy. Children are aware that they can eat during class if they wish.

These opportunities are available throughout the school, in all classes, and available to all children. There are clear boundaries in place, for example the children know that they need to complete their learning tasks, and since providing these options, Child A is more focused and able to regulate themselves at times of transition. They happily join in with PE, after completing a ‘job’ or spending time in the quiet zone. Initially we used sand timers and monitored the regulating activities, but found that after an initial period, the children can appropriately monitor themselves.

After several conversations with the family, we were able to negotiate school attendance, with a Hamster. A reduced timetable was agreed, and the child was able to bring the Hamster into school for the reduced day, that was spent with the SEND support team. Following a 6 week review the child returned to school full time, spending increasingly more time in classes with peers, and less time with the SEND support team, and the Hamster. Regular reviews took place to support the child gradually back into the classroom full time, whilst the Hamster remained on-site in the SEND team office. The child was able to visit the Hamster throughout the day, when needed. Gradually the Hamster started to spend days at home and only came into school when needed. This agreement remains an option, and whilst it is rarely used now, Child X knows it is there if needed.

As a result of this adjustment the child was able to transition from not attending school at all, to a reduced timetable, and eventually retuned to school on a full-time basis.

School C observed a number of year 7 children struggling to make new friends and seemed lost during break and lunch times.

We established some adult supervised safe spaces at lunchtimes, that were available to all children wanting somewhere to go or something to do at break and lunchtime. These were: book/library/art club, football kick about (non-competitive), Houla-hooping, Games club, Trampolining, breakfast club, and The Simpson’s Club! This activity was supported by targeted in-class social skills intervention sessions, for specific children.

As a result, we saw the children developing and sustaining friendships through shared interest and growing in confidence. All children complete a daily check-in exercise, and we have seen a significant increase in the number of children reporting to feel ‘happy’ in year 7 since this initiative began. As these children transitioned into year 8 they are welcomed to continue attending, alongside the new year 7 children, but we have noticed that over time the year 8 children stop attending, or reduce their attendance, preferring to drop in occasionally, or not at all, as their confidence continues to grow.

All children joining us in September are invited to spend a full week in school during the Summer holidays. Activities include:

• Onsite - arts and crafts, football, basketball, tennis, games, cooking
• Offsite - trips to the local park, nature walks, touring the local historic town centre, and trips into central London

As a result of this we see new friendships form, that last all the way through school. Children settle quickly when they join in September because they have met their peers, are familiar with the building, and have got to know the core pastoral/SEND support team, as well as their year 7 form tutors, and Head of Year.

Teachers were deploying TA’s to work with the SEND children only. This led to a gap in the Teachers knowledge regarding the specific needs of these children. It also meant that the SEND children were not accessing Hight Quality Teaching, that should be delivered alongside interventions.

TA’s attended training to learn how to support children to scaffold their learning. This meant the Teacher was able to deploy the TA across the whole class effectively, and provided the Teacher with the opportunity to get develop an improved understanding of the needs of the children with SEND.

As a result, none of the children in the classroom needed 1:1 support 100% of the time. By actively encouraging and supporting the children to ‘have a go’ and see what they could do, they began to develop resilience and were observed to grow in confidence. Asking for help when they needed it, rather than being dependent and relying on the TA.

Child R often refused to come into the classroom. They were unable to explain their feelings, and would pull hair over face, stand in the corridor, and eventually walk away.

When teaching staff offered calming activities (verbally), Child R remained non-responsive.  However, when shown pictures of the activities for calming/reducing anxiety Child R gradually began to engage verbally. Child R developed relationships with several staff members, through the provision of sensory activities and those centred around areas of interest – animals. By establishing trusted relationships Child R talked about anxieties. The school was able to put arrangement in place to enable Child R to enter the classroom first, where sensory tools were made available. A speech and language assessment established Child R’s receptive language was on the lowest centile. To support this Child R task boards, vocabulary sheets and simplified activities were provided in lessons, as was a visual timetable. This supported engagement. A key adult, was made available to Child R. This adult would check in regularly throughout, and took responsibility for sharing details of unexpected changes that would cause further anxiety.

As a result, Child R continues to build confidence. They have started to make positive connections with teaching staff and has reported feeling less anxious in school.

School staff had noticed that some children were struggling at lunch time. Children had reported that even when they sat on the ‘buddy bench’ with the intention of making new friends, it wasn’t having the desired effect.

The school provided a workshop for the lunchtime supervisors (LTS) to demonstrate how they could support and engage with all children during their lunch time play. It was agreed that one LTS would be stationed at the ‘buddy bench’. When a child approached the LTS would check-in with them and respond appropriately. When other children approached the bench, they would become engaged in conversation with the group. With the LTS demonstrating conversational skills, the children were able to engage positively with each other. This would lead to children heading off to play together, or the LTS would play games, and chat with the children.

This is now standard process at the ‘buddy bench’, and the additional support is helping children to feel less alone during playtime, knowing that there is someone there to talk to, if they need it.

Child L was finding it difficult to come into school in the mornings. They would often arrive late and would appear rude and dismissive. Child L was being increasingly disruptive in class throughout the morning, often receiving detentions and leaving the classroom. When asked what was happening for them, the child said they felt angry and uncomfortable in school throughout the day, but especially in the mornings. School staff assumed this was in part due to poor sleep hygiene and provided advice on this. This continued for a period of time, and the child’s attainment progress was affected. Eventually mum got in contact with the school, explaining the Child L was increasingly difficult to get into school and showing increasing levels of anxiety. When the school discussed sleep hygiene, mum was able to confirm that Child L was a very good sleeper, and that there were no issues at home.

It was agreed the Child L would check in with a teacher in the morning, on arrival, every lunchtime, and before going home. The morning check-in was difficult for the child who appeared especially anxious. During the lunch time check-in the child would arrive anxious and ask to sit quietly in the office for the duration of the lunch period. Over time the child would bring their lunch and eat it in the office. When given the choice to go out to break the child always wanted to remain in the office.

Over time the staff were able to identify the lunch space as the source of anxiety. Child L was clearly overwhelmed by the lunch area. The school were able to clear a space in the Learning Resource Area, where this child was able to eat. This space is now a fixed ‘quiet zone’ and can often have up to 12 students enjoying a quieter lunch time.

As a result, Child L arrives in school, on time, and remains in the classroom for the duration of lessons. Child L has reported feeling less anxious and is observed to be more engaged with staff. Detentions are no longer an issue.

Child F was distracted and disorganised, attracting detentions on a daily basis. The school’s behaviour policy saw Child F experiencing longer term consequences, including time spend in isolation.

Child F’s form tutor noticed that the majority of the detentions were because they had misplaced equipment. The form tutor agreed to look after Child F’s equipment overnight, so Child F would not forget it. Child F had a box in the classroom that contained a list of equipment – together the teacher ad Child F would complete an equipment check. When they were happy, they had everything, they would leave it in the box overnight, returning to collect it during morning tutor. The tutor kept spare equipment in the box so it could replace any missing items.

Initially the tutor would remind Child F to collect and return their equipment, eventually leaving Child F to try to remember themselves. Child F remembers 99% of the time now and receives fewer detentions.

Child Y experiences anxiety and panic attacks. It is unusual for these to happen in school, but if Child Y has experienced a panic attack before arriving or during the evening, they report feeling anxious and detached from themself, or ‘uncomfortable in their skin’.

When asked what could be done to help, Child Y asked to be excused from wearing a tie, but only when needed. This was agreed and Child Y was issued with a ‘uniform card’ explaining to teaching staff that it was an approved adjustment.

The ‘uniform card’ is reviewed every two weeks, and whilst Child Y still needs the ‘uniform card’ they do wear their tie most of the time, only removing it when they really need to do so.

Child B was often late to school and was issued with warnings for lateness. Gradually Child B’s attendance started to suffer, with them failing to attend at all.

On speaking to Child B, it became apparent that Child B was late because they were taking their sibling to school whilst mum was working and choosing not to turn up because they didn’t want more warnings or to get into trouble.

Mum came to school to discuss the situation; she wasn’t aware that Child B was arriving late due to the timings of the drop off. It was agreed that Child B would not receive a punishment for arriving late on the days they were take care of their sibling. This was reviewed weekly and agreed whilst appropriate.

Once Mum had been able to secure appropriate childcare, Child B was able to return to arriving at school on time.

Child O was struggling with transitioning between activities, which resulted in outburst of frustration, or disinterest and difficulty engaging.

Teaching staff were able to give advance verbal warnings of activity change and used a countdown timer. There was a visual timetable in the classroom, and where possible the teacher provided a predictable routine. When the predictable routine was disrupted, this was explained to the child using a ‘whoops’ sign.

Child O continues to find transitioning between activities difficult but is experiencing fewer outbursts and reports feeling calmer, often checking in with the class teacher in advance of the transition.

Child X was finding it difficult to stay in their seat for extended periods. They were distracted by noise, movement of others in the room and background sounds.

Child X is free to take movement breaks. These are walks to the library, where they speak to a member of staff who checks-in with them and asks them if they need anything. The staff member records that the child has been to see them, the time and the lesson they have left. This helps the teaching staff to understand any patterns that may arise around the subjects being taught and the child’s needs at a particular time of day. Child X returns to class when ready.

In addition, Child X can choose to work on the floor. There are also TheraBands available in the class. We have also made a small space outside the classroom door, where the children can work if they wish. The class also has access to noise-cancelling headphones.

Child X appears more settled and can regulate use of the movement breaks (now that the novelty has worn off). It took a few weeks of letting them take as long as they needed, but they now return without prompting.

Child W was due to transition to Reception and was experiencing difficulties with speech.

The school reached out to the nursery and developed a clear transition plan - home and nursery visits. Child W was assessed by speech and language therapy shortly after the transition and strategies were put in place promptly to support in Reception. Child W joined a small group of children with similar needs and was supported with strategies from SaLT.

School staff reviewed progress with Parents, sharing activities to do at home, and inviting parents to share updates on the strategies they were finding useful.

Child W has made great progress, is doing well generally, meeting goals, and doesn’t stop talking.

The SENCo and Head teacher make themselves available at both drop off and pick up, every day, and welcome children into school. This gives parents an opportunity for a quick chat and to share concerns.

Child N was struggling with their mental health at the end of year 7, refusing to attend school, because they were spending so much time ‘reflection’ due to behaviour that was managed in line with the school’s behaviour management policy. Child N reported they were struggling with the workload that felt overwhelming, and bullying.

Child N was given the opportunity to drop subjects at the start of year 8 and the school SENCo worked closely with them to provide a safe place. Child N was able to regularly spend time with the school therapy dog, and do gardening at break time, when they were struggling with other children during break times.

As a result, Child N has established some friendships with other children who are part of the Gardening group, and reports feeling less anxious because they know there are people around to support if needed.