Welcome to the Elms School, dedicated to supporting students with Social, Emotional, and Mental Health (SEMH) needs, aged 5 to 16 years old. Understanding the unique challenges faced by your child is the first step in our collaborative journey towards providing a nurturing educational environment. Here  isa brief overview of the types of difficulties your child may encounter:

Emotional Difficulties:

   -  Anxiety Disorders:  Your child may experience generalised anxiety, social anxiety, or specific phobias.

   -  Mood Disorders:  Conditions such as depression can affect their emotional wellbeing.

   -  Attachment Disorders:  These often stem from early traumatic experiences and can impact relationships and behaviour.

Behavioural Challenges:

   -  Oppositional Behaviours:  Some children might show signs of oppositional defiant disorder (ODD) or conduct disorder, displaying persistent patterns of challenging behaviours.

   -  Attention Deficit Hyperactivity Disorder (ADHD):  This can manifest as difficulties with concentration, hyperactivity, and impulsivity.

   -  Aggression:  Challenges may include aggression towards peers or adults, either verbal or physical.

Social Difficulties:

   -  Building Friendships:  Your child may find it difficult to make or keep friends.

   -  Social Communication:  They might struggle with understanding and using verbal and non-verbal cues appropriately.

   -  Social Withdrawal:  Children may pull away from social interactions, which can lead to feelings of isolation.

Mental Health Issues:

   -  Psychiatric Conditions:  Such as obsessive-compulsive disorder, or post-traumatic stress disorder.

   -  Self-Harm and Suicidal Thoughts:  It's crucial to be alert to any signs of self-harm or expressions of suicidal thoughts.

   -  Substance Misuse:  Older students may turn to substances as a way to cope with their difficulties.

Learning Challenges:

   -  Academic Skills:  Children might face challenges in acquiring basic academic skills, especially if they have cognitive delays or specific learning disabilities.

   -  Executive Functioning:  Difficulties with tasks that require planning, organisation, and prioritising may be evident.

   -  School Attendance:  Consistent attendance can be a challenge, but It is essential for academic and social development.

At Elms School, we are committed to providing a supportive and adaptable educational environment that caters to the diverse needs of SEMH students. Our goal is to partner with you to ensure that your child receives the best possible support and education.

This whole-school approach to inclusion is intended to form part of a ‘Curriculum for life’; which will enable all of our learners to become successful and productive members of society. Additionally, this promotes positive outcomes in school, as evidence suggests that improvements in learners’ behaviour, social and emotional development often results in higher levels of engagement. As a result, we offer a range of interventions designed to support the individual needs of all of our learners.

Currently, we offer a range of interventions which include: English and Maths interventions, speech and language therapy (SALT), as well as LEGO therapy. In addition, we have been recognised as one of the pioneering schools in the local area for delivering THRIVE; a dynamic programme for supporting the emotional development of learners. However, interventions are regularly reviewed and other necessary or beneficial programmes may be added in the future.

A combination of research, professional experience and in-school assessments are effectively used to ensure the delivery of quality provision and inform future practice. This continuous cycle of assessment ensures that the needs and development of pupils are recognised, and personalised support is provided.

The contact person for SEN is our Assistant Headteachers for Inclusion- Mrs Mount (Secondary) and Miss Worman (Primary).