Staff continue to feedback the benefits of clinical supervision support provided, this includes:

• Opportunity to share common concerns
• Opportunity to support others in similar roles
• Opportunity to tap into ideas, expertise and experience of others
• Opportunity to reflect positively and safely
• Providing personal & professional development

The sessions also model a framework for supervision that will support Learning Mentors and pastoral staff to work effectively with their students.

The sessions for current year will be facilitated by an experienced Specialised Clinical Social Worker/Psychologist from the Child and Adolescent Mental Health Service (CAMHS) Early Intervention Team, who is a member of the CAMHS Family Therapy clinic and has a specific responsibility for supporting the work of front line professionals in Children’s Services. 

To ensure sessions are beneficial and effective, supervision will take place within small groups, with no more than 8 participants. Places must be confirmed.

Pupils will:

• be safeguarded and supported by confident staff whose practice is safe and reflective

Practitioners will:

• feel supported and have a safe space to discuss concerns, development needs and strategies

Settings will:

• have staff who are equipped to carry out their roles in a safe and professional manner

Learning Mentors and other pastoral staff

This session provides an introduction to the thinking and learning styles of autistic pupils. Additionally, it will provide all staff with an overview of practical strategies to support pupils with autism.

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

 Practitioners will:

• have an understanding of autism and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with autism in mainstream primary schools

 Settings will:

• be able to set up autism friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff who have a greater understanding of best practice in relation to autistic pupils, as well as the sensory difficulties they experience which can affect their ability to be included

Whole school teams

An introduction to the needs and learning styles of pupils with a hearing impairment and an overview of practical strategies to support them for all staff in school.

Pupils will:

• benefit from strategies and support that assists their inclusion, interaction and access to all areas of the curriculum

Staff will:

• have an understanding of deafness and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with deafness in mainstream primary schools

Settings will:

• be able to set up deaf-friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff with a greater understanding of best practice in relation to pupils with deafness and hearing impairment, as well as the communication difficulties they experience which can affect their ability to be included

Whole school teams

The consultation can be booked by qualified Specialist Teachers/Assessors for help with report writing and support with assessment report decisions.

Pupils will:

• receive personalised learning closely matched to need

Staff will:

• develop confidence in dyslexia assessment decisions

Schools will:

• develop in-house dyslexia assessment expertise

Specialist Teacher/Assessors holding Level 7 qualification.