In line with the SEND Code of Practice (2014) schools and colleges within the trust have clear processes to support children and young people with SEMH needs. A graduated approach is used which recognises that there is a continuum of needs.
Areté Learning Trust acknowledges that some students find it much more difficult to comply with behavioural expectations than others, and behaviour is often a way for students to communicate unmet needs.
We take a proactive approach so that we address, rather than just accommodate, SEMH difficulties. Additional assessments are used if a student is identified as presenting with SEMH difficulties. We advocate timely and effective support for those impacted. We invest in high quality interventions and training to ensure that support is specific to a student’s needs.
Areté Learning Trust considers all teachers to be key in the support of students with SEMH needs. Fostering good relationships and their involvement in supportive approaches is seen as key.
Working with parents and external agencies is key to our practice.We work with local primary schools to provide students with SEMH difficulties additional support prior to transition
For students who have repeat exclusions and who are at risk of permanent exclusion a Pre Exclusion Checklist is completed. The exclusion of pupils with SEND is a national concern. In July 2019 approximately 47% of permanent exclusions are of students with SEND, 60% of these were pupils with SEND.