It became clear that the most vulnerable pupils needed more long-term support. As a result, 3 tiers of support were created.
1. Long-term support:
i. ‘Y Nyth’ – early intervention to nurture and develop the social and emotional skills of the most vulnerable pupils. The focus is on delivering a curriculum that is appropriate for their individual development, fostering positive experiences, increasing self-esteem and academic success.
ii. ‘Yr Enfys’ – a room for pupils with sensory problems. Any pupils can access this room during the day to self-regulate.
2. Short-term intervention groups – social and emotional sessions that are held on a 1:1 basis or in small groups. This helps to improve pupils’ concentration skills, fosters resilience and encourages them to engage with their learning. Staff encourage pupils to practise these transferrable skills in the classroom, at school and at home.
3. Well-being areas in each classroom – quiet areas where pupils can go independently to regulate. Staff are active in supporting pupils to acknowledge their emotions, sharing regulation strategies and reflecting on how to respond to situations in positive ways. A comprehensive programme of training was established for staff, including childhood trauma, to support them in dealing with challenging behaviours through restorative practice and maintaining positive relationships. Unique interventions were trialled to satisfy pupils’ well-being; for example, the interest of a group of older boys in physical exercise sessions was used to tackle challenging behavioural problems. An expert from the community was invited to develop resilience and perseverance skills through teamwork.
Leaders have created robust and supportive links with parents by sharing useful information, for example through a weekly newsletter and inviting them to regular coffee morning sessions to discuss any concerns. This project was supported through dedicated funding from the parents’ association.
