Sutton
Child 1
A school refusing child who worries about getting things wrong. He becomes easily embarrassed. A football incident at school triggered his behaviour. He likes to check that other children are following the rules.
The class teacher found it helpful to speak regularly with the parents. In order to help the child with his worry about getting things wrong, the following strategies were used: there are no hands up in class but lolly sticks are used; he is chosen to give an answer when he seems confident; emphasis on marvellous mistakes; other children help him if he doesn’t know an answer.
Child 2
An autistic girl with pathological demand avoidance (PDA) who masks her behaviour. She feels she has to manage other children when she sees an injustice. Often she becomes physical. She was excluded twice last year for kicking a child. She is anxious at breaktimes and stays with the class teacher. Staff recognise that she struggles with unstructured times.
The class teacher found that mum responded well to having daily conversations and regular meetings with her. The girl was encouraged to seek help from adults in the school. Relationships have been key. It was helpful for adults to warn the girl of any change. They have tried to avoid giving instructions without options. A TA has provided structured activities at break times. Visual timetables have been given.
Child 3
A boy who lives in cramped accommodation with an older sister who struggles. He has no respect for women and uses homophobic language. He tries to push adults to become angry with him. He will also try to please adults by giving them gifts.
The class teacher found it helpful to give him learning breaks. He also had a quiet desk in the classroom for his own space. It seemed essential to have regular contact with his parents. He responded well to a male mentor and a nurturing club with a female. He was given a tick sheet that he could show the Deputy Head if he responded appropriately to an instruction. Following this, he would have an extra five minutes play with a friend on a Friday.
Child 4
A looked after child who has lived with three foster families and has moved six times. She only expresses her emotions to those who are close to her, so clearly doesn’t trust adults and will push negative behaviour to test if they will leave her. She will use her traumatised background as an excuse for her behaviour.
She has related well to her ELSA. The class teacher has tried to teach the message that we can overcome our adverse experiences and not allow them to define us. Adults have used the strategy of encouraging the girl to unpick what she says, asking her what she means. Liaison with the Social Worker to help put in place some Life Story work for the girl has been successful. The foster mother is looking at the girl returning to her home location.
Child 5
A boy with a difficult home life with ASD who is very attention seeking.
The adults around him have found that distraction helps. They have also given him time and reassurance. A team approach has made it more possible to manage his needs.
The class teacher has learnt to detach at times and to move her attention elsewhere as he digs his heels in about certain points. At the same time, she has given him a message of being available, using language like ‘I understand’ and ‘I won’t leave you’. She has given him brain breaks and let him know that he can stay with her when he is anxious. Using approaches one might use with a small child have also been helpful eg ‘Bet you can’t race me’ to where he needs to go.