Accessing the MySpace Provision and Support

All access to the MySpace provision is through the Local Authority’s Requesting Alternative Provision (RAP) mechanism; the RAP is a meeting of LA Officers and staff from both the MySpace, Broadening Horizons settings (Broadening Horizons is an alternative behaviour provision, also commissioned by NELC & is attached to Western Primary School, Grimsby), a representative from Wellspring Academy Trust and staff from a pupil’s home school. Pupils are presented at the RAP, and support identified. Support may include:

  • Signposting to outside agencies

  • Outreach support offered from staff at MySpace or Broadening Horizons

  • A place offered at either MySpace or Broadening Horizons


Eastfield Primary Academy in Immingham is currently commissioned to run and manage the MySpace alternative behaviour provision on behalf of North East Lincolnshire Council and has done so, since 1st September 2015. Children from Reception through to Year 6 have accessed the provision across this period of time. 

MySpace provides targeted support through a child-centred approach, with distinct aims to:

  • remove barriers

  • help children get the most from their education

  • reduce exclusion

We assess and identify pupil’s individual needs relating to behaviour and emotional wellbeing. This ensures that any early intervention and support is appropriate. We cater for children with a wide range of behavioural, emotional and social development needs and offer support for parents/carers, including help with developing a positive home/school relationship, as well as direct work with parents/carers and development for school staff. MySpace offers a tailored curriculum designed for each pupil to ensure maximum inclusion at school. The curriculum is informed by the principles of PACE (Playfulness, Acceptance, Curiosity and Empathy). This approach aims to support the development of rapport and trust and to help adults working with children to build positive, secure relationships with them.


As soon as pupils arrive at MySpace, staff are already aware of specific needs through liaison with the RAP process, parents/carers and the home-school. Immediate intervention is put in place based on the principles of nurture and support is sought from external agencies on a needs basis. Any academic focus is suspended in the first instance to enable staff to build relationships and assess ways forward to formulate personal graduated approaches based on NELC SPOT tool & the NELC’s VSEND plan, in conjunction with observation. 

This approach then supports pupils to:

  • learn strategies that work for them, so that they can self-regulate their behaviour.

  • have their individual needs met, helping them to develop their strength, emotional resilience and independence.

  • become better engaged with their learning and can access more of the curriculum.

This approach also supports:

  • staff in mainstream schools to have an increased understanding, confidence and knowledge, and  be better equipped to work with challenging behaviour.

  • reduced risk of exclusion.

  • positive relationships and partnership working between schools, families and children scaffolding a consistent approach to behaviour at home and school.

The pupils will have access to

  • A covered outside area that can be accessed at all times regardless of the weather.

  • A Sensory Room with a variety of stimulating resources.

  • A safe space in which children can calm themselves.

  • An adaptable learning space.

  • An additional learning area to complement thematic learning.

The above areas link together to form a contained area within the school.

  • Access to a garden area, with an outside classroom area.

  • Access to a Forest Schools area on the main school field.

  • Access to the mainstream setting as necessary.

 Mainstream Access

  • On entry all will pupils receive an Eastfield jumper – they join the Eastfield family, they are part of the school.

  • They access lunchtimes with mainstream children – they will eat in the Dining Room and access the playground.

  • They will access assemblies.

  • They will access any whole school activities – plays, performances, sporting events etc.

When it is appropriate, pupils access mainstream lessons as soon as they are able to. This access is bespoke to each child and is something that all mainstream teachers welcome; everyone recognises that these children are part of Eastfield and MySpace is effectively, just another class. 

Access to mainstream, supports a pupil’s transition to return to their ‘home’ mainstream setting or new mainstream setting.


As a minimum parents/carers will have access to:

  • A home visit prior to their child starting at Myspace.

  • A visit to Myspace prior to their child starting, to meet the staff & explore the facilities on offer.

  • Regular communication and information sharing via Class Dojo.

  • A half termly meeting to discuss progress.

  • Support to access outside agencies – signposting/completion of referrals.

  • Staff will attend all social care meetings and liaise with professionals as appropriate.

  • Information shared transparently and parent/carers views sought regarding any transition on to a new setting or return to their ‘home’ setting.


Myspace consists of a highly skilled and experienced staff team, who are trained to support highly vulnerable children displaying a wide range of different behaviours. Practice is underpinned by PACE and informed through an emotion coaching approach. The team dynamic is;

  • Assistant Principal – who is experienced in working with children with significant behaviour and SEMH difficulties, liaise with professionals & parents, source specialist services, source specialist settings, liaise with transport, arrange transition, provide supervision to the staff team and be part of school’s SLT & Safeguarding Team.

  • Teacher – who is experienced in working with children with significant behaviour and SEMH difficulties, is SENCO, will plan, prepare & deliver learning activities, lead SEMH activities, liaise with professionals, work with specialist services and be part of school’s Safeguarding Team.

  • Learning/Pastoral Mentor – Delivers Forest Schools activities and is highly skilled & trained in working with children & their families who are vulnerable.

  • A team of three TAs – all of whom are highly trained and bring a range of experience and skill to the unit.


Pupils will have access to 25 hours/week of high quality education and SEMH provision:

Monday to Friday, 8.30am to 2.00pm; 15 minutes break and 30mins lunch.

A typical day consists of:




Check in / Breakfast


Learning Session 1




Learning Session 2


Mindfulness Session

12.00 noon



Learning Session 3


Daily reflection / Check out




The MySpace team work with a wide range of outside agencies to support families and pupils; these range from Social Care, Educational Psychologists and therapeutic services to educational opportunities such as the Specialist Advisory Service. The team have developed strong working relationships with all outside agencies across the last six years to support both pupils and families. They have a very clear understanding of the services available and how these can be accessed to support particular need.

Home School

Staff in Myspace will;

  • Have an open dialogue with a pupils ‘home’ school to ensure that they transition into Myspace smoothly with appropriate information sharing.

  • Liaise with the ‘home’ school on a regular basis & provide updates & regular opportunities for the ‘home’ school to visit the pupil – ensuring links are maintained to promote a positive transition back where appropriate.

  • Provide training for staff in the ‘home’ school/new setting to ensure that any transition is successful.

  • Organise a transition package (where appropriate) with the receiving setting to promote a positive long-term outcome.

If a long-term specialist setting is required, then a dialogue is instigated with the LA through either the Inclusion Service or SEND. The MySpace Team will then liaise with the specialist setting and support the transition process.


Regular monitoring of the provision is undertaken both internally and externally. Any monitoring work undertaken within Eastfield e.g., garnering of pupil voice, lesson walk throughs and the scrutiny of pupil’s work includes MySpace. The Inclusion Team undertake monitoring on a termly basis – internal monitoring is shared as part of this process.