Welcome to our Pastoral Team

Our pastoral team’s role is to ensure all pupils can access their learning and maximise their potential in a safe and supportive environment with the aim of transitioning back to full time education when their health permits.

Lisa Duffy – Assistant Head of School

I deputise for the Head of School when they are off site. I oversee the operational running of ACE and the new pastoral team which includes a SENCO and 2 inclusion officers. I also manage the process for new pupils joining our provision.

Team Around the Child

Once it is agreed that a young person meets the Section 19 MNE criteria the correct provision will be identified – ACE, The Bridge or Home Tuition.
A meeting will then be arranged for a tour of the provision, an opportunity to meet staff and to complete the relevant paperwork.
A date and time will then be decided for the young person to complete baseline assessments and reading age in preparation for their start date at ACE.

Natalie Blunsum – SENCO

As SENCO for Medical Needs Education, ACE, I meet with new pupils before they start to complete Literacy and Numeracy baselines and a reading assessment. The aim of this is to let staff know how to pitch work so it is at the right level of challenge for pupils, and alert us to potential areas for support.

I line manage the ACE Inclusion Officers and work with them to ensure needs are being met as far as possible and that all of our pupils feel safe and supported whilst they are with us.

I attend all reviews and oversee the implementation of strategies and interventions in school for pupils with EHCPs and support families with requesting referrals for Neurodivergence and EHCPs.

Lucy Graham – Inclusion Officer: Pupil engagement

As the Inclusion Officer for Pupil Engagement, I work closely with pupils, staff, and parents to support young people in accessing their education and improving their overall wellbeing. Through personalised support plans such as Attendance Pathway Plans and Regulation Plans, I help identify barriers to learning and implement targeted strategies that promote positive engagement in school life. By fostering strong relationships and open communication with families and staff, I ensure that each pupil receives the support they need to thrive both academically and emotionally. 

Margi Revell – Inclusion Officer: Reintegration and Post-16

Reintegration – When a pupil is ready to return to school, I will work together with the pupil, parents and staff to create a reintegration plan and to ensure a smooth transition. We will provide support and reassurance to enable the pupil to have every chance of success.

Post 16 – I support students to take their next steps into further education, training or employment.

Out of class support

If a student becomes overwhelmed or unable to stay in class for any reason, this is not a problem. We encourage them to come to the ACE office with a member of staff. 

There, they can chat to our Inclusion Officers who will then signpost them to an appropriate intervention. 

This may involve spending time with our onsite YPAS staff, for example using the Wellbeing Room to undertake some activities designed to help them get back in the right frame of mind for learning and to regulate mood. These activities may include completing puzzles, using clay and play doh, craft activities and card games. 

We also have a small sensory room called The Snug, where pupils can tailor the level of sensory input they require, using lights, and weighted items. Many of our pupils use the room to comfortably sit or lie in the dark with no lights on, and that is fine. One pupil at a time is allowed in this room.

Please find some links below to resources that may be of help:

https://www.youtube.com/watch?v=vnrBrHJ7WNc  -regulation zones

https://www.youtube.com/watch?v=zseDI1V-BqU – young people explain meltdowns

https://www.autism.org.uk/advice-and-guidance/what-is-autism  -what is autism?

https://www.youngminds.org.uk/   -Young Minds

https://giveusashout.org/    – SHOUT free text service for Mental Health crisis support

We aim to support all students in using the techniques they might have been provided by other services previously, and to discover new strategies that might work for them.

Drawing & Talking Therapy is delivered by our trained Inclusion Officer Lucy Graham

Drawing and Talking therapy is an attachment-based therapeutic intervention designed to complement CAMHS and many other special therapies. This is a safe and gentle therapeutic approach providing an effective way for students to process any pain, trauma or anxiety they may be experiencing. Drawing and Talking is not intended to be used as a tool to ‘find out what is wrong’ or ‘why you are behaving like this’ but instead support the child to process any emotions they may be struggling to hold internally in a safe non-confrontational way whilst working at their own pace.  

Once consent is obtained, the child will agree with the drawing and talking practitioner a time and place to meet within school for 30 minutes each week where their session will be held privately. In these sessions the child will be asked to draw a picture of anything they want. The Practitioner will then encourage the child to talk about their picture using story-telling language to help them make sense of their internal world. All drawings and conversations are kept private and confidential for the 12 weeks until the end of the sessions and then they are free to take their folder of pictures away with them if they wish. Drawing and Talking therapy is the number one alternative to CBT and ACE are happy to be able to offer this support to students who may find this helpful. 

Research links:

https://drawingandtalking.com/about-us  – What is Draw and Talk?

 https://www.tandfonline.com/doi/abs/10.1080/17454832.2020.1751219 —benefits of draw and talk