Updated November 2022
At St Helen Auckland Community Primary School we consult with a wide range of external agencies and we maintain close partnerships in order to access the best professional advice and to ensure the emotional and social development needs of SEN children are met. Our Learning Mentor offers a wide range of programmes and support such as managing anger, emotions, friendship, general behaviour, self-esteem and nurturing. We also have trained Anti-Bullying Ambassadors. They are there to support any pupils who are having friendship issues and have been trained in mediation. If the Ambassadors have concerns they would pass this onto a member of staff. We work closely with the Local Authority and providers of additional services, such as Educational Psychologists, Occupational Therapy, CAHMS (Child and Adolescent Mental Health Service) School Nursing Service, Social Services and Medical Professionals. We often hold multi-professional meetings in school so that parents are comfortable in the school environment and the child can join us easily, if it is appropriate.
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children. The class teacher has overall responsibility for the pastoral and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support.
As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. The children are rewarded with a sticker every week for positive and kind behaviour and can be awarded at the end of the week with certificates.
- If a child has behavioural difficulties an Individual Behaviour Plan (IBP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
- After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
- Attendance of every child is monitored on a daily basis. Lateness and absence are recorded and reported upon to the Head Teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school. We reward children/classes weekly on their attendance rate. Where attendance becomes an issue we seek support from the Education Welfare service.
