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Vision Statement/ SEMH Provision

Our vision is to create a nurturing school community where children succeed and are proud of their achievements.

 

  • Our school was specially selected to take part in a new initiative called Restorative Thinking which helps develop positive self – talk, empathy and responsibility for our actions. Throughout the year children, staff and parents have been specially trained to follow the principles and they work. Restorative conversations help us understand our feelings and how we affect others. By building strong relationships in our community and beyond, we strive to live in harmony and look for peaceful ways to solve our differences.

 

  • A new behaviour policy has been brought in this year which compliments Restorative Thinking. It is credited to the work of Paul Dix a behaviour specialist. We have a calm, consistent approach to behaviour and pay first attention to the best conduct. Children are recognised for going above and beyond the expectation for everyday behaviour and work ethic.  Every child is shown the dignity they deserve and helped to understand their emotions and ways to improve relationships with others. We will continue to embed our behaviour policy and involve the whole community in training. As Paul Dix says ‘When the adults change everything changes.’

 

  • Five members of staff deliver Rainbows. We are a Rainbows site.

 

  • RELAX /mindfulness takes place after breaks or when need arises using consistent techniques and making full use of our RELAX Ed resources

 

  • Weekly circle time and PSHE sessions in each class.

 

  • School was selected to pilot the trailblazer project through Liverpool Learning Partnership. We have an external Education Mental Health Practitioner who works one morning a week with referred children who are struggling with anger issues and emotions. (Hedi)

 

  • Social Emotional Mental Health Lead in school who works with our growing number of practitioners to support children and parents SEMH. (Laura)

 

  • Seedlings are in school half a day to work with SEMH needs (Karima)

 

  • ADHD foundation to work with groups of children half day each week to support their learning. (Julia)

 

  • Sensory circuit 3x a week is now embedded for children with sensory needs  (Laura. Lila)

 

  • ROAR practices delivered by all staff in class throughout the day.

 

  • Think yourself great sessions for children with low mood or lacking in self- esteem (Janette)

 

  • 1-1 SEMH sessions delivered by Learning Mentor and SEMH lead for children referred through SEND (Laura, Janette) 

 

  • Play therapy for children in the network including St Cecilia’s takes place 2 days a week (Steph)

 

  • Breakfast club /bagels provided for all children. No child goes hungry as bagels are also taken to class

 

  • Play leader to be leading games at break and lunchtime to provide happy experiences (John)

 

  • Playleader to take vulnerable groups for additional PE/ games sessions during the afternoon (John)

 

  • Lunch club provided for children who struggle on the yard at lunchtime. Janette/Laura)

 

  • New SEND room created in the annexe for SEN teaching of children who are significantly behind. (Mrs Lea)

 

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