Brookfield Special Primary School

A Snapshot of Brookfield School• MLD• Sep. 2013- 137 pupils• 13 Primary classes • 2 Nursery classes • 2 new classes created Sep. 2013• 1 Non-Teaching Principal• 1 Teaching (Acting) Vice-Principal- 1 day funded VP release• 3 SLT points• SALT• Counselling• O.T.-use a classroom within school• Follow N.I. Curriculum & all statutory assessment

arrangements

Our Experiences• 1996- a ‘typical’ MLD school• 2013- complexity of needs• ASD (66%)- some classes 100% ASD• Speech & Language difficulties (73%)• Pupils attending O.T. • ADHD/ADD/ODD• Tourette's/Prader-Willi Syndrome/Turner Syndrome/OCD• Other syndromes• Low self-esteem/Emotional needs/Difficult family situations• Children with IQ <70 to 101• Behaviours exhibited include shouting, hitting, biting,

punching, kicking, trashing the room, throwing furniture, attacking staff, stripping, self-harm, running away and verbal profanities.

Pre-Nurture Class• Group of 4 complex boys who moved into Year 4 in Sep.

2011 & 2 boys in year 5 (& 1 from mainstream)

• Presented challenges throughout 2011-12• Struggled to cope in classes of 12 pupils• Reactive rather than proactive• Individual needs needed to be addressed for benefit of

the boys, peers and staff• Positive Discipline• Involvement of all staff- especially within KS2• Idea ‘bounced off’ other professionals involved• Selection/agreement of highly-skilled teacher and support

staff • Consultation with parents

Nurture Class (or Naughty Class?)

• Positivity- the name of the game!

• 1. Characterized by or displaying certainty, acceptance, or affirmation

• 2. Measured or moving forward or in a direction of increase or progress

Personified by the members of staff in this room

Nurture Class of 2012• 7 boys• 2 x dual diagnosis ASD/ADHD, high IQ (1 with severe OCD, 1

with Tourette's)• 1 ASD from mainstream school (following staff assault)• 1 ASD with 1-to-1 C.A. (non-compliant & staff assault)• 1 ASD with deep emotional and anxiety issues• 1 ASD with high IQ/highly impulsive• 1 with Prader-Willi Syndrome• 3 Classroom Assistants- roles clearly defined but interchangeable• 2 classrooms and corridor• Class structures and schedules-consistency yet flexibility• 3 session day clearly defined, 3 x 10 minute reward sessions • Work first, then reward• 1 trip per month• Whole school understanding, agreement and support• Parental support

1 year on…

Transition•1 pupil peer group class•3 pupils 2nd Nurture Class •2 Pupils other schools (1 to SLD, 1 to mainstream)•2 remained in original Nurture class

Sep. 2013•2nd Nurture room- slightly different focus but same structure•Dissemination of good practice•2 additional classes created in Brookfield

The Way Forward…• Facility to make a ‘critical response’ to pupils’ needs- £• Direct input from Paediatric Psychiatry/Psychology etc.• Instant response (e.g. from Health/Social Services/other multi-

disciplinary agencies) to requests for support when circumstances deteriorate, especially with regard to emotional and mental well-being (of pupils)

• Specialised Training for Nurture class staff and then flexibility to up-skill other staff members- £

• Flexibility to give Nurture Staff ‘respite’ & release time to complete required support documents (Pos. Handling Plans/Restraint forms etc.) and communication with parents- £

• On-site O.T. and on-site Counselling provision- £• Space• Flexibility- of resources/structures/approaches• Planning for Sep. 2014 (pupils/staff changes/accommodation etc.)