-WHOLE SCHOOL COMMUNITY-
THE PERFECT MEMBERSHIP
WHITE HALL SCHOOL
Still unsure if the resources, training, and support will make a difference to the SEMH provision in your setting?
Then take a look at this …
White Hall’s SEN and Pastoral Support Team started working with the Child Therapy Service (CTS) in September 2021, for supporting the increased need of emotional and mental health needs of the pupils.
White Hall Academy is a primary school, with a Nursery, in a recognised area of deprivation. There are a large number of pupils who have experienced a high number of Adverse Childhood Experiences and require additional support for social, emotional and mental health needs.
The CTS project has made a positive impact within the school. The Grounding project involved identifying key children who could benefit from these daily activities. The school used an assessment tool, provided by CTS, was completed by the teachers of 36 children with SEMH needs.
Staff and Pupil Feedback
“He particularly likes the times table one. Sometimes, he prefers to have a quick chat instead, as once he’s told someone what he wants to say, he generally settles down. The other children in the class also wanted to be grounded so we let xxx ground them using the breathing activity, during a mindfulness session. I would definitely recommend that others try it.” (LSA of a Year 5 child)
“I have been using the grounding activities with xxx and xxx this year. I believe it has helped both children to settle in the class first thing in the morning, to calm them before their learning begins. The grounding activities were easy to use, and, after exhausting the ideas, I adapted my own e.g. looking at pictures describing what’s going on, playing noughts and crosses, scribble drawings turning them into pictures, playing kims game, reading their books to me, modelling playdoh amongst other things. It was good to have some pointers and ideas, to adapt and expand on. There was nothing I didn’t like about it.” (LSA of Year 4 pupil)
“I found the grounding exercises helped a lot with some of the children in my class as it was an opportunity for them to open-up about any worries or issues they have. I tried to do it every day but sometimes it wasn’t possible due to other issues or when I was covering PPA. I think maybe there could be a few more grounding activity ideas perhaps, but other than that I’d recommend it.” (LSA with Year 2 pupils)
The children’s feedback was also positive. They enjoyed working 1:1, they saw it as their special time which helped promote their self-esteem.
“I like drawing as a grounding activity” (Year 5 child)
“I like being 1:1 with the LSA when we do our grounding work.” (Year 3 pupil)