Page Audio Transcript:
Pastoral approach
We have a very strong pastoral approach.
Our classes generally have about ten pupils with two members of staff. Pupils have access to key workers to support them
Anxiety
As many dyslexic children often have an ingrained sense of failure, producing a poor self-esteem that is highly detrimental to their ongoing learning, a primary priority must be to provide the environment and emotional support that begins to alleviate this. Often hearts have to be opened before minds will feel confident enough to engage. Children who have experienced repeated failure often feel threatened and intimidated by the prospect of future failure, tending to remain in a protective cocoon, never imagining they might actually have intellectual ability. Expectations have to be carefully thought through and a sense of success has to be built into the learning experience so that confidence can be regained. More than this, our students often express that they feel so much more included due to the fact that their peers experience the same difficulties as them, and that all their lessons are adapted to their needs. Before they had been physically included in the educational system, but felt emotionally excluded. Now they feel emotionally included. So often we hear parents say that “they have got their child back” once their child begins to emotionally recover.
Educational Trauma
Some children and young people have been traumatised by past educational experiences. This requires much care to help them re-engage in learning in a positive way.
Mental and Emotional Health
The school views relationships and emotional wellbeing as vital to learning
There are good ratios of staff to pupils so that pupils feel nurtured, valued and have their needs met
The school has a significant focus on communication as many situations arise out of frustration at not being able to express feelings
The school provides specific time in the curriculum to have bespoke sessions to support emotional well-being and mental health
Students are provided with a key worker
There is a therapy room and Occupational Therapist to support identified pupils with additional needs through approaches such as the Just Right State, the Alert Programme, Theraplay, Homunculi and Zones of Regulation, Safe and Sound Protocol, Sensory Integration and Somatic Experiencing
Mindfulness Meditation
The availability of a counsellor and drama therapist
Social skills groups
Pupils are provided with a safe place to retreat to in times of increased stress