Summerhouse Support In School

Transferring the skills pupils learn at Summerhouse into their mainstream school is an essential part of the intervention. This ensures that they are able to engage with learning and get the most out of their school experience, both at Summerhouse and their mainstream school. Pupils who access support from Summerhouse will also receive outreach support in their mainstream school. A member of staff from Summerhouse will work with the pupil in their mainstream setting, either in class and/or out of class in small groups depending on their focus and need.

Outreach Case Studies

  • Pep and K

K is a Yr 5 child who was spending a lot of time out of the classroom as a result of disruptive and challenging behaviour. His relationship with school staff was often confrontational. Pep has worked hard to establish a relationship with K. through one to one work. Once trust was established Pep was able to begin to tackle some of the barriers to his learning and support more in the classroom.  Over time there has been a gradual reintegration into to classroom with support. This support is now gradually being withdrawn. In addition, school staff working with K, are beginning to change their view of him and he is developing much more positive relationships with adults in the school.

  • Vicki and T

The school were struggling to manage challenging behaviour associated with T’s autism.  Pam has sought to be consistent in modelling strategies to help T manage better and feel less stressed in what is a challenging environment for her. Pam has put in place clear boundaries that are always enforced in a non-confrontational way thereby eliminating power struggles.  Uncertainty around daily routine and behavioural management has been reduced thereby making T feel safer and less anxious.  By modelling strategies that can have an impact on T’s behaviour, Pam has helped staff feel more confident in managing T’s behaviour themselves.

  • Meshach and G

G is a Yr 1 child who was finding it very hard to manage in his classroom and was being very disruptive during lessons. Meshach supported G in the classroom for 2/3 sessions a week and provided lots of guidance and support.  By acting as a positive role model Meshach was able to make G feel special and had an enormous impact on his self-esteem and confidence.  Behaviour targets were put in place and school were able to monitor and enforce them when Meshach was not there.  G’s disruptive behaviour decreased over time and support was gradually withdrawn.