Children’s Fund Medway

Background

Samuel joined Brompton Westbrook School and found it very hard to settle. He demonstrated severe Emotional and Behavioural Difficulties with no apparent triggers and was frequently hurting others (children and adults), running away and off task most of the time in class. He was reluctant to participate in small group sessions.

Approach 

Following close work with parents and In School Review meeting Samuel was allocated Learning Mentor support to focus on ascertaining the triggers for his inappropriate behaviour. Support began as discrete and having a ‘long arm’ approach to gain Samuel’s confidence. Then our LM began working with a small group, including Samuel, on anger management and emotional recognition. This has proved to be very successful and Samuel is now able to recognise when he is feeling angry or annoyed and apply strategies to help himself. Samuel had access to a time-out tent in the classroom but never needed to use it. Behaviour Support Service supported with advice on behaviour plan. School Nurse supported parents re diet. By working closely with parents and planning medium to long term intervention we feel that this has been effective. This is worth bearing in mind when planning future support for children with similar difficulties.

Outcome 

Samuel is now much more popular with his peers, more focussed in class and joining in group activities. Things at home are more relaxed and Mum seems much happier. Samuel is rarely mentioned in staff meetings as a child causing concern.

Quotes 

During the support Samuel said “I just want to be like the other children in my class.”

And later “I don’t do that any more!” during conversation about punching and kicking.

Estimated savings to statutory services as a result of intervention

Samuel was very close to exclusion before the intervention and referral to the Sanderson Child Development Centre.

Case Study 2

Background

Sudden death in family - father of one of our families killed in car accident. Boys in Year 6 and Year 2.

Approach

Through liasing with the office staff our pastoral assistant was introduced to the mother of the boys, who was happy to accept help for herself and the boys. Mum felt that both boys needed bereavement counselling immediately, so our pastoral assistant offered bereavement support as she is trained to do. However, the boys reacted differently to their Dad's death and they each needed very flexible and tailor-made support to help them. Our Year 6 boy did not want to be treated any differently to his peers, whose main focus at the time was transition to secondary school. Our Year 2 boy wanted more play-based and listening ear support. Our pastoral assistant offered a flexible response for the boys, and for Mum too, who was obviously very worried and concerned for her sons, whilst also dealing with her own grief. Our pastoral assistant made links for Mum with Demelza House and obtained referral information for Mum to make a referral for the boys (as referrals have to be made by parents/family members).

Outcome

Bereavement is never an easy event to support but hopefully both boys got the support that they needed at the appropriate time. By being flexible and responsive, listening to their voiced needs and observing their unvoiced needs, the boys seem to have in the short term coped fairly well with the sudden and unexpected trauma. The boy in Year 6 has now transferred to secondary school and we are tracking his progress through contacts and Mum. The Year 2 boy has now transferred to Key Stage 2 and is still supported through our SEAL (Social and Emotional Aspects of Learning) groups. He speaks openly about his Dad with fond memories and knows that he can ask for extra help at any time should he need it with the next stage of his grieving.

Quotes

"Thank you so much for all your help" (Mum)

"I cant remember my Dad's voice anymore" Year 2 boy (Pastoral Assistant fed this back to Mum, who remembered that she had some CDs/tapes of his Dad singing)