The earlier specialist support can be given to children with complex social, emotional and mental health needs, the better the potential outcomes for the young person as they move on through their educational journey. We caught up with Ange Heyes, Headteacher at Arc School Napton, who told us more about why positive intervention at a primary school level benefits the child and their wider family, why Napton never says no to assessing a child and why the school’s unique approach can help children fall in love with learning.

“My approach at Napton is simple. We will never say no to assessing a child, no matter what their “paperwork” says. I’ve found over the years that words can only say so much and context plays a huge part in how a child may have been presenting themselves and communicating through their behaviour previously.

“All of us working in supporting children with SEMH or autism know there is always a reason behind a behaviour and a function it is fulfilling, so it’s down to us to find the reason and take the right action when you find it. So, our approach is to meet with the child and I think in almost all cases, there will be something we can do at Napton to help that child as our approach is so bespoke to individual needs.

“It’s an approach based on experience. I worked with a young man whose needs, when simply read on paper, didn’t look as though they could be met and this his behaviour would be too challenging. However, with the right support, understanding of his emotional drivers and people “getting him”, that child was not involved in even one incident in three years. 

“Part of enabling that kind of progress for a child is to believe in them totally, so that they can believe in themselves. Napton approaches support from a position of total acceptance, total tolerance and a lack of any sort of judgement. The biggest change we see using that approach is a growth in self-belief. Trust is built up and the child starts to believe that the good things you’re telling them about themselves are being said because you believe them, not because you want them to do their maths! It’s a case of really getting to know our children, and putting the time and effort in so that they know that you mean what you say. It’s a vital foundation to build from and when it clicks, that’s when the magic happens!

“Some of our children arrive not ready to learn at all and we work with the child and their needs, not their chronological age. Our early learning bespoke Key Stage 1 approach – delivered in The Nest - supports younger children with developmental delays who aren’t yet able to access specialist year 1 and 2 curriculums because of their additional needs and who are functioning below age-related expectations. Because of this, they often haven’t been offered a school place and some have been excluded from nursery because of their intense support needs. They’re not learning at all.

“The Nest and the support it gives helps them gain the early learning skills they need to be prepared for attending school and learning. The Nest means children learn the vital skills they need in a safe and welcoming environment with all the specialist support they need, getting them ready to take the next step of their learning journey.

“Right throughout the school however, we support children to make really good progress both academically, but also socially.

“We were delighted when our children successfully sat their SATs examinations, which was a huge step. We have a young man who has, for the first time ever, attended school on a full-time basis, a massive achievement for him.

“The young people who have transitioned to secondary settings have done so successfully, and building on the strong foundations they’ve had here, are still successfully attending and progressing.

“Socially, children who were previously excluded from their mainstream ‘milestones’ such as residential trips, Christmas celebrations, graduations and concerts have enjoyed all of those – and more!

“Even in the midst of the pandemic we’re making sure our children don’t miss out. We’ve had a Polar Express day with hot chocolate, marshmallows and PJs along with the film. But one young lady couldn’t come because she was self-isolating. She didn’t miss out though – we included her remotely via Zoom and sent her a pack with all she needed to join her friends remotely and keeping her connected. 

“Every opportunity that is offered in mainstream settings, our children can have here. That is our goal – it’s just how you plan and prepare for it. These are “rites of passage” for all young people – why should they miss out? Why should they be ostracised and secluded? They are not, and will never be, at Napton.

“One parent asked if their daughter should be ‘kept at home’ during the Christmas Carol Concert as, in mainstream school, she had always been asked to. We say a resounding no and the child performed a solo. That’s what I mean when I say the magic happens – what we have here is really rather special and unique.”