Skip to main content

Our Approach

#931 Securing Engagement – Spring Meadow Primary

Emma Rotchell

What did we do?

I was trying to look at the effect of disruptive behaviour within the classroom environment on SEN pupils, and the impact the disruption has on them in terms of being able to keep to task. I was hoping to ensure that the identified cohort of pupils have sufficient coping mechanisms during disruptive periods and to have the ability to keep to task. I delivered a range of activities for children such as “talk time” about our feelings, comfort breaks to play ball games and sharing a book as a group. Resources included using a book already sourced in school, a ball and staff time from myself. I was able to keep teachers up to date from the two classes by informing them of interventions taking place.

“One thing that I could use is a privacy board, this would help me to keep working”

Feedback from one of our children.

Summary of impact

The most apparent impact was the engagement from the children and their ability to be able to talk freely. They were able to speak openly and express their feelings. It was important for the children to understand that they are listened to and other children’s actions should not stop them for being able to continue with their work.

Steps taken

  • Social and emotional learning.
  • Identified the selected children with class teachers and SENDCO and looking at their behaviour patterns.
  • Talk time and group work to improve relationships and emotional well-being.
  • Enabling pupils to speak and express freely their feelings. Coping with disruption to their learning and keeping to task, enabling them to achieve.
  • Reading a book which was relevant to a child being anxious about a situation and how to talk about it.

What would we do differently

It has been difficult to have a consistent amount of time with the children due to absence. I would have probably looked at having greater number of children to work with. It was difficult, although time was allocated, to stick to the allocated time as workload and being a 1 to 1 did not always allow for consistency.

Resources required

Half an hour of my time weekly.

See how others have implemented this Big Idea

Sensory Circuits - St Marys Catholic Primary Ipswich

Supporting Behaviour and SEMH to reintegrate into the classroom - Grange Primary School

Identifying Emotions and Managing Self-Regulation - St Joseph's Catholic Primary

Maths Interventions for Inclusion and SEND - The Willows Primary

Ready to Learn - The Beeches Primary

Philosophy Sessions - Harwich Community Primary School & Nursery

Supporting anxiety in children and parents - Spring Meadow Primary School

Securing Engagement Through SEL - Clifford Road Primary

The Learning Behaviour Lead role - Ravenswood Primary School

Putting EEF "Learning Behaviours" guidance into action - Halifax Primary School

Securing Engagement - Alton Park Junior School

Removing the literacy barrier to learning - Clacton County High School

Wellbeing Workshops - Westbourne Academy

1-1 Support to Improve Engagement and Grades - One Sixth Form

Improving Behaviour with Projection Education - Trimley St Martin Primary School

Establishing a nurture space - The DEN at Trimley St Martin Primary School

The Inclusivity of EAL families within our School Community. - St Margaret's Primary School Ipswich

EAL Parental engagement at Northgate High School

Being a Learning Behaviour Lead - Ipswich Academy

Improving Handwriting - Clacton Coastal Academy

Reading and Phonics at Dale Hall

"Club Aspirations" improving self esteem and confidence at Rushmere Hall Primary

Improving learner confidence in handwriting and spelling - Clacton Coastal Academy

Improving behaviour and engagement in a nurture group - Alton Park Junior School

Tackling lunchtime dysregulation and classroom focus - Castle Hill Primary School

Finding the right intervention to support engagement - Murrayfield Primary Academy


Spring Meadow Primary School

Emma Rochelle