One to One Teaching Assistant

Situated in Ruddington on the edge of Nottingham in the East Midlands, Easthorpe School provides specialist education for 7-18 year olds with social, emotional, and mental health difficulties (SEMH). Our pupils may have a number of diagnoses including: ASD, ACES, ADHD, FASD, anxiety and/or, communication and interaction, cognition, and learning needs.

At Easthorpe we use a variety of therapeutic approaches and interventions within our school:

• Therapeutic relationships, safety and trust.
• Recognising and working with attachment styles and patterns.
• Therapeutic relationships.
• Routines and boundaries to increase predictability and decrease fear.
• An approach of Playfulness, Acceptance, Curiosity, Empathy (PACE) is used to help everyone understand what is happening in a nurturing non- confrontational way.
• Co- regulation to help children build the internal scaffolding they need to self- regulate their emotions.
• Regular movement and sensory input to help the body and brain regulate.

The school has a positive impact on the quality of life for both our children and the people around them.

Easthorpe school is rated outstanding by Ofsted in all areas.

Situated in Ruddington on the edge of Nottingham in the East Midlands, Easthorpe School provides specialist education for 7-18 year olds with social, emotional, and mental health difficulties (SEMH). Our pupils may have a number of diagnoses including: ASD, ACES, ADHD, FASD, anxiety and/or, communication and interaction, cognition, and learning needs.

We offer a high quality school based provision that makes it possible for children to:

• Engage with teaching and learning
• Attend 100%
• Strengthen skills and knowledge
• Trust the familiar people around them
• School will have a positive impact on the quality of life for both our children and the people around them.

Our curriculum enables our pupils to develop their personal, emotional, social and academic skills and knowledge.

Within our school we have two approaches to teaching and learning areas. Where the pupils are placed is carefully considered and will best meet the needs of the individual pupil.

We have a Lower School area in school where pupils have a classroom base and are taught by their class teacher supported by a Learning Support Assistant. This area in school offers consistency and a secure nurturing approach.

We also have an Upper School provision to follow a model where pupils move around classrooms with subject specific teaching in Literacy, Numeracy, Science, Art & DT, Performing Arts, Modern Foreign Languages, Computing, PSHE, PE, Outdoor Education, Life Skills and Cooking. This approach may be better suited to pupils who need an approach nearer to that of a mainstream secondary school.

At Easthorpe School we use the Polaris Education’s COSMIC (Child-Orientated Systemic Mentalisation with Integrated Communication) model, designed to support children with SEMH (Social, Emotional, and Mental Health), ASD (Autism Spectrum Disorder), and other complex needs.

We understand the children we support often struggle with connection, communication, and relationships, which can negatively impact their learning and life chances. Our comprehensive approach equips both staff and students with the necessary skills, knowledge, tools and practices to foster connection, communication, and growth within a nurturing and inclusive school environment.

COSMIC is underpinned by;

Child Centred Framework; Placing the child at the core of all our efforts. By understanding and nurturing each child’s unique inner world, constellation of relationships and psychological development, we help them build a strong sense of self-worth and identity

Understanding and Responding to Needs; Dedicated to deeply understanding the unique needs, behaviours, and challenges faced by each child

Integrated Communication and Emotional Support; Inclusive communication with approaches such as Language that Cares, recognising that all behaviour is communication

Holistic and Inclusive School Culture; A whole-community approach that creates a nurturing and inclusive school culture. Our environment is designed to make every child feel valued, supported, and secure.

Expert-Led and Trauma Informed Practice; Developed by our Head of Therapy is grounded in expert-led, trauma-informed practice. Our team of specialists, including psychotherapists, psychologists, and speech and language therapists, provide ongoing training and support to our staff.