Greenfields Academy is part of C.I.T Academies
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Wave 4

Greenfields Academy - Part of C.I.T Academies

Our suite of interventions for Wave 4…

Play Therapy

Intervention Lead: Rachel Hill.

Reasons for Referral: Play and creative arts therapy is an evidence-based psychological intervention for children and young people, based on the same core principles as person-centred counselling. It is appropriate for children and young people with a whole range of social, emotional and mental health difficulties including: Difficulties forming and maintaining relationships with peers and/or adults, bullying issues – both being bullied and being the bully, experience of bereavement, separation and loss, experience of abuse (including domestic abuse) or other trauma such as medical procedures, challenging behaviour that affects their ability to make academic progress, anxiety and/or depression
Students referred for short term play therapy (around 12 weeks) will usually have mild to moderate difficulties, a less complex history and/or a greater awareness of their struggles compared to those referred for long term therapy.

Intent: At Greenfields we recognise that many of our pupils have experienced Adverse Childhood Experiences and/or complex trauma and that these impacts greatly on their daily lives, their relationships and their ability to engage in the classroom. Play therapy allows a child or young person to safely process their experiences and emotions through the creative arts, metaphor and play, which is the natural language of a child. A trained therapist is able to promote healing by helping the young person to become more self-aware and respond to their innate drive for growth and self-actualisation. In this way they help the child or young person better understand themselves and their place in the world, as well as the effects their behaviours have on others.
Implementation: A child or young person referred for play therapy will have a weekly 45-minute session with the therapist. The work is confidential and is centred around the relationship of trust and acceptance that is built between the child and the therapist. As well as working with the child, the therapist will usually also regularly speak with parents/carers and school staff, whilst keeping within the bounds of confidentiality, to enable them to better understand the needs of the child or young person and the ways that they can best support them to thrive. Some children and young people are more aware of their challenges and will want to talk about them and/or use more cognitive methods such as CBT activities. Others will work on a more unconscious level, using metaphor and story to project their emotions and experiences. Both methods can be equally as effective in bringing about change. Each child is individual and so the content of the work may vary greatly from child to child. Regular reviews with the child or young person and others will inform the number of sessions that they are offered.

Impact: Goals are set at the beginning of the therapy, although these may change over time as the work develops. The impact of the therapy may include the following: Taking more responsibility for certain behaviours, developing coping strategies and creative problem-solving skills, greater self-awareness and confidence, development of empathy and respect for others, alleviation of anxiety, learning to fully experience and express feelings, stronger social skills, stronger relationships with peers and family members.

Therapeutic Story Writing (6 weeks)

Intervention Lead: Rachel Hill.

Reasons for Referral: Students may be referred for therapeutic writing sessions for various reasons such as: Introverted behaviours which make it hard for them to communicate their needs and feelings verbally, low mood, low self-esteem or anxiety, a history of less complex trauma such as repeated school moves, friendship difficulties or illness of the student or family member
This work is only appropriate for students working to at least National Curriculum level 2 in writing.

Intent: Children and young people cannot always express themselves fully verbally and do not always feel ready of safe to openly discuss their own experiences and feelings. The use of metaphor and story help them to express themselves by projecting their feelings onto the characters in their stories – whether they realise it or not.

Therapeutic story writing usually takes place within a group, although it can work 1:1. Groups run for approximately 6 weeks. Students are given story starters and encouraged to carry the story on, before sharing their story with the group if they wish and illustrating it. The use of illustration is an important aspect, as it allows the child to integrate the metaphor more fully.

Impact: Research commissioned by the South-east Region SEN partnership shows that Therapeutic Story writing Groups help pupils to process difficult feelings, develop social skills and improve pupils’ engagement with writing.

Bespoke Timetable/Phased/ Reintegration Timetable

Intervention Lead: Andy Rush/ Beth Archer.

Reasons for Referral: Escalating frequency of negative behaviours, school refusal or sustained poor attendance, below 50%, new admission, transfer from setting with reduced provision, short-term emotional crisis, return from fixed-term exclusion.

Intent: Influence the specific referral reason through a planned reduced weekly/daily participation in in-school provision for time-limited period.

Implementation: With agreement of wider stakeholders reduce a pupils in-school periods/time; with agreed review and success criteria for graded and gradual increase.
Behavioural flashpoints, learning priorities and peer interaction are all contributory factors in determining and agreeing reduced provision.
A reduced timetable and review periods must have SLT approval prior to consultation with other stakeholders.

 On an individual basis, pupil’s in school provision increases over time.

Targeted Sensory Support

Intervention Lead: Tobey Vidler.
Reasons for Referral: – Specific sensory issues, sensory overloads, if there are sensory problems arising in lesson that are affecting their learning, to support in certain lessons where there are a variety of sensory stimuli.

Intent: Help and support students who may be affected by different sensory stimuli. Support them in their lessons and through individual interventions to assist their learning and help with their overall development.
Implementation: Sensory support can be done through 1-1 work in specific lessons, or through separate individualised interventions. During lessons the student will have extra support and help, to work with them through all the different tasks and activities and help where there may be a sensory issue, or something the pupil is not used to. Support can be offered through guiding them through the task slowly, taking it step by step, or by altering the task slightly to best suit the child.
Individual interventions will focus more specifically on their sensory needs, and be more precise and targeted for the individual. These sessions would be between 10-20 minutes long, having 1-2 sessions per week. The duration of the intervention block is dependent on the individual, how well they engage in the sessions and their individual needs.

Impact: -Decrease the impact of sensory stimuli, improve behaviour in the classroom by supporting sensory issues, give pupils a better understanding and wider knowledge of how to deal with certain sensory issues, and how to work through a sensory overload, support pupils.

Art Therapy

Intervention Lead:
Reasons for Referral:
Key Resources:
Case Studies:

Duke of Edinburgh Award

Intervention Lead: Zak Zablocky.
Reasons for Referral: To develop and improve self-esteem and build confidence, gain essential skills and attributes for work and life, develops motivation, determination and resilience to problem-solve, to enhance team-work skills, communication skill, promote and enhance personal values, to support and enhance emotional, physical and social wellbeing. 

Intent: Duke of Edinburgh enables pupils to develop a wider sense of self and aspirational direction, understand and care for their physical, mental and social wellbeing. DofE also supports the development, expression and effective use of emotions. We are here to empower young people; to support them as they learn new skills, overcome obstacles, build confidence and resilience. Furthermore; DofE is a bridge between Academic and Pastoral teaching, learning and progress.
Implementation: Silver / Bronze DofE award – 3 hours 20 minutes per week.
The DofE is an award which consists of four sections: volunteering, skills, physical and an expedition.

Impact: 90% of young people said doing their DofE has given them opportunities to help others. 82% noted their DofE has made them want to continue with volunteering/voluntary activities. 62% feel that doing their DofE has helped them make a positive difference to their local community. 74% of young people said they developed self-esteem. 64% feel that as a result of DofE they are better at sport or physical activity. 74% of young people said it allowed them to try activities they would never have tried before. 71% of young people identified improved self-belief. Three quarters of young people think their DofE Leaders are inspirational. Furthermore, from an in-school survey using a general scale 10 – 10, 6 / 8 pupils scored DofE 9 or more out 10 for enjoyment, engagement and having a significant impact on their development across various areas.

Case Studies: Last academic year 4 pupils engaged in the bronze award contributing significant learning time and personal time towards 4 DofE sections, those being volunteering, skills, physical and an expedition section. Pupils were required to work on each section for a 12-week period, applying themselves and developing across an array or areas and values whilst enhancing knowledge and personal development. The final expedition took place across a large section of the Viking way where the group collectively navigated themselves through a number of villages covering 16 KM whilst catering for individual needs, planning for breaks and nutrition as well as carrying all cooking and sleep equipment to which they also set up, utilised and packed away leaving no trace. This was done independently with light supervision where necessary. This entire cohort have now transcended from the bronze to the silver DofE award scheme.

Summer Camp

Intervention Lead:
Reasons for Referral:
Key Resources:
Case Studies:

Group Anxiety (6 weeks)

Intervention Lead: Rachel Hill.

Reasons for Referral: High levels of anxiety that affect their ability to engage in day-to-day life.

Intent: Sometimes groups of students present with similar challenges such as high levels of anxiety. If the student is able to operate within a group situation, then it can be beneficial to take part in a group to address the challenges. Meeting with others who experience similar things normalises feelings and enables students to feel less alone in their struggles. They can also share ideas of things that help them and may help others in the group.

Implementation: Group therapy takes place once a week for around 6 weeks, with the therapist and depending on group size and need, possibly another member of staff. Activities are tailored to the group but may include games, creative activities, discussion, psycho-education and calming techniques. Group therapy is confidential in the same way as 1:1 therapy, and students are encouraged to only discuss their own experiences outside of the group environment, not those of others.

Impact: Group therapy can help improve mental wellbeing and engagement in school. It can also improve relationships and help to form new friendships.

Behaviour Intervention Plans

Intervention Lead: Beth Archer. 
Reasons for Referral: Repeated dangerous behaviours, identified negative behaviour pattern, high Risk Assessment Score (20+), medical need to be considered during physical intervention, parent request/specified in EHCP.

Intent: Behaviours Interventions Plans (BIPs) aim to control and reduce and identified repeated negative behaviour patterns, including dangerous and violent behaviours. As well as to ensure that all staff are aware of any special medical or risk assessment-based needs and strategies in order to promote pupil safety and progress.

Implementation: BIPs are developed by wellbeing mentors with the support form the middle and senior leadership team. All pupil data is considered when compiling a BIPs including individual behaviour analysis, DPI reports, EHC Plans, wellbeing plans, parental preference and communication, tide profiles and attainment. BIPs can be accessed by all staff via schoolpod. BIPs will include some or all of the following: trigger behaviours, topography of behaviours, preferred supportive and intervention strategies, relevant medical conditions, praise points, preferred handling strategies, preferred debriefing process.

Impact: Reduce impact and frequency of negative behaviour incidents. Ensure safety of all staff and pupils, support to ensure EHCP outcomes are met through appropriate provision offer (Section E).

Heart, Head, Hands

Intervention Lead: Tobey Vidler.
Reasons for Referral: High BMI, poor posture, weak core stability, to promote a fitter body and mind, pupils with poor self-esteem and physical confidence.

 Heart. Head, Hands is an intervention aimed at helping students with their overall health and wellbeing. The main aims are: reduce BMI, increase self- esteem and physical confidence, improve muscle tone and posture, increase aerobic endurance, increase core stability, develop a greater knowledge around health, exercise, well-being and fitness, improve knowledge and understanding on healthy eating and the body.

Implementation: Pupils referred for HHH will take part in 1 or 2 10-20-minute sessions each week for around 6-12 weeks, depending on the aims for the student and how they engage during the sessions. HHH can be done individually or in 2’s or 3’s. Each session will have a different aim, dependent on the pupil and the week. At the start of the intervention pupils will take part in fitness tests specific for their individual needs. These tests will then be re-done at the end of their intervention block to see if there have been any improvements in what was being targeted. The weeks in between will consist of tasks, games and challenges focusing on their needs and why they were referred. The sessions will consist of a mixture of physically active sessions, and more learning-based sessions, where we may look at healthy eating, healthy lifestyles, and both physical and mental health.

Impact: Improve overall health and well being, give a greater knowledge and understanding of both physical and mental health, increase pupil’s self-esteem and self-confidence.

PCSO Workshop

Intervention Lead: Beth Archer.

Greenfields work closely with the local PCSO team, who visit the school on a weekly basis to work with individual or class groups who are demonstrating or experiencing criminal behaviours. This supports pupils to recognise the impact and implications of these behaviours and therefore aims to reduce the likelihood of pupils committing criminal offences in the future.

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