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Aspire Provision

Our Aspire Provision

Kates Hill Primary is fortunate to have a bespoke, on-site, alternative provision that caters our children with social, emotional and mental health (SEMH) needs. Aspire aims to help children develop strategies to manage their SEMH needs. In the first instance, children spend a 6 – 8 week block in Aspire working alongside staff to develop skills to manage the challenges they face on a day to day basis. Children are placed in Aspire to develop an understanding of their own emotions.

How do we assess children’s SEMH development?

In Aspire, staff utilise an assessment system called Motional. Staff are able to closely monitor children’s SEMH development through bi-weekly assessments. Each assessment is broken down into the core areas of a child’s SEMH needs. The assessment tool is able to clearly identify to staff which needs are more pressing and need to be addressed. Staff will then utilise these assessments to plan future SEMH sessions.

Do children still have access to an academic curriculum?

Timetabled reading sessions take place every morning. Those accessing Phonics and Early Reading attend a Phonics session. Adapted writing opportunities are utilised to ensure children enjoy the opportunity to write and aims to remove the stigma some children attach to writing at length. Children continue their maths learning from their original class, enabling children to maintain the pace of progress with their peers. If this is not possible, Aspire sessions focus on mathematical skills that can be applied in the real world, such as money and time.

Children’s curriculum entitlement

Alongside core academic learning, children have timetabled PE and Forest School sessions. This gives children an opportunity to broaden their curriculum whilst accessing the provision. To ensure inclusion, children return to their original class groups following lunchtime. This allows children to have full access to a broad curriculum alongside their peers.

If you would like a copy of our Aspire policy, please contact Mr Hinton (Aspire Lead, Assistant Headteacher).

 

Social Learning

  • Children will receive social learning sessions. 

  • Social learning sessions aim to teach children patience, tolerance and the importance of working alongside other people.

  • Staff use a 3rd party assessment tool to select tailored interventions. 

  • Staff utilised Hamish and Milo to create a bespoke unit for each cohort.

Hamish and Milo 

  • Alongside placements in Aspire, staff utilise an accredited SEMH intervention named Hamish and Milo.

  • This intervention is delivered in small group settings, it focuses on ten core emotional themes:

-Friendship

-Resilience

-Anxiety

-Diversity

-Strong emotions and anger

-Change and transition

-Conflict resolution

-Loss and bereavement

-Sadness

-Self-esteem

Behaviour strategies

  • During the first few sessions of Aspire, children create their agreed rule charter (linked to the school's Jigsaw scheme). 

  • Staff utilise zone boards to allow children to see the outcome of their day is in their hands. 

  • Children understand that each day is a fresh start. 

  • Restorative conversations are used when children have made poor choices. This allows children to become more reflective. 

Timescales

Below is a visual representation of the timescales relating to our Aspire provision. 

Aspire Time Scale

 

Parental Communication

  • Parent phone calls are completed prior to a child joining Aspire. This is part of the referral process.

  • Parent letters are sent home outlining the purpose of Aspire.

  • Parents then return a written permission slip for their child to join Aspire.

  • Aspire staff attend parents' evenings and add to the class teachers’ reports.

  • Parents receive midpoint and endpoint Aspire feedback.

Transitioning out of Aspire

  • Following a 6 – 8 week Aspire placement, children will transition back into class (SLT discretion).

  • Children will complete a transition week, where they will be part time in class and part time in Aspire during the mornings.

  • If a child needs to be re-referred, they can complete additional placements.

  • Teachers are provided with their motional assessments and will have an informal meeting with Aspire staff about children’s holistic progress.

  • Children have access to further SEMH intervention in the afternoons (Hamish and Milo)

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