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Inclusion

Mandeville Inclusion team

Fran Slot: Assistant Head for Inclusion and SENCo 

Natalie Richards: Senior Learning Mentor

Ludmila Coutinho: Learning Mentor

Dee Coughlan: Teaching and Learning Associate

Social Work in Schools team

 

At Mandeville we want to make sure that all pupils are happy, secure and successful. Sometimes children or their families need extra help to make sure of this. The inclusion team organise and provide additional support for children, their parents and carers.

Fran Slot works closely with class teachers to track your child’s progress in school and organise extra support if your child is falling behind. This support may be provided by adults in school or specialists from outside of school such as Speech and Language Therapists. If you think your child may need additional support or if you are worried about your child’s progress please talk to the class teacher or Ms Slot.

Our Learning Mentors, Natalie Richards and Ludmila Coutinho, work with children in and out of class who are having difficulties with behaviour, learning or need emotional support. They run groups to help children in areas such as managing emotions and developing their social skills; as well as providing one to one sessions for those children who need extra support to cope with challenges at school.

Our Senior Learning Mentor, Natalie Richards, also monitors the children’s attendance at school and meets regularly with the Attendance Officer at the Learning Trust to discuss any concerns.

Dee Coughlan, our Teaching and Learning Associate, leads academic intervention groups to support children who are struggling with particular areas of their learning such as reading or maths.

Learning Mentors

As Learning Mentors, our key role is to champion the needs of children who may be facing barriers to effective learning, both inside and outside the school. We work with pupils, teachers, parents, carers, families, schools and other agencies, to help support and create a stable learning environment. 

Areas within school that we particularly focus on include:

  • Self-esteem and confidence building
  • Social skills
  • Study skills
  • Motivation
  • Attendance 

As Learning Mentors we work with children on a one to one basis and in groups. We create and plan a support program with the pupil and go on to develop a one-to-one mentoring relationship aimed at supporting the child’s area of needs.

Some of our tasks include:

  • Liaising with staff to identify learners who would benefit from mentoring;
  • Helping learners who are underperforming in their subjects on a one-to-one basis outside the classroom;
  • Implementing strategies and supporting learners in self-esteem and confidence-building activities;
  • Listening to and helping learners resolve a range of issues that are creating barriers to learning;
  • Drawing up agreed action plans with learners, outlining the aims of the mentoring, and monitoring their progress;
  • Liaising with relevant professionals and individuals
  • Providing group activities such as emotional management sessions;
  • Helping with the transition of moving to secondary schools

If your child is referred for support we will contact you. The value of positive and active involvement by parents/carers is very important to us.  We will then set targets together and create a six week plan.  This enables you to talk to your child about their targets and general progress.

In most cases, the staff in school will identify pupils who need support, but, if you as a parent/carer have concerns please do not hesitate to contact us.

Social Work in Schools (SWiS)

Along with 11 other Hackney schools, Mandeville is part of the Social Work in Schools (SWiS) project. This means that we have social care practitioners who work as part of our staff team.

Our SWiS team work closely with the school and families to provide effective family intervention at the earliest stage of signs of difficulties.

SWiS works with the school on an intervention plan which may involve direct work with the young person and his/her family, signposting to a community/targeted resource or they may agree that the existing support plan at school is the most appropriate action at the time. The social work interventions generally begin with a staff member from the school and the senior social worker meeting with the family and/or child.

‘SWiS adopts a whole family approach, working with siblings in other schools, working effectively with other resources within school and beyond and keeps the child at the centre of what we do.’ SWiS.

Every Wednesday we run family social work surgeries (2pm-4pm) with Laura Vanderbijl, Ms Slot and Ms Richards, if you would like to arrange an appointment please contact the school office.