National Inclusion Week 2024 - therapeutic school environments for inclusion

There are some remarkable examples of inclusive education in Hertfordshire. National Inclusion Week was set up to promote inclusion in workplaces, but we know the journey to this starts much earlier. Inclusive school environments allow children and young people with SEND to access learning, engage with their peers and be ready for their next steps after education. We want to tell you about some of the excellent practice happening in Hertfordshire.

A calming and therapeutic environment at Green Lanes School

Green Lanes School in Hatfield, takes a research-based, whole school, therapeutic approach to learning. This ensures a supportive environment both inside and outside the classroom.

Inside, the school is decorated with soft colours, gentle lighting, and comfortable furniture. This calming atmosphere continues at playtime, where staff adopt therapeutic methods that contribute to a serene and supportive atmosphere.

A key feature of Green Lanes School is the Banksy Hub, a therapeutic space where children can access various programs and discuss their worries. This year, the school has partnered with Jen Foster from “Good Morning Ms Foster” to introduce a journaling approach. Students journal 3 times a day, using both writing and practical methods, which has already led to a reduction in behavioural incidents and an increase in attendance.

Thanks to this therapeutic approach, the school has eliminated reduced timetables. Instead, they offer a flexible timetable for 1 child as part of their EHCP. The proactive approach to SEND includes interventions structured around section F of EHCPs, considering sensory needs. This has created a calm and purposeful learning environment with high expectations for learning and behaviour, fostering independence and resilience.

Sharing Success

Last year, Green Lanes School shared their therapeutic approach at the DSPL area conference (which had a focus on wellbeing). This has inspired 2 other local schools to adopt similar practices, with more showing interest.

Increasing inclusion in schools through teaching assistant training

The TA Academy in DSPL 5 (Welwyn Garden City and Hatfield) focuses on recruiting, training, and retaining teaching assistants (TAs) to support the most vulnerable children. They collaborate with the University of Hertfordshire clinical psychology students and local special schools to provide training and support. 71 TAs signed up this term, enhancing their skills and job satisfaction, ultimately promoting inclusion in schools.

A Space for Regulation in DSPL area 6 (Potters Bar and Borehamwood)

A school in DSPL 6 has set up a special space used by many children throughout the day to help them regulate their emotions and behaviour. Here’s how it works:

• Morning Calm: Some children start their day in this space with a calm start and breakfast.
• 1:1 Learning: For children not ready to be in class, this space provides a quiet area for one-on-one learning.
• Interventions: The SEND Teaching Assistant conducts interventions in this space with some children.
• Lunch Club: A lunch club for KS2 students offers board games, small world play, art, and more. This structured playtime helps improve playground behaviour.
• Movement/Sensory Breaks: Children can take breaks here when they need movement or sensory input.

This inclusive approach has successfully reintegrated 2 children back into their regular classes, although they still access the space as needed.

The Hut in DSPL 5 (Welwyn Garden City and Hatfield)

The Hut in DSPL 5 is an educational space designed to support children from Reception to Year 3 with high needs, including Special Educational Needs and Disabilities, wellbeing challenges, emotional difficulties, and English as an Additional Language. Here’s what makes The Hut special:

• Therapeutic Environment: The Hut provides a safe, therapeutic environment for some children who have been permanently excluded from other settings.
• Short Periods in Regular Classes: Some pupils attend regular classes for short periods, with the goal of full transition back into their classes.
• Welcoming Atmosphere: Children move freely between various play areas, fostering a strong sense of belonging.
• Positive Feedback: Parents and carers have given positive feedback, noting the progress their children are making.
• Collaborative Efforts: The Hut collaborates with various agencies, including the DSPL 5 Early Years and Primary support worker, to enhance the therapeutic, nurturing, and educational experience.

Some children are on reduced timetables, while others now attend full-time, demonstrating the flexibility and effectiveness of this inclusive approach