SEND How a culture of


belonging has improved our attendance


In our regular SEND update from Ethos Academy Trust this month, Education Today hears from REBECCA SMITH, Executive Headteacher at Ethos College. Following on from last month, Rebecca explains how the college has improved pupil attendance by 30%


Ethos College is part of Ethos Academy Trust and is a well-established outstanding Alternative Provision for Key Stage 4 pupils in the Kirklees area. It has a long-standing reputation for achieving life-changing outcomes for vulnerable pupils, and the staff have achieved the trust’s vision ‘to create nurturing inclusive learning communities’ for young people whose needs have failed to be met in mainstream provision. Like any young person, they are unique, and their needs and life experiences are wide-ranging. However, they often share one human need that we can all identify with and that is the need to feel that they belong. And they most certainly do.


Creating a culture of belonging has enabled us to achieve an average value-added attendance of 30%. Put simply, this means our pupils’ overall attendance has improved by 30% on that recorded from their previous schools.


We can offer extensive and creative curriculums and life-enhancing extracurricular activities, but unless our young people are actually turning up each day, ready and open to learn, it is all pretty redundant. Therefore, our priority is to create nurturing and inclusive experiences from our very first meeting.


Continuing from last month, here are a few more examples of the way we build a sense of belonging:


• The close relationships built with our families enable our staff to encourage attendance by paying home visits to highly anxious pupils if necessary or even helping to escort them to school. They know how to find the right balance between support and gentle challenge in building steps to independence.


• Every class team starts the day with a family breakfast experience. Everyone shares the responsibility of preparing the breakfast, setting the table and clearing up afterwards. This positive and collaborative start to the day gives our pupils plenty of time to check in and regulate. It also gives staff time to conduct an emotion barometer and assess their behaviour. We can often nip any issues in the bud and they can go on to have a productive and happy day.


• Families are invited into school on a regular basis to share and celebrate their child’s successes which includes a half-term celebration assembly. Each one is themed and the entire school community works together to make it a wonderful spectacle. They also help create items to sell to raise funds for various charities. We find this collaborative approach and empowering them to help give back to society really encourages their self-worth and sense of belonging. Our family Christmas dinner is a highlight on the calendar. We help pupils in their groups to plan, shop, prepare and cook a Christmas dinner for their families to come and enjoy.


• Residentials and extracurricular activities are a regular feature of college life and help our young people strengthen relationships and feel part of their community. This year we have arranged trips to sporting events such as ice hockey games, visits to the cinema, theatre and local ice skating rink. We’ve even had a day out at Go Ape, which they loved. Our residential trip enables pupils to take part in a range of activities, encouraging each other to push themselves out of their comfort zone and open themselves up to new experiences. The evenings are made up of team games such as rounders and toasting marshmallows and making smores around cosy campfires.


• Preparing our pupils for their next steps to further education, training or employment is a vital part of our provision. We work alongside colleges and organisations to smooth transitions and familiarise our pupils with their new environments and people. Our devoted staff support these transitions with assisted visits prior to their enrolment in term time and in the school holidays – they even help to plan their travel routes.


For more information about Ethos Academy Trust, visit https://www.eat. uk.com/


June 2024 Therapy animals in


autistic provision In her regular SEND column this month Emma Sanderson, Managing Director of Options Autism, a specialist provider of education for autistic pupils and those with complex needs, discusses the use of therapy animals in specialist provision.


In the US, the use of therapy dogs and other animals – Animal-Assisted Interventions (AAI) – has been


widespread in educational settings for some time. Now the benefits of AAI are becoming more recognised here in the UK. As yet, there is little UK-based research into the effects of AAI, however, findings from the US and around the world, generally agree on the positive impact animals have on children’s emotional and psychological wellbeing, social interaction and connection. This includes reducing feelings of stress, anxiety and depression and stimulating the release of endorphins and oxytocin – the ‘feel-good’ hormones which promote feelings of happiness and wellbeing. Studies show that children brought up with pets have greater empathy and self-esteem. One such study, entitled ‘Children’s representations of pets in their social networks’ and conducted by J McNicholas and G M Collis, found that: “Pets were often ranked higher than certain kinds of human relationships, and featured prominently as providers of comfort, esteem support and confidantes for a secret.” For children who struggle with social interaction and connection - a challenge for many autistic children - pet therapy acts as a ‘social bridge’, promoting engagement, and encouraging communication and interaction, as well as improving self-regulation, and the development of empathy skills. Animals provide a non-judgemental, unconditional relationship and help create a soothing environment, emotional support and a sense of security.


While the inclusion of animals in educational interventions has grown in popularity over recent years, the way they are managed and the activities or interventions they are involved in, varies significantly from school to school. Some places have animals living on site, and children interact with them on a daily basis, with animal care as a regular part of the school routine. Other schools invite AAI charities and professional organisations to visit with the pupils, and some schools may have teachers’ pets spending the day in the classroom. Additionally, pupils may be taken to farms or animal centres offsite, to visit the animals in their own environment. Whichever approach is used, there are some important issues to consider. The health, safety and wellbeing of all concerned – children, adults and animals, should be the top priority. Medical and cultural factors should be thoroughly investigated, as well as whether individual children may be fearful or anxious around animals.


Organisations such as People for the Ethical Treatment of Animals (PETA) question the ethics of subjecting animals to the potential stress of a classroom environment. Apart from deciding which species of animal would be best in a particular setting, it’s also important to be mindful of the individual animal itself. A dog may seem ideal, but is their personality suited to that environment and that group of pupils?


With these considerations in mind, well-managed AAI has the potential to contribute to the progress and development of pupils.


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