What do we do?

At Walton Hall Academy, we work collaboratively with families and external agencies to support holistic development, with the aim to provide a safe, inclusive and nurturing environment where all students can grow and thrive. We promote academic achievement, emotional wellbeing, and independent living skills, and through rigorous progress monitoring early identification of needs and barriers to learning are understood and appropriate interventions are put in place.  

How do we do it?

  Universal Support

  •       Curriculum adaptations to meet diverse learning styles and needs.
  •        Positive behaviour support strategies embedded across the school.
  •         PLGs, PSPs and EHCPs (Education, Health and Care Plans) used to support every individual.
  •         PSHE and wellbeing programmes to promote emotional literacy and resilience.
  •         Use of assistive technology and visual supports.
  •         Regular progress monitoring and pupil voice activities.
  •          School Nursing Team – for health plans and medical needs.

 Targeted Support

  •      Small group academic interventions in literacy and numeracy.
  •         Bespoke interventions offered in music, emotion coaching, friendships, Wilderness Therapy, sport, social skills and emotional regulation.
  •         Bespoke behaviour support to identify more targeted support and to inform PSPs.
  •         Speech and Language Therapy (SALT)
  •         Sensory integration and motor skills development guided by commissioned sensory OT input.
  •         Educational Psychology consultations for learning profiles and intervention planning.
  •         CAMHS (Child and Adolescent Mental Health Services) for mental health concerns.
  •        Social Services engagement for safeguarding and family support.
  •         Learning Disability Team input for students with complex developmental needs.
  •         Virtual School for Looked After Children – for tailored academic support

 Specialised Support

  •        Multi-agency input to inform and evidence changes to PSPs and EHCPs where appropriate.
  •       1:1 therapeutic interventions, e.g., counselling, play therapy, or trauma recovery work.
  •         Multi-disciplinary team meetings involving CAMHS, Educational Psychologists, Social Workers, Occupational Therapists, Learning Disability Nurses.
  •        Specialist advice from Youth Offending Team, Local Autism Outreach Teams, SENDIASS
  •        Charities such as MENCAP, Scope, or Young Minds and Appropriate Alternative Provision.

Why do we do it?

To remove barriers to learning that will prevent a student from reaching their full potential both academically and socially.

To equip students with self help skills and a greater understanding of their own needs so that they can flourish in their adult lives.