My child has difficulties with social, emotional and/or mental health
This section includes all those young people who experience short but significant periods of high anxiety, stress, distress or anger that affect their education.
It also includes young people who have a range of longer-term recognised mental health conditions (including ADHD).
For both groups, issues can include:
Forming and maintaining relationships
Attitudes to attainment
Attendance
Self-esteem
Life outside school
What can Croxton offer?
For all children at Croxton:
Quality first teaching with appropriate differentiation
A clear and consistent whole school behaviour policy and reward system
PHSE curriculum incorporating social and emotional aspects of learning, relationships and sex education
Class circle time
Class worry box
Anti-bullying policy
Attendance and Punctuality policy
Special Assemblies to celebrate positive attitudes as well as good work
School trips, including a residential
Work within the community, e.g. supporting the Village Hall and church activities
Interschool sports competitions, including dance and gymnastics
Whole school musicals and drama productions
Festival celebrations in church
Key stage transition procedures
Clubs
Opportunities to take on leadership roles, e.g. Worship leaders, School Council, ECO Warrior
A large outdoor space, including several playgrounds, a field, quiet areas, vegetable garden, etc
Active playtimes including optional organised activities with our sports apprentice
Access to IT to promote in-school communication skills, e.g. creating group PowerPoints
Support for targeted groups of children at Croxton may include
Timetabled support from our ELSA (Emotional Literacy Support Assistant)
Physical literacy with our sports apprentice
Lego therapy
Time to talk intervention, e.g. board games, treasure hunts
Year 6 secondary and class-to-class transition programmes
Targeted individual support at Croxton may include
Access to Penguins After School CReW Club
1:1 support in class and at breaktimes
Access to outside agency input ( e.g. CAMHs, CFCS, Early Help, Adolescent Support Team, Chance UK)
Pastoral support plans
Summer scheme referral
Flexible and scheduled sensory breaks from class
Staggered start/end times to arrival/departure; start/end of lessons to avoid large groups