Tom is currently in reception, when he started things seemed to go well, he engaged with staff and made friends but unfortunately this hasn’t lasted. His teacher was well aware of the difficulties we have at home and how his presentation at school was different and was aware from the beginning that things may change once he truly settled at school.
Well, things changed once he settled.
Within the first week after Easter the teacher took me to one side and said “he’s struggling and his behaviour has deteriorated.” I made a passing comment of settling post-holiday but she felt it wasn’t that and it was something bigger, she was going to keep an extra eye on him and look at why he was struggling, I was amazed and encouraged she’d put so much thought into it.
Roll on a few days later and his teacher has spoken to the SENCO and they feel his behaviour is due to his sensory and attachment issues which are more apparent now he’s had time to settle into school and feels more confident expressing his thoughts and emotions. They offered him a place in the nurture group, this is a group for a maximum of 10 pupils from reception, year 1 & 2 with 3 specialist staff. They spend the morning in this group and return to their class for play times, lunch and special occasions. It is amazing!
I met with the SENCO, who I’ve met several times, she went through how the focus is taken from a Boxhall assessment and they work towards an achievable goal specific to each child each week e.g. “I will walk not run in the school”, I could hear in her voice the passion she had for these children to feel like they are achieving and the focus on social skills and being part of a classroom. They also do their numeracy and literacy there. The success they have sounds great, typically children spend 3 terms there and spend another term reintegrating into the main classroom but they are welcome to come back anytime until they leave the school in year 6, she told me how with one child, who had a really disruptive background, she was his main constant and each week he come to her for a hug, this was really important in helping him manage at school so she made space for him each week all the way through his time there.
Tom has been there a few weeks now and he loves it, he has time to move and learn in an environment suited to him (lots of sensory toys), as a result he is much more regulated after school and we have more time to enjoy together. The afternoons when he is back with his normal class are still really hard and we are still trying to find ways to support him in the classroom but it really feels like the school are including us in their thoughts and concerns and putting Tom first.
The other area in which school have been amazing is their parent group. Once a week I have been going into school with some other parents (mostly parents who have children in the nurture group) and a trainer from the local college runs through how to support your child with reading, writing, listening, behaviour management (more sharing of strategies) and helping our children identify their feelings and emotions (the face / emotion turner in the picture was a recent big hit), the children then join us for the last 30 minutes to do a craft activity around what we’ve been learning. It’s been great to meet other parents and discuss basic things and ask silly questions, I look forward to these sessions and spending time in school learning with Tom.
School is still hard put I feel we are very blessed to have picked this school and are very greatful to the amazing staff whom I know look out for my son each day.