Maple and Me: The immeasurable power of a Walk and Talk for young people with SEND.
‘She has been relaxed and willing to engage. Compared to her trying to attend a mainstream college. Totally different behaviour and a pleasure to see. The first time for a long while I've seen her be so positive and willing around education.’ (Post-16 Parent Carer)
Establishing trust is the first movement towards our learners being able to join the steady stream of wanting to return to learning, and that’s our specialism here at BCE.
Not making something that will be helpful to children with SEND, simply because nobody has made it before, is no reason not to make it.
What we have made here at BCE is a safe learning place to belong in. Where strong trusting relationships are the only factor worth measuring and assessing daily and, learners come not just to learn but to be a part of something they own and care for. It is productive, creative, aspirational, inspiring and valuable and as such it adds immeasurable value to their part in the world.
Online learning doesn’t need to be distanced learning.
Our remote learning offer is designed in the same way as an in-person lesson - with a maximum of four individuals in mind and their experiences, aspirations and strengths setting the direction of the lesson.
Every online lesson is led by the young person’s key adult who is based at our Ashburton studios and they meet in person half-termly, minimum. Live feedback, support and challenge along with real-time intervention, genuine interactions and relevant next steps are all at the centre of an online lesson with BCE.
It’s simply not acceptable to use the words ‘Make Them’, when it comes to Emotionally Based School Non-Attendance.
For children with a history of absence from education, the only ‘making’ we do at BCE is in our creative arts studios. With specialist staff facilitating the practical, expressive, vocational (and often messy) lessons, our learners find themselves just Choosing to join us.
Making, persuading, expecting and our least favourite, ‘getting them to’, are just not words belonging in our organisations’ vocabulary and highly successful Belonging Strategy.
How to re-engage children with EBSNA through coaching.
“It has helped her to engage in education whilst waiting for a placement. Otherwise, it would have been even more difficult for her to engage in a new setting after such a long break from education.”
Young people who cannot attend school due to severe anxiety require time and flexibility.
When it comes to education, health and care, time is the thing we could all do with most for the benefit of the children we work with. I say with confidence that time is the thing that has been a barrier to progress in every tricky panel, appeal, appraisal, review, meeting, assessment, deadline, quandary and parents evening I’ve sat in.