Greenfields Academy is part of C.I.T Academies
01476 574 112
enquiries@greenfields-cit.co.uk

Wave 1

Greenfields Academy - Part of C.I.T Academies

Our suite of interventions for Wave 1…

Admission to specialist setting, 9:1 teacher ratio

Intervention Lead: Chris Armond.

Please see Admission Policy.

Specialist SEMH Provision

Intervention Lead: Chris Armond.

Please see Greenfields Voyage section of school website.

Bespoke ‘Behaviour for Learning’ system

Intervention Lead: Andy Rush/ Beth Archer.

Please see Behaviour for Learning Policy.

Post Admission meeting after first 6 weeks on-roll

Intervention Lead: Denise Selby. 

Please see Admissions Policy.

Robust PHSE curriculum

Intervention Lead: Zak Zablockyj. 

Please see ‘Health & Me’ Delivery Statement.

Wellbeing Timetable

Intervention Lead: Zak Zablockyj.

Reasons for Referral
: The bespoke personal wellbeing timetables and sessions aim to ensure that all pupils are provided with the necessary opportunities to make good pastoral progress and progress to meeting the outcomes specified on their EHC plans. At Greenfields Academy we strongly believe that a robust pastoral programme of support lays the necessary foundations to allow a pupil to begin to progress socially, emotionally, creatively and ultimately academically.
Like all areas of the Curriculum and ethos at Greenfields Academy we aim to ensure that we prepare children for life after school, personal wellbeing sessions place particular focus on the following in areas: communication skills, both written and verbal, including listening and tolerance of the views of others, emotional resilience and the ability to persevere when faced with challenge, self-awareness and confidence, an understanding of how to be kind, respectful and honest members of society with inclusive attitudes, embed a personal sense of readiness to learn. 

Intent: The bespoke personal wellbeing timetables and sessions aim to ensure that all pupils are provided with the necessary opportunities to make good pastoral progress and progress to meeting the outcomes specified on their EHC plans. At Greenfields Academy we strongly believe that a robust pastoral programme of support lays the necessary foundations to allow a pupil to begin to progress socially, emotionally, creatively and ultimately academically.
Like all areas of the Curriculum and ethos at Greenfields Academy we aim to ensure that we prepare children for life after school, personal wellbeing sessions place particular focus on the following in areas: communication skills, both written and verbal, including listening and tolerance of the views of others, emotional resilience and the ability to persevere when faced with challenge, self-awareness and confidence, an understanding of how to be kind, respectful and honest members of society with inclusive attitudes, embed a personal sense of readiness to learn.


Implementation: From September 2020 all pupils receive a ‘taught’ Personal Wellbeing lesson for a minimum of 20 minutes a day as soon as they arrive to school, as well as several extended sessions which may last up to 1 hour. The arrival structure of school has been amended to ensure what was formally ‘tutorial’ is fully repurposed across both phases. Assembly has been relocated to the start of the week to provide a ‘launchpad’ for the key pastoral thoughts and focus.
6 weeks after arriving at Greenfields Academy all children will have a bespoke personal wellbeing timetable which details specific interventions, teaching strategies and other forms of support which they may require to succeed in their education, as specified in their EHC Plan, Boxall reports and learning plans but also based on the pastoral assessment of their wellbeing team. This is then shared with all staff who are involved with the pupil via Schoolpod, Individual Learning Plans.
It is the role of the pupil’s wellbeing mentor to ensure the effective delivery of a pupils’ personal wellbeing timetable, and to review and update the document at appropriate points throughout the year. This document is then used as supporting evidence at annual review and other external agency meetings and shared with the families of the pupil. This forms the fulcrum of our Pastoral Assessment.
In the Secondary phase of the school personal wellbeing sessions are largely group focussed, whereas in the Primary phase the sessions are mostly individualised, with some group sessions. Some personal wellbeing timetables highlight the need for discrete intervention, which is discussed with and implemented by our in-school intervention lead and/or play therapist or the appropriate outside agency.

Impact:
This academic Year we intend to make further impact in the following areas of personal wellbeing: Improved pastoral relationships between wellbeing teams and pupils, increased family involvement with developing and maintaining personal wellbeing timetables, pupils develop their own skills in the following key areas via discrete personal wellbeing sessions and ongoing personal wellbeing timetables: relationships including teamwork and empathy, independence including Self-care and learning, leadership including confidence and communication.

Phased Nurture

Intervention Lead: Nick Jackson.

Intent: 
We aim to address the social, emotional and learning needs of individual pupils, provide the necessary help to remove the barriers to learning, immerse pupils in an accepting and warm environment that helps replace missing early nurturing experiences, develop pupils’ positive relationships with both teachers and peers. Give them the skills to do well at school, make friends and deal more confidently and calmly with the trials and tribulations of life.
Implementation: At Greenfields Academy: Student specific personalised development timetables relating to specific EHCP recommendations, an exciting, engaging nurture curriculum with opportunities for intervention dependant on student’s needs, safe nurture classroom environment with lessons/activities focusing on social emotional skills accompanying academic progression, caring and affectionate nurture practitioners offering unconditional positivity leading to strong student-teacher relationships, learning implements skills that will carry throughout a student’s academic life and further, positive school-Parent/carer relationship through continuous communication, year 7 cohort grouped by SEMH provision/nee, nurture approaches are phased throughout KS3 to remove the ‘cliff-edge’ factor in transition, detailed transition planning for individual and groups in July (not September) including residential experiences.

Impact: Improved social emotional skills – develop confidence and self-esteem, able to manage emotions, empathise with others, form more positive relationships with peers and teachers. Improved attendance – Enjoy a safe school environment, leading to an overall increase in attendance. Improved attainment – Progress in academic performance Improved behaviour and reduced exclusions – Behaviour significantly improves. Students settled in nurture environment, can cope with challenges within the school day reducing risk and of outburst and disruptive behaviour. Improved parent-child relationships – Children more affectionate and communicative at home with parents feeling more confident in being able to help their children. Whole school nurturing ethos – affective bonds between teachers and pupils. There will be no significant gaps in the progress of different groups of pupils (ie LAC, PP).

DPI

Intervention Lead: Chris Armond.

All staff at Greenfields Academy are trained in physical interventions using the SBRT training. All staff are trained yearly by the schools SBRT instructors. There is also a weekly support clinic available for staff- to go over any thing they may not be as confident in, to ask questions, to go through report writing, or just to talk through a physical intervention they may have been part of or seen.
SBRT is a leading name in personal safety training. Being SBRT trained benefits staff as they feel confident in their ability to physically intervene with pupils and are able to deal with situations that they may not have encountered before, with confidence and the knowledge to perform physical interventions safely and effectively.
SBRT covers everything leading up to a physical intervention (de-escalation techniques) and everything that happens after, including contact home, and writing of reports. It is an essential part of staff training, in order to keep both staff, and students at Greenfields Academy safe at all times.

Attendance Procedures

Intervention Lead: Denise Selby.

Please see Attendance Policy.

Wellbeing Mentor and Tutor

Intervention Lead: Andy Rush/ Beth Archer. 

All pupils who attend Greenfields Academy will become part of a ‘Wellbeing Team’, this will be made up of a pupil’s peers of similar or the same age, a wellbeing tutor and at-least 1 wellbeing mentor. The wellbeing tutor is a member of the school’s curriculum team, they lead the team and are responsible for complete the teams’ personal wellbeing timetables (see section 1.6) and assigning individual pupil Tides (see Tidal Provision Policy). In KS2 and KS3 the wellbeing tutor is always the teams’ nurture class teacher to support the implementation of nurture principles in these phases of the school. The wellbeing mentor attends a majority of the wellbeing teams’ timetable and supports them through the day, academically and pastorally, the wellbeing mentor is responsible for weekly home contact.

Thematic Curriculum

Intervention Lead: Andy Rush/ Beth Archer.

Please see Curriculum, Teaching & Learning Policy.

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