To provide high quality, full time, inclusive education for young children with Social Emotional Mental Health (SEMH) needs within a mainstream provision. Research and educational practice has demonstrated that young people with SEMH needs benefit from positive role models and an appropriate peer group, particularly between Year 1 to Year 4.
To ensure all children have access to full time education with the States of Guernsey in order to comply with the curriculum and fulfil the legal duty that all children receive “efficient full-time education suitable to a child’s age, ability and aptitude and to any special needs the child may have, by regular attendance at school or otherwise”.
Our vision is to provide education to any child between Year 1 and Year 4 with a determination of social, emotional and mental health needs within a small, bespoke and nurturing environment with access to mainstream peers through either class or playtime provision. For some Pod children we will encourage and support them back into mainstream education where appropriate using a phased approach. This will sometimes look like segregation, integration and inclusion depending on the needs of the child.
Through a structured approach, we target the needs of a child's social, emotional and mental health to facilitate their inclusion within the Pod, mainstream classroom and wider community.
- 6 Phases Spread over 3 headings: Early phase, Building Phase, Transition Phase.
- Progression approximately one phase per term
All integration into mainstream will be supported by a Pod LSA. When the children start to reintegrate into their mainstream class, helping them to build a trusting relationship with their class teacher is key. Teaching the children to respect and respond to their class teacher is a crucial part of transition. The level of interaction required, and the speed at which they progress through the Phases, will vary depending on each child.
This provision has been design to support the needs of children in the early phases of development. The building consists of 4 bespoke rooms including; two classrooms, one continuous provision room and one sensory room. Pod 1 also has a large, enclosed outdoor area, designed to encourage gross motor, social and communication skills.
This classroom is designed to support those children who are in the building and transition phase of development. The building consists of a classroom, sensory and quiet working room. It also has a small enclosed outdoor area which is frequently used to support all areas of the children's academic and social and emotional needs.
Over Easter, the school invested significantly in developing the outside space for the POD children. This was a major piece of work that involved moving the school garden into a new site and redeveloping the space it had previously occupied. We now have a safe space that can be used in all weathers for our POD children to play, regulate and socialize with others. We are delighted with this new facility and we know our children are too.