Chronology of an SEMH Base Child
Whilst every child is different and will require bespoke support, hopefully this example of a child referred to the SEMH Base, gives you a flavour of the work which we do to ‘reset’ a child and support their reintegration back into mainstream provision.
Child A was referred to the SEMH Base firstly through the home school requesting an observation from the Lead Teacher. This was carried out within a 30 day window and at a time that the observer would see a range of transitions, learning opportunities and interactions with adults and peers. The observation took note of the family background, ongoing support for the family, other professionals already working with the child and the support that the referring school have already put in place in accordance with the SENCO role to make inclusive adjustments to meet the needs of the child.
The observation highlighted the following SEMH needs which were considered suitable for a placement
Child A is a LAC
The school have put in place a number of support systems which have worked to a point
Child A presented with difficulty communicating with adults and peers, struggling to follow whole group instructions, low self esteem, anxiety and hypervigilance
A conversation with Child A’s Mum further highlighted emotional needs that are expressed aggressively and predictably around social times such as dinner time as well as struggling with bedtime routines
There is a family history of ADHD
Academically Child A is making expected progress
The observation highlighted the following SEMH needs which were considered suitable for a placement
Child A is a LAC
The school have put in place a number of support systems which have worked to a point
Child A presented with difficulty communicating with adults and peers, struggling to follow whole group instructions, low self esteem, anxiety and hypervigilance
A conversation with Child A’s Mum further highlighted emotional needs that are expressed aggressively and predictably around social times such as dinner time as well as struggling with bedtime routines
There is a family history of ADHD
Academically Child A is making expected progress
Following the observation and conversations with key people the placement was recommended and the referral appeared on the next available panel date. At this panel meeting the additional professionals, which include the SEMH Advisor, Educational Psychologist and additional Lead Teachers from across the county, agreed a placement would be beneficial. Start and end dates were agreed and the paperwork sent off to an additional team at Norfolk County Council to ensure there is agreement in the transparency of the placement process.
Parent, Carers and the Home School received confirmation of the placement offer and a Set Up meeting was planned for Child A to visit the base with their parents/carers and the SENCO from the referring school. At this meeting it is agreed on the objectives of the placement, the desired outcomes and clarification of everyone’s role in this. Child A was able to spend time with the support staff to play, explore and talk about the base and any resulting thoughts and feelings.
Child A was offered a 3 term placement which meant there was adequate time to factor in the transition process which entailed reducing the days at the base and increasing the days at home school. The placement offer is always for a four day placement with the fifth day attending the home school, this is a valuable opportunity for the home school to support the child with new strategies, connection language and resources. The expectation is that the home school ensure staff working with Child A attend the base regularly to observe, discuss and share strategies.
Child A received a Thrive based curriculum and action plan during their placement. They also had sensory integration sessions supported by an Occupational Therapist from SENSI. Child A made good academic progress through the SEMH work to increase confidence, alleviate anxieties and to ensure movement and sensory needs are met before needing to be expressed at the detriment to their education.
Child A successfully transitioned back to their home school and was able to receive excellent support from their Teacher and support staff who spent time each week discussing with the base Lead Teacher what had been in place, what was working and any challenges that they would need to support too (such as supporting new friendships as Child A’s confidence grew). The sensory and movement plans were shared and continuity allowed Child A to always have their needs met without extreme sensory seeking responses. Child A left us in year 2 and remains in mainstream education to this day.
We continue to check in with Child A and their family, our ongoing connection with all our pupils is to validate safe and trusting connections in which families feel seen, understood and valued. We are also able to continue to support Child A’s home school as new challenges arise and Child A develops in their SEMH journey. Together we are not only ensuring that Child A receives the ongoing support of trained experienced SEMH professionals but the staff in the home school are privy to this too.
