“In 2014, ten children who passed through our Schools Partnership Programme have successfully gained new school placements. Five others have been supported to remain within their existing school set-up, which is a real achievement.” Emma Minett – Hop Skip and Jump Cheltenham
We have developed our Schools Partnership Programme to help support children experiencing difficulties in school. Our Schools Partnership Programme allows children aged 4-11 the opportunity to be nurtured outside of the traditional school environment by our team of specialist care workers, trained to help them understand and manage their emotions and remove barriers to learning. We provide these children with valuable skills that help them in their development and enable them to go on to live fulfilling, independent lives. By providing a safe learning environment, we not only ensure these children are able to continue their education, but are also preventing these children from negative external influences.
Each child receives individually tailored support to ensure that they are given the care that they need to achieve their full potential. We discuss each child’s requirements with parents, county social workers and school SENCOs, and ensure this is provided in a non-formal learning environment and through supported play therapy, geared to each individual’s needs. We carefully monitor each child’s progress, reporting back to parents on achievement and keep detailed records in order to ensure that their new school is aware of their progress.
Our Schools Partnership Programme is available at our Centres in Cotswold, Bristol, Swindon and Wigan – please contact your local Centre Supervisor for additional information on how we can help.
Student Y was referred to us as they struggled both socially and emotionally, making it difficult for them to work within the school environment without being disruptive or causing distractions. Student Y was prone to lashing out throughout the day, becoming a threat and distraction to others. This included shouting, making verbal threats, swearing and intimidation towards others.
From this they had a lack of concentration and motivation, resulting in minimal work being completed in school. As a result they were behind with their work and completed tasks to a lower standard than that expected of them. We had Student Y on a part-time basis, before successfully placing them in a better-suited school placement.
Student Y struggled to work alongside others, and showed little interest in their work. Before leaving Hop Skip and Jump Student Y learnt to work along side others, completing work whilst showing a strong level of interest and enthusiasm towards it. Student Y was able to remain focused for much longer periods of time, demonstrating strong levels of concentration and would not be distracted. The student also grew in independence, doing things for themselves and only sought attention from adults when a problem could not be solved without adult intervention. From this, the student learnt to not isolate themselves from others, joining in team tasks, taking part in discussions and listening well in groups. Student Y was able to respond to others in a much more considerate manner, answering politely without teasing, swearing, name calling or intimidation. Student Y also learnt to relax in an educational environment, without being anxious or fearing failure. They left demonstrating good self-esteem, is no longer shy and is better able to cope with change and try new things with a positive attitude,
None of this was achievable before our intervention.