David has been at Arc School Napton for two-and-a-half years and came to the school from a pupil referral unit, having been excluded previously from two primary schools. His educational and home background had been very unsettled and he was experiencing behavioural challenges.
The school’s aim was to give David prolonged positive experiences of school and they began with very short periods of time in the school setting, with no academic content at all before David would go home again. This progressed to him being taught in the NEST setting, an informal therapeutic environment with just three other children and high staffing ratios. A bespoke curriculum was developed with David around his interests. Unfortunately, David found the academic pressures too much and he struggled to regulate his behaviour so the school looked again at how provision could help David and meet his needs.
With a 3.5 days a week timetable, with no academic expectations, David was able to stabilize. His timetable was formed to combine short periods of academic activity alongside periods of play therapy and learning outside the classroom.
The staff focused also supporting David to learn about building relationships, taking turns and socializing appropriately.
Unfortunately, David then struggled with the social aspects and expectations and the timetable was again amended to support his specific needs. Developing a timetable which saw David work and socialize with one other peer while being supported by staff, with a focus on educational activities such as library, farm and park visits to support learning, he was able to successfully socialize and learn.
He now attends school full time and has rejoined his class, is much more sociable and he has a better understanding of his peers and of expectations. He remains supported in the NEST environment with a continued focus on therapeutic support and input and play therapy. He has input from an Educational Psychologist and the school’s own Speech and Language Therapists and Occupational Therapists.
While he remains behind his peers academically, David’s numeracy and literacy continue to improve and there has been a reduction in incidents. His attendance over the year has been 94%