Social Emotional and Mental Health Difficulties

This section includes all of our 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.

Students who are categorised as having a special education need category of ‘social emotional and mental health difficulties’ may have difficulties with:

  • immature social skills
  • challenging or disruptive behaviour
  • forming and maintaining relationships
  • coping with a bereavement
  • heir attitudes to attainment or aspirations
  • attendance
  • self-esteem
  • life outside of school including self harm, eating disorders and substance abuse

Students may also have previously been identified as having attention deficit disorder (ADD) attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD), oppositional defiance disorder (ODD), autistic spectrum disorder (ASD)

These may be as a result of conditions such as Asperger Syndrome, bipolar disorder or anxiety but students may also present with difficulties that do not have a specific title.

 What does High Tunstall Offer?

 All students can access:

  • High quality first teaching with appropriate differentiation.
  • Consistently applied behaviour and rewards systems
  • Anti bullying support and councilling
  • Visual aids to support key vocabulary, concepts and themes.
  • A whole school focus on supporting meta-cognitive learning and growth mindset.
  • Access to homework support clubs.
  • Tutor time reading programmes.
  • Learning coach meetings
  • Access to assessment for identification of significant needs.
  • Dedicated and caring staff who value all students regardless of ability.
  • Tailored transition packages in Y6 and Y11
Support for targeted groups of students may involve:

  • Assessment and identification of barriers to learning and development needs
  • Peer mentoring
  • Breakfast club
  • Small group focused learning.
  • Teaching assistant support
  • HUB intervention through higher level teaching assistant support.
  • Targeted lunch time and after school activity programmes
  • Access to external agency support and review (e.g. Speech and language team)
  • Access arrangements for examinations
 Targeted individual support may involve:

  • Personal support plans (PSP’s)
  • Support from speech and language specialists
  • Flexible timetables
  • One to one support
  • Termly review of our graduated response
  • Specialist teaching assistants in faculties support
  • External agency advice and school nurse or social care team
  • Access arrangements for examinations
  • Additional transition strategies from KS2 to KS3 including
  • Post 16 transition support