At Hillcrest Shifnal School we recognise that emotional wellbeing is an essential pre-requisite for academic success, positive behaviour and positive mental health. As a team we work proactively to build esteem, self-image, aspiration and a sense of belonging. We also recognise that the work we do here doesn’t just impact upon the young person whilst they are with us, but lays the future foundations for a happy, meaningful and healthy lifestyle. We aim to equip our young people with the skills, belief systems and confidence to achieve in school, at home and in the world of lifelong learning and work.
All staff are trained in emotional coaching and PACE, this provides a child centred nurturing approach allowing the staff to think beyond the behaviours displayed and to look deeper, as most of our pupils have suffered childhood trauma and have underlining attachment disorders and other health diagnosis emotional coaching takes the whole picture and refers to the pupil’s emotional needs thus positive staff, pupil relationship develop over time.
Reflective practice is used to allow staff and pupil to reflect on behaviours or situations, when staff are able to reflect, opportunities are greater to move forward and less firefighting happens within school. This happens in our open and supportive environment supporting all staff members and pupils to build on their wellbeing.
Pupils can access ELSA (emotional literacy support) session with trained staff these sessions are planned by the ESLA`s and delivered 1:1 or within in groups in a dedicated room within the school, all sessions are over seen by Katie Caddick-Eardley educational psychologist. These sessions can tackle a wide variety of emotional literacy in a supportive environment.
Clinical Team Support
Strategic and Direct Therapeutic support within the school is led by our Senior Educational Phycologist and is delivered by a core multi-disciplinary team of clinicians made up of, Forensic Psychology and Psychotherapy. The team are able to undertake a full range of specialist cognitive and mental wellbeing assessments and, if indicated through the EHCP, offer therapeutic interventions to include:
- Play Therapy
- Art Therapy
- Counselling, Psycho-dynamic
- Cognitive Behavioural Therapy (CBT)
- Eye Movement Desensitisation and Processing (EMDR)
- Socio-Educative Therapy
The school’s designated team reflects the needs of the children and young people that learn with us, however additional support can also be accessed from other specialists within the wider Clinical Team; to include Occupational Therapy and Speech and Language Therapy. This enables us to be responsive to any newly identified, time limited or changing needs of a child or young person throughout their placement with us. Offering highly specialised screening, assessment, consultation, reflective practice supervision and bespoke training, the embedded Clinical Team work directly with the education team to develop a shared understanding of the child’s presenting needs and difficulties which may act as barriers to their personal and educational development as well as identify areas of strength which can support them to achieve, enjoy and fulfil their aims and wishes. The clinical team support the education team in developing a pupil centred curriculum which proactively promotes the children and young people’s emotional, social and mental health. We aim to deliver the highest quality provision which maximises each person’s quality of life and personal achievements. Our evidence informed models are based on best practice guidance and are governed through the Outcomes First Group Governance Framework. As well as classroom based interventions, the clinical team offer direct therapeutic work within the school’s designated therapy suite. This offers the children and young people a safe and private protected space within which to engage with their therapist