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 offer 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.
Children learn strategies that work for them, so that they can self-regulate their behaviour.
Children have their individual needs met, helping them to develop their strength, emotional resilience and independence.
Children become better engaged with their learning and can access more of the curriculum.
Staff in mainstream schools have increased understanding, confidence and knowledge, and are better equipped to work with challenging behaviour.
Reduces the risk of exclusion.
MySpace Supports the positive relationships and partnerships working between schools, families and children resulting in 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.
- 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 will access mainstream classrooms and take part in lessons, trips etc. as part of their 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
8:30 – Arrival
8:45 – Check in/ Breakfast
9:30 – Learning session 1
10:30 – Break
10:45 – Learning session 2
11:45 – Mindfulness session
12:00 – Lunch
12:30 – Learning Session 3
1:30 - Daily reflection/ Check out
2:00 – Departure
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.