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Case Studies

At Eastwood Grange School, we take great pride in the services that we provide to children and young people with social, emotional and mental health (SEMH) needs and a range of additional needs. Our aim is to always make a difference to their lives and enable them to achieve the best possible outcomes.

We are delighted to introduce you to our latest case studies, showcasing a selection of the many success stories at Eastwood Grange School.

Oliver’s story

Oliver* is 14 years old and has a complex variety of mental health, social and emotional needs. Following Oliver’s arrival at Eastwood Grange School, we carried out an assessment to determine how much he currently undertakes personal hygiene responsibilities and found that he doesn’t:

• Brush his teeth with regularity - he doesn’t like the taste of mint

• Wash his hands after using the toilet - he doesn’t like the feel of soap and water

• Use deodorant - he doesn’t like the odour

• Wash his hair or face - he doesn’t like the feel of soap and water

From first working with Oliver, it was clear that he presented difficulties in both communicating and expressing his emotions. The school made a referral to access Early Help and for him to gain Child in Need status.

The aim of this intervention was to find strategies for Oliver to settle on-site and in class, and also to foster a working 1:1 relationship with his Teaching Assistant (TA), with the assistance of our Positive Behaviour Managers (PBM).

Our approach
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A range of activities
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Planned strategies
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Developing a sensory box
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Achieving positive outcomes
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Joseph’s story

Since arriving at Eastwood Grange School, Joseph* had been involved in 30 serious incidents, with 23 resulting in restrictive physical interventions (RPI). Joseph also previously represented the highest number of incidents in one term. Joseph’s behaviours at school were very similar to when he was living at home. He deliberately sought to antagonise other children to cause a reaction and also assaulted members of staff.

The factors that saw such an upturn in the RPIs during the one term were not obvious. Joseph expressed concerns about his weight and was told at home that he had weight issues. Other children did mention Joseph’s weight and this would antagonise him. Joseph was however often the instigator of the majority of interactions that became antagonistic, during which he would start by initial name calling.

Another key factor was Joseph finding unstructured times a difficulty, as could be seen with higher incidents around break times or moving from these times back into a classroom setting. Joseph would cause incidents to necessitate an RPI and as soon as he was held, his destructive behaviours almost immediately stopped. This also reflected Joseph’s need for having weight on him after coming down out of crisis. He would often hide under a soft play mat or place something heavy on top of himself.

The key presenting issues for Joseph included:

• Attachment disorder

• Concentration

• Impulse control

• Physical aggression toward both adults and peers

• Relationship difficulties

• Self-control difficulties

• Verbal insult and aggression

Our therapist’s assessment of Joseph
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Planned strategies
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Achieving positive outcomes
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*Names have been changed to protect the individuals’ identity