Skip to content ↓

Stockwood - Bristol

Although the majority of our 'Early Intervention' work in Bristol is now completed through outreach partnerships (working with mainstream settings to help meet the needs of pupils who are at risk of exclusion without bringing them on-site at LPA), we still have one KS2 class of students on site at our Stockwood provision. Usually, these pupils attend full time for 16 weeks. They are separated into cohorts of LKS2 and UKS2 wherever possible and every effort is made to ensure pupils have similar needs and/or will be likely to make effective progress learning alongside one another. 

It is often a pre-requisite that those students attending LPA for an in-reach programme will have already received the outreach package of support. This is intended to minimise disruption for pupils and families as it can feel like an upheaval to move back and forth between schools; this can be especially tricky for children who have experienced trauma. If outreach alone is able to bring about the improvements necessary, it removes the need for the child to move about. It also means that pupils will have developed an existing, positive relationship with at least one, usually two, members of LPA staff during the outreach sessions and this will help to ease transition onto site. 

The in-reach programme is designed as an intensive course of SEMH provision, alongside an academic education. The small class sizes and specialist teaching have the following benefits: 

  • Strong, resilient, positive relationships are formed between pupils and key adults, thus establishing school as a secure base (this can then be replicated at future settings)
  • Pupils are given significant opportunity for observing and practising effective and meaningful social interactions, especially with peers
  • In the absence of more troubling behaviour and lack of engagement, staff are able to get a clearer picture of the pupil's strengths and needs, academically and socially. They can begin to make recommendations and referrals to help meet these needs
  • A focus on enrichment activities and rich experiences builds up the cultural capital of each pupil, providing opportunities for 'good stress' and 'personal growth'
  • Educational experiences are personalised and precisely matched to ensure pupils make swift and lasting progress in the areas that will make the greatest difference to their self-esteem and lesson competence when returning to mainstream classroom learning 
  • Continued exposure to SEMH, SALT and academic interventions e.g. Drawing and Talking Therapy, Lego Therapy, Thrive, ELSA, Precision Teaching etc, allow the pupil's underlying needs to be met. 
  • An opportunity for the mainstream setting to gather appropriate resources, make referrals, apply for EHCNAs, book ALP and/or therapy sessions, recruit staff etc in order to ensure that the pupil's individual needs can be met upon return

In order to ensure the programme is a success, all pupils are supported to transition back to their mainstream setting with a further 6 weeks of outreach. This gives staff time to fully handover all that has been learned about the pupil: what provision is needed to help them be successful in an educational setting, how they learn best, what helps them regulate, what underlying cognitive, interaction or language needs they may have etc. 


2020 - 2021 

Of the pupils who accessed our in-reach provision 2020 - 2021, 71% successfully transitioned back to their mainstream setting, whilst 29% moved on to a specialist setting once they received their EHCPs. 

All pupils are still currently accessing education and making progress. All pupils have an EHCP.