The Kingsbrook School

The ARC (Inclusion Unit)

The Kingsbrook School is a mainstream secondary school with a specialist provision called The ARC.  For information regarding our mainstream offer Click Here.

Within our school is The ARC, an Inclusion Unit that provides a specialist setting for students who need additional support with their Social, Emotional and Mental Health (SEMH). The ARC is a small, specialist setting, with places for 32 students in total across Y7-11, that operates as a "school within a school". Our vision, ethos and strong focus on character extends across this provision, where students access an adapted curriculum, targeted small-group teaching, therapeutic interventions and when appropriate, supported access to whole school lessons to support them to “achieve & flourish” from their unique starting points.

Students with a school place in The ARC will have an EHCP identifying SEMH as a primary area of need and will have been placed in the Inclusion Unit (rather that the mainstream school) via the EHCP annual review and phase transfer process with Buckinghamshire Council.

We are committed to the holistic development of our students, focusing not only on academic achievements but also on their emotional and social growth. Our programs of support are designed to prepare students for adulthood, equipping them with the necessary skills to succeed in life beyond school.

The ARC specifically caters to students with SEMH needs, but we also recognise that all of our students may have additional, co-occurring needs and disabilities, and we ensure that all students receive the appropriate support required to meet these. We work collaboratively with students, parents, and external agencies to create individualised Person-Centred Learning Plans, Positive Behaviour Support Plans, Communication Profiles and SEND Support Plans where appropriate to address each student's unique needs.

The ARC team is led by the Assistant Headteacher (SENDCo). They are supported by an Assistant SENDCo (ARC), a SEND Administrator, and a strong team of dedicated Intervention Leads.

 

Our Intervention Leads play a crucial role in supporting students who need additional help to achieve their full potential. They work closely with students, teachers, and parents to identify and address barriers to learning, ensuring that every student receives the tailored support they need to succeed.

Our Intervention Leads are responsible for:

• Developing and implementing targeted intervention programs.
• Monitoring student progress and adjusting interventions as needed.
• Collaborating with classroom teachers to integrate intervention strategies into daily instruction.
• Providing one-on-one and small group support to students.
• Co-regulating with students to help them manage their emotions and behaviours effectively.
• Updating risk assessments, positive behaviour support plans, communication profiles to reflect each student's current needs.
• Liaising with external agencies to access additional resources and support.

With their expertise and dedication, our Intervention Leads help to create an inclusive and supportive learning environment where all students can thrive.

Beyond academics, our Intervention Leads contribute to the social and emotional well-being of students by building positive relationships and offering encouragement. They are dedicated to fostering a nurturing environment where all students feel valued and supported.

We pride ourselves on our commitment to continuous improvement and excellence in SEND provision, adhering to the SEND Code of Practice and regularly reviewing our practices with the latest research, and linking with other settings with similar needs in the local area.

 

Teaching & Learning: TKS Core+

Although a focus on effective HQT [High Quality Teaching] in the classroom is the starting point, some learners will require more specific teaching methods to meet their individual needs.

Johnson, S. (2023).

Under construction.

 

The ARC: Reward Procedures

At The Kingsbrook School we believe that students respond best to praise and reward and that teachers must spend twice the time ‘catching students being good’ than they do reacting to instances of poor behaviour. All students can learn and demonstrate good character and appropriate self-regulation, and in so doing demonstrate their fullest potential in the classroom and beyond. This deserves regular praise and recognition.

Praise and reward will be issued for:

• Outstanding work
• Demonstrating good character and working with others
• Consistently following the Kingsbrook Way
• Sustained improvement in conduct and effort
• Being compassionate, helpful and of service to others
• Engagement with our co-curriculum
• Representing the school positively when in and out of school uniform 

Praise and rewards can be issued in the following ways:

• Merit points
• Verbal and visual praise in lessons including work of the week, homework of the week
• Star student award per lesson
• Communication home via postcards
• Recognition from the form tutor, head of year, assistant headteacher, and deputy headteacher
• Recognition from the Headteacher
• Faculty & departments awards
• Reward & Celebration events

 

Staff are encouraged to provide specific praise to students, such as “Well done, I can see you have completed three paragraphs as I asked, so here is a catch-me card.”  

Catch Me cards are collated at the end of each day, and equate to one merit per card.  This is recorded on Arbor.  Furthermore, the total Catch Me cards each student receives can be used to purchase items from our ARC Rewards Shop.

 

The ARC: Behaviour Management Procedures

We have high expectations of all our students, and recognise that we are preparing our students for adulthood and their involvement in wider society.  To this end, our behaviour management process in the ARC mirrors closely that of our whole school, but with some key modifications which supports the needs of these students more effectively.  Staff are acutely aware of the trauma that some of our students will have experienced, and therefore we follow our trauma-informed approach.  

Detentions in the ARC

Similarly to the whole school, the ARC uses detentions as a sanction for pupils to reflect on a specific aspect of breaking The Kingsbrook Way.  We recognise that some of our students may find it a challenge to arrive at precisely 8.30am and so we build in some flexibility, and do not issue ready to learn consequences for promptness in the morning.

 

Positive Behaviour Support Plans

All students within the ARC have a Positive Behaviour Support Plan (PBS Plan).  From an analysis of the functions of the behaviours, and a Roots and Fruits exercise, a PBS Plan is developed to specify teaching and learning outcomes, focused support, environmental adaptations along with other supportive strategies to prevent crisis from occurring. 

 

Lesson Disruption:

If a student continues to display low level unacceptable conduct, staff will apply the following process which is essentially the same as the whole school.  It is important to note that Step Regulate, may be appropriate at any point in this process, or even prior to Step 1.  Equally, we recognise the processing differences in our students and therefore the take-up time for each step may be between thirty seconds, and five minutes.  Take-up time must always be provided:

 

Step Regulate - The Intervention Lead or teacher will ask the student to leave the classroom and the student will self-regulate or co-regulate with an Intervention Lead.  Once regulated, student and Intervention Lead will return back to the classroom unless Step 4 Reflect has been reached.

 

Step 1: Warn - an explicit and clear warning is given to the student quietly and face-to-face, with a reminder that they can ‘fix it and bounce back’ making it clear what is expected of them.  Take up time is given

 

Step 2: Warn Reminder - an explicit and clear reminder is given to the student again quietly and face-to-face, explicitly stating what the staff member is expecting to see..

 

Step 3: Move - the student is moved to another available seat in the room or by exchanging seats with another student, this is logged on Arbor. The student will be required to attend a ‘fix it and bounce back’ meeting with their teacher at breaktime or lunchtime. 

 

Step 4: Reflect - the teacher will use specific de-escalation language and tell the student to attend the Reflection Room in the ARC. This is logged on Arbor.  The student will not return to the lesson they have just left, and will complete a reflection sheet with an Intervention Lead once they are regulated.  It is at the discretion of the member of staff monitoring the reflection room, as to when the student is ready to return to another lesson, however, it is likely that a minimum of 90 minutes will be followed to allow students to be fully regulated in line with the arousal curve. We strive to ensure that students return to lessons regulated, so that they are able to achieve in their next session. 

The student will also receive an after school detention the following day.  The teacher will attend this detention, where possible, to conduct a ‘restorative meeting’ with the student. Alternatively, this will be conducted ahead of the next lesson with that teacher.  The length of the detention will be determined by analysing the needs of the student, and the intensity, and severity of the behaviour.  The minimum detention will be 30 minutes, and the maximum period will be one hour.

(Failure to attend the Reflection Room when asked to do so will result in an extended period of time in onsite alternative placement or possible suspension).

 

When a young person demonstrates cues or enters crisis:

De-escalation

Our first response to any behaviours that may be of concern, or challenging is always de-escalation.  The ARC uses the following strategies throughout an incident to avoid any need for a restrictive physical intervention (RPI):

• Staff becoming ‘low arousal’

• Reducing demands, and reducing requests

• Providing space

• Reducing the number of adults and / or students in the vicinity

• Distracting, defusing or redirecting

• Active Listening

• Cross-talking

• Reassure and encourage

• Provide a ‘way out’ with dignity

 

Behaviours of Concern

A behaviour of concern is behaviour that is persistent, damaging or limiting (interferes with learning or development or opportunities to enhance the student’s quality of life) or that may develop into more challenging behaviour.  Behaviour of concern should be met with focused intervention that is timely and effective.  Since the vast majority of our students also have ASC as a co-occurring need, we use the SPELL Framework to focus our responses to these behaviours:

 

S - Structure

P - Positive Approaches

E - Empathy

L - Low Arousal

L - Links

 

Challenging Behaviour

Challenging behaviour is behaviour whose frequency, intensity, or duration is such that the personal safety and / or the quality of life of the individual or others is compromised.  It also includes behaviour which impedes opportunities for learning, development, and growth or restricts meaningful participation in the community.  Students with SEMH needs may exhibit a range of challenging behaviours.  Staff are trained in Norfolk Steps, a positive behaviour management approach, which supports early intervention and prevention including managing behaviours that challenge or may risk harm.

 

Intervention

We recognise that, often, behaviour occurs when the skills required to manage the situation the student finds themselves in exceeds their current skill level in this area.  For example, a student may exhibit abusive language when they do not have the skills, or language to articulate the stressor.  When behaviours recur, we plan appropriate interventions to support skill development through interventions.  Interventions span multiple environments and contexts.  Behaviour change interventions are designed to provide transferable skills, and have impact beyond the time and situation in which they are implemented.  We seek to ensure that skills and pro-social behaviours become generalised.  Staff may also conduct interventions during detentions or reflections so that the consequence benefits the individual and works towards meaningful change.

Reflective Supervision

Reflective Supervision is a powerful tool for enhancing staff responses to behaviours of concern or challenging behaviour and ensures students experience best practice at all times.  Following an incident of challenging behaviour, or recurring behaviours of concern, it provides a structured environment where staff can critically reflect on their practice, discuss challenges, and celebrate successes.  This process encourages continuous learning, fostering a deeper understanding of Positive Behaviour Support.  By engaging in reflective supervision, staff can develop more effective strategies for supporting individuals, action change within the environment to best meet student needs, and identify aspects of risk assessments, or behaviour plans that need to be amended or reinforced.  This leads to improved support plans, and ultimately improved outcomes and quality of life for the student.  

 

Post-Incident Learning

Students will be encouraged and supported to reflect on the reasons behind the consequence, and actively supported to identify alternative ways of responding.  In addition to this, staff may also be involved in a Reflective Supervision Meeting to further explore PBS Plans and other supporting documentation.

 

For more information please email arc@kingsbrook.org.uk