Sutton
Child 1
A Year 6 with anxiety. He becomes stressed with his mistakes and is conscious of others’ opinions.
The class teacher found that he responded well to her focusing on building his self-efficacy. It made him less anxious about making mistakes and less on the edge of emotionally ‘collapsing’. She continued to normalise mistakes, to discuss them and to intentionally make them at times.
Child 2
A Year 6 child who used to be mute and a school refuser. Her attendance is now up to 95%.
The steps that helped to get her into school included targeted interventions such as offering safe space activities chosen by the child, helping her with speaking and taking small steps eg answering when register is called, speaking to her partner, putting her hand up. For SATS exams the child was put into small groups, given support packs and strategies to manage her anxiety.
Support was also given to the child’s mum.
Child 3
A Year 5 child with ASD and behavioural difficulties.
Adults around her saw what was underneath her behaviour and gave her the message that they all cared and supported her. She has rejected the adults around her due to moving house so transitions have been carefully worked on.
Child 4
A boy in Year 5 with SEN and challenging behaviour.
Adults learnt to give short clear choices to him and not to engage with his challenging behaviours. When in the middle of a ‘meltdown’ they didn’t engage with him. Thought was given to how he could better understand his diagnosis.
Child 5
A Year 5 child with ASD and anxiety, especially about his mum. He is demanding and exhibits controlling behaviour. He is a school refuser too.
The class teacher observed that he was only happy when in control. Also, that he was happy to be in PE but refused to attend other lessons. He chose to work with certain adults and children. He would listen to adult conversations.
He was given structured choices and distraction techniques, which helped. The class teacher checked in with him daily. With ELSA help, he was given personalised strategies. The school have supported the parents and have worked with CAMHS.