Nexus

Introduction

The Nexus provides bespoke educational programmes and positive behaviour support for children and young people with severe learning difficulties and associated challenging behaviours who have been or are at risk of exclusion from a special school setting. Nexus offers places for up to 8 pupils and are supported by trained staff with experience of supporting behavioural needs on a 2:1 or 3:1 basis.

There are a number of pupils at Briarwood that pose a challenge, not only in school but also in the home setting. Difficulties faced by both families and those in the educational settings raise issues with aggression, personal care, family breakdown and often result in requests for residential placement. These issues underline the need to provide additional services to support families in keeping their children at home.

Aims

The aim of this alternative approach is to provide the opportunity to continue the entitlement for CYP where challenging behaviour risks their exclusion from education in Bristol. This will be achieved by focusing on re-engaging their learning by meeting their individual needs and by making them feel valued and respected. The ultimate purpose is to achieve full integration into a suitable key stage setting.

Objectives

  • To build relationships of trust and mutual respect
  • Provide positive reinforcement that is clear and presented at a level that pupils understand
  • Set high expectations
  • Achieve consistency in response
  • Define and state boundaries
  • Produce bespoke plans that support individual pupil behaviour
  • Create intensive educational programmes which are adapted to fit each pupil
  • To support pupils to regulate their sensory behaviours
  • Maintain excellent communication
  • Build a strong partnership with parents/carers
  • Follow a multi agency approach
  • Set an example by all staff modelling good behaviour
  • Robust evidence based monitoring and reviewing procedures that directly influence the adaption of the plans and programmes.

Briarwood School approaches and procedures underpin an environment that supports pupils to:

  • Be happy, manage their lives and learn effectively
  • Develop self-worth, respect and a tolerance of others
  • Develop positive relationships
  • To build relationships of trust and mutual respect

Placement Offer

Early Identification and Referral

Approach

To enable engagement in learning and to reduce the levels of anxiety and frequency of challenging behaviour.  Nexus provides learning environments which are structured, consistent, fast paced and routines are developed in line with the TEACCH approach.

All pupils have and follow an individual behaviour plan and engagement profile which provides strategies to support the management of behaviour, self-regulation and emotional wellbeing. The timetables are developed to provide opportunities for sensory breaks to support this process.

In-Reach

Early intervention support will be provided to up to four pupils based on the behaviour RAG matrix. Pupil will be based in class group for whole day with 1:1 support to access self regulation and emotional literacy targets. These activities will be timetabled in line with the class timetable and occur on a daily basis.

Strategies to support the regulation of behaviours and engagement in learning will be developed by Assistant Head and Behaviour Co-ordinator and each pupil will have a target to work towards. The Primary Nexus HLTA will work alongside the class staff to model the strategies.

The In-reach targets will be assessed by the Primary Nexus HLTA on a weekly basis and these targets alongside the In-reach offer will be formally reviewed each term.

Primary Nexus

Bespoke programmes and timetables will be developed for identified pupils. These strategies are to be delivered in Primary Nexus and will be developed to meet emotional literacy and self-regulation targets.

Entry criteria

  • Behaviour adversely affecting learning of individual pupils and/or class group.
  • Breakdown of relationships with adults/ peers – significant risk to the safety of those around them.
  • Referrals made by teachers
  • High frequency of challenging behaviours

Exit criteria

  • Increased engagement and a more positive attitude to learning.
  • Targets met.
  • Successful reintegration of strategies into class routine.
  • A reduction in the frequency of challenging behaviours.
  • If behaviours continue to increase in frequency, force and duration, there will be a managed transition to Secondary Nexus.

Educational offer for Primary Nexus

  • Pupils will be assessed on a daily basis depending on behaviour and willingness to participate and learn. The provisions will be adjusted accordingly.
  • The sessions will take place in the Primary Nexus room and will focus on self regulation and emotional literacy targets. These activities will be timetabled in line with the class timetable and occur on a regular basis.
  • The strategies to support the regulation of behaviours and engagement in learning will be developed by Assistant Head and Behaviour Co-ordinator and delivered by a Nexus HLTA.
  • The Programme will include a flexible delivery element for pupils who are experiencing an increase in escalation of behaviours or if crisis is reached. At this time a pupil may need to spend extended periods in Primary Nexus (with 1:1 support). Pupils will access the additional increased provision when their behaviour is preventing themselves or others from learning and/or putting those around them at risk. It is intended that inclusion sessions will still take place during some leisure and play times with the aim of gradually increasing these periods.
  • At crisis the pupil (with 1:1 support) may need to remain in Primary Nexus and access a low demand routine based on sensory integration approaches with limited skills based sessions. If the pupil is continually reaching crisis and the flexible Primary Nexus package is not sufficient to reduce behaviours and ensure the safety of individual pupil, staff and peers the placement will need to be reviewed and Core Nexus placement on Secondary considered (2:1 support).

Secondary Nexus

Secondary Nexus provides bespoke educational programmes and positive behaviour support for up to 8 pupils who have been or are at risk of exclusion from a special school setting. Nexus offers places on a fulltime basis and pupils are supported by trained staff with experience of supporting behavioural needs on a 2:1 or 3:1 ratio.

Entry criteria

  • Behaviour adversely affecting learning of individual students and/or class group.
  • Breakdown of relationships with adults / peers.
  • Risk of exclusion.
  • Exclusion.

Exit criteria

  • More positive attitude to learning.
  • Targets met
  • Successful gradual reintegration

Exclusion criteria

  • A decision to exclude a student permanently from the centre will be taken only in response to serious breaches of the school’s behaviour policy, a significant risk to themselves or others or if allowing the student to remain in school would not be in the student’s best interest.
  • Where students are at serious risk of exclusion, the LA and all relevant external agencies will be involved and an urgent meeting will be called.
  • The school hosts regular Multi-Agency Consultation meetings where at risk students are brought to discuss.
  • Exclusion will be the last resort after all other steps have been exhausted.

Educational offer for Primary Nexus

  • Nexus Class teacher plans, organises and manages the lesson content, staffing structure and assessment of the Key Stage 2 and 3 pupils in Nexus in line with the Nexus approach. (please refer to planning files, staff rotas). All planning and targets are set in line with the Briarwood Curriculum and assessment policies. The classrooms provide learning environments which are structured, consistent, fast paced and routines are developed in line with the TEACCH approach.
  • Lessons are delivered by experienced and trained Higher Level Teaching Assistants (HLTA’s) and Teaching Support Staff (TSS) (refer to lesson structure overview).
  • Assessments of learning are made by the HLTA’s and TSS via the feedback structure and annotated on the planning.
  • Fortnightly class meetings allow for targets, achievements, next steps, lesson delivery and behaviour strategies to be discussed with all staff involved (refer to meeting minutes).

Multi-Agency working

The Nexus works alongside many multi agency professionals to create a sustainable support package for all pupils. Programmes are developed with the input from key professionals and with involvement of parents/carers. All pupils accessing any of the Nexus packages will be referred to the Multi-Agency Consultation Group (MAC) as part of the early intervention support.

Monitoring and Evaluation

  • Education plans and support programmes will be evaluated weekly.
  • Data will be gathered for behaviour frequency and engagement levels in learning.
  • Flexible routine plan and Behaviour Plan strategies will be informally reviewed by Assistant Head fortnightly and formally reviewed termly.
  • All data, assessments and evaluations will be analysed and form part of the data report.

Pathways