An Inclusion and Well-being Team was established with specific responsibilities, working together at all levels, such as additional learning needs (ALN), teaching and learning, safeguarding and well-being. Regular meetings and appropriate training were organised for each members of the team to be able to support the specific needs of pupils/groups of pupils and, to ensure consistency, guidelines for a graduated response were agreed.
The school invested in software to create compatible systems to share relevant information. Rigorous training was organised so that all members of staff have access to a comprehensive overview of each pupil and have up-to-date strategies to respond to their needs.
When planning, creating and providing pastoral morning sessions (assemblies, ‘Lles Llun’ and ‘Codi Llais’) with their tutors, all pupils were encouraged to reflect on their sense of belonging and discuss their experiences and feelings at the school and within the local community. To respond to the feedback and the growing needs of pupils, it was agreed, with the support of the governors, to create ‘Llannerch’, namely an area that ensures a safe place for pupils to discuss any concerns they have either inside or outside the school with specific members of staff. ‘Llannerch’ allows pupils to receive various interventions (e.g., mentoring, ELSA, an emotional well-being and mental health support programme, literacy and numeracy, and emotional support). The area is also used effectively when re-introducing anxious pupils to the school, providing an adapted curriculum temporarily to settle them back into the full life of the school.
In response to a national problem of low attendance as a result of COVID, the role of the Assistant Headteacher, Inclusion and Well-being was developed and a Senior Specialist Support Officer was appointed to work with the county’s Education Welfare Officer on a weekly basis. They implement a rigorous tracking system across the school so that any concerns can be identified at an early stage and responded to immediately (for example through face-to-face contact/phone calls with parents; referrals to social services; implementing a temporary alternative curriculum; mentoring and counselling referrals; discussions in services and a long-term alternative curriculum – EOTAS/apprenticeships).
All members of ‘Team Llan’ are aware of the systems and confident in their use and role in contributing to supporting everyone across the school. This also means that suitable support in lessons and interventions supports each individual to attend school so that they have full access to their education.
The tracking and regular communication, through individual progress plans and attendance data, ensure that the school is aware immediately of any obstacles or needs, including some pupils from the cluster’s primary schools. As a result of the strategies and with the willingness of pupils and parents to work with the school and the county’s Education Welfare Officer, attendance levels have increased by ensuring that everyone follows the right curriculum for their needs across all key stages.
