Clearly a mainstream curriculum and education experience is not best designed to meet the complex needs of the children accessing the SEMH provision at WCLC. Neither are traditional options pathways and progress and success measures applicable. Though consultation with Outstanding SEMH provision and LA SEND specialists we have developed three distinct, but progressively interlinked, pathways which the children who access the SEMH provision will follow.
In order to support these children whose provision is named as WCLC SEMH, we have implemented the findings from EEF research on Social Emotional Learning. The EEF explain that ‘Social and Emotional Learning refers to the process through which children learn to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions… There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life, in relation to physical and mental health, school readiness and academic achievement, crime, employment and income.’ That there is such a correlation between the level of social and emotional skills and ability to enjoy academic achievement accounts for the low academic ability of students placed at WCLC SEMH and the slow progress they sometimes continue to make. Having a curriculum focused on the SEL needs of the children, with the intent to engage all pupils with education in a positive way we can develop their confidence and aspirations for the future – irrespective of their entry point and level of SEND. Though levels of academic attainment at 16 may be lower than non-SEN peers, multiple case studies of former students suggest the progress they made in SEL whilst with us has enabled them to successfully engage in life – education, employment and appropriate engagement in society. Being able to regulate emotions and behaviours are the (hard won) building blocks upon which future successful engagement and achievement are made.
We recognise the importance of relationships and trust between both staff and pupils and strive to equip staff with the tools needed to stay well-regulated in order to handle the ever-changing needs of an SEMH cohort. All of our pupils are given opportunities to discuss their learning, as we understand the importance of being listened to and the impact it can have.
Our curriculum is based on developing the process through which children learn to understand and manage emotions whilst being given access to vocational and academic qualifications and experiences in line with their peers. The key competency skills being – self-awareness, self-management, social awareness, relationship skills and responsible decision making. (CASEL 2017). These key skills have been linked to a range of positive outcomes for pupils and are key in helping to lay the foundations for pupils to achieve in all areas of the curriculum.
As such, success and progress in these areas is closely monitored, tracked and analysed. Both third party tools and in house developed systems of analysis are used to support the development of bespoke IEPs (Individual Education Plan)
In addition to this, all children in SEMH provision they have a PLP (Personal Learning Plan) which is centred around their strengths and key outcomes from their EHCP. It will include access to an academic and vocational curriculum, SEL and a Well Being / Outdoor Learning curriculum. To support and/or complement this provision the PLP may also include any targeted interventions designed to meet recognised needs and close identified gaps.
In order to ensure our pupils are accessing the curriculum in line with their potential, each child in SEMH provision has an agreed passport to which they contribute. This highlights any adaptations which may be required for them, and to ensure all staff are aware of what must be done to differentiate appropriately, helping to maximise potential for each child. This is continuously reviewed to help ensure we keep up with the ever-changing needs of our pupils.
Our curriculum is designed around what is needed for each child to thrive and flourish. We place a particular emphasis on the mental and physical well-being of our pupils ensuring they feel safe and ready to learn. This supports and promotes positive mental health for those in the SEMH provision and enables access to a wider curriculum as appropriate. Outdoor Learning is planned to enrich delivery and deliver opportunities many will unfortunately not otherwise access, including volunteering, sport, mountain biking, history and culture, fell walking and work experience. The EEF notes that, ‘Efforts to promote SEL skills may be especially important for children from disadvantaged backgrounds, who on average have weaker SEL skills at all ages than their better off peers. This matters for a range of outcomes, as lower levels of SEL skills are associated with poorer mental health and academic attainment.’ Through such experiences we are able to deliberately, yet subtly, create many opportunities to build on the core competencies of Social and Emotional Learning.
Aspiration is high for all SEMH students. As such they are all given the opportunity to achieve GCSE’s in maths, English, science and art and to take part in a variety of vocational awards suited to their individual needs and interests. Personal Development is taught both as a discrete subject, and is also threaded into the curriculum to embed attitudes and skills, developing the whole child. We recognise the importance of practical hands on activities for our pupils and utilise different AQA Unit Awards in a variety of areas, preparing them for work experience and higher education. This also ensures that the curriculum offers regular opportunities for success, and is cumulative, rather than the only measure of achievement being stressful high stakes final exams.
Students in both KS3 and KS4 have options which are tailored towards their own learning journey and future aspirations. Examples include- animal therapy, art therapy, independent living, work experience, career guidance and cooking. Again a range of shorter and more achievable awards are followed allowing for regular and appropriate opportunities for success.
In addition to this we offer SEMH and ELSA interventions and counselling to all of our pupils to support emotional literacy and mental health.
