Greenfields Academy is part of C.I.T Academies
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Wave 5

Greenfields Academy - Part of C.I.T Academies

Our suite of interventions for Wave 5…

TIMs – Pastoral (Level 2)/ Academic (Level 2)

Intervention Lead: Paul Wheeler
Reasons for Referral: Poor school attendance, when a pupil is unable to safely access the (in-)school day. Repeated and significant disruptive and violent behaviours when in school.

Intent: To help the pupil return to a school setting as soon as possible by way of part time table / intervention at Black Barn and then hopefully full integration.
Implementation: TIM`S (Truancy Inclusive Mentoring Service) is an outreach programme for pupils who struggle with their attendance and find it difficult to cope/ engage in a school setting. Visits are arranged on a weekly basis to meet with the pupil either at home or at a local venue where myself and the family or pupil will work together in helping them with their school curriculum work. The TIM`s programme offers the pupil a one to one session with. A specialist intervention team member meets with the family and works with the pupil at their home or other venue once a week for between 1 – 2 hours depending on their ability to cope at that time. School work is set by the relevant teacher and then I will work with the child on a one to one basis. Each week work is collected and given back to the teacher for marking and assessment.

Impact: To increase attendance, initially off-site with the view to move to on-site provision when appropriate, to increase attainment outcomes in specific areas of the curriculum (including social and life skills and vocational qualifications).

Black Barn

Intervention Lead: Paul Wheeler

Reasons for Referral:
 • Poor school attendance, complex SEND preventing pupil from accessing/achieving standard curriculum qualifications, SSEMH needs creating significant barriers to developing social skills, pupil desire to work/study in animal care post-16.

Intent: This is a therapeutic setting for pupils who struggle to cope in a school setting every day and who may struggle with attendance and interaction with their peers. This venue offers pupils with low self- esteem / Autism to help them engage and interact with others in a safe quiet setting. The farm has a variety of animals for the pupils to interact with as well as activities to stimulate their minds. Pupils attend the farm either once or twice a week.

Implementation: The pupils are encouraged to clean and feed the animals and interact with them. All pupils are asked to work towards an ASDAN qualification while they attend the farm, either in Animal Care or a qualification in Photography. Some pupils will attend twice a week and some once a week.

Impact: Increased off and on-site attendance, pupils over time build up a caring relationship toward the animals, to develop social and life skills by engaging and interacting with staff and pupils form other schools, ASDAN qualification.

Alternative Provision

Intervention Lead: Andy Rush. 
Reasons for Referral: Reducing or significantly low engagement in academic learning, escalating non-compliant or confrontational behaviours which create a ‘risk of exclusion’, persistently low attendance, geographical factors affecting engagement.

Intent: For at-risk students, Alternative Provision or Settings have the potential to offer a more personalised and engaging environment in which to learn and form strong connections with their aspirations, interests and more flexible expectations. This intervention may present a different pathway in which to achieve educational success and often prolong or raise engagement and value in learning.

Alternative provision can be defined as something in which a pupil participates as part of their regular timetable, away from the site of the school where they are enrolled, and not led by school staff. Within the intervention, providers may be a combination of formal AP centres, a Therapeutic or Themed setting. All settings and provisions are checked for safeguarding and provisional compliance. Pupils are referred to the various provisions or setting with which we have existing relationships, or where possible new or bespoke settings are identified. Existing provisions that are used include: Black Barn Farm, Spilsby (non AP), Melton Learning Hub, Melton, Hill Holt Wood, Lincoln, Pilgrim School.

Impact: Academic and/or vocational attainment, secure post-16 opportunities, increase or sustain attendance, reintegration to in-school learning, gains in learning confidence and self-worth, reduce likelihood of NEETKey.

Additional LA funding to maintain placement

Intervention Lead: Chris Armond.

In some cases, Greenfields Academy will apply for additional funding for additional adult support or specific intervention to ensure we can fully meet the needs of our most complex pupils. All applications for additional funding will be completed and supported with a package of evidence by the SLT.

Cognitive Behaviour Therapy

Intervention Lead: Rachel Hill.
Reasons for Referral: • Specific difficulties with one aspect of day-to-day life such as anxiety, mild stress, social skills or anger. No history of complex trauma that may be the cause of the above difficulties, must be cognitively able – secondary or older primary age. Usually, the decision to use CBT will be made by the therapist, once they have assessed the needs of the young person.

Intent: The approach of CBT is about thinking more positively about life, looking at how you can get stuck in patterns of behaviour and ways of changing these rather than dwelling on past events. It aims to help students become more aware of their patterns of thought and behaviour that hold them back and to give them a sense of agency and an understanding of their ability to change things for themselves.

Implementation: CBT is a 1:1 intervention carried out by a therapist. Typically, it would run for 6 to 12 weekly sessions and the therapist sets goals with the young person, often with ‘homework’ to do in between.
Impact: CBT can help improve confidence and self-esteem as well as reducing anxiety and teaching specific coping skills in given situations.

One to One Counselling

Intervention Lead: Paul Wheeler. 
Reasons for Referral: Significant recent/lasting trauma.

Our counselling sessions aim to help pupils understand their feelings and experiences and support them explore positive ways of approaching and managing them. Our on-site counsellor offers a Person-Centred approach to counselling whereby the pupils are invited to discuss their experiences and emotions in a safe and confidential environment. The sessions are agreed on a weekly basis with the pupil and a letter of consent is sent to parent / carer prior to any sessions starting.

Short Term Crisis Intervention Plan (time related)

Intervention Lead: Andy Rush.

Short-Term crisis intervention is required when a pupil is or has recently been exposed to an ACE such as a bereavement or parental separation. These interventions are designed to meet specific needs and circumstances and may result in a referral for a longer-term intervention. Short-Term Crisis Intervention is co-ordinated and support by the SLT.

Play Therapy LT (12+weeks)

Intervention Lead: Rachel Hill.
Reasons for Referral: 
Intent: In addition to the reasons described for short term play therapy (4.1) students will also have significant challenges that mean they may need a longer period of time in therapy, for example: A significant trauma history resulting in complex needs, attachment difficulties, behaviour that results in a risk of exclusion
Sometimes it will be clear at referral if long term therapy is required. Other times students may be referred for short term therapy but then a decision is made by the therapist and others that long term therapy is needed.

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.

Home Visits

Intervention Lead: Paul Wheeler.
Reasons for Referral: • Repeated poor attendance significant sudden drop in attendance, repeated unexplained absence.

Home visits are carried out to allow the school to monitor the safety of a child and to ascertain the reason for their absence. Home visits are all carried out to support pupils who are unable to attend school to access learning. A home visit may also include a meeting with a child’s parents or careers in their home, in order to build a plan to improve the child’s attendance, and re-integrate the back into school full-time.

Facilitating External Agency Support

Intervention Lead: Beth Archer.
When appropriate Greenfields Academy works with a variety of external agencies to support pupils and their families for example TAC, CIN and CP. External agency support is co-ordinated by and supported by the SLT.

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