Evie’s Story

With her experience of education being so negative, it was no surprise that Evie was reluctant to join the school. Even on her first visit, she needed to be enticed into school with an impromptu treasure hunt leading to the head teacher’s office. It was clear that Evie needed a planned gradual transition and an individualised curriculum to enable her to access a class group successfully.

Initially she was integrated into school with a one to one focused pastoral support which enabled her to build a strong relationship with a member of staff. She was then introduced to peers from her class for low level activities which helped Evie to start making friends and develop her confidence when moving around the school. Gradually Evie was able to enter the class at a point where she had developed relationships and enjoyed engaging with learning. With the support of our mental health practitioner, occupational therapist, speech and language therapist and educational psychologists, a planned programme was put into place to support a tailored curriculum, which led to Evie starting to make good academic progress against age expected achievement.

The Evie that joined us has been transformed into a confident pupil who engages in education and thrives in the classroom setting where she is relaxed and enjoys working with her friends. Her behaviour in the paperwork presented to the school now doesn’t exist and the future certainly looks bright for this very capable girl.