Roles within the team


Referrals of support for children are made to the SENCO who can assess and assign them to either the Learning Mentor, ELSA or outside agencies (Education Inclusion Partnership).

The SENCO will have an overview of the children in each class receiving support either through IEP, PSP or for Mental Health support. The SENCO / Intervention role also encompasses Mental Health.

The SENCO will liaise with all staff to ensure updates are shared for pupils.

SLT will contact outside agencies if critical support is needed / a child is in danger.

LEARNING MENTOR (Mental Health First Aid)

This is 1.1 support for children who have been identified by their class teachers as needing key worker support. 1.1 work on a weekly/fortnightly basis to provide children with a safe space to share concerns and work towards strategies to improve. Ongoing support to ensure children have regular contact time.

ELSA (Emotional Literacy Support)

This is 1.1 or small group support for children who have been identified by their class teacher and learning mentor as needing a programme of support (crisis identified). A programme of work is completed over the course of 6 weeks with a review at the end.  Parents are included in the process and feedback is given.


The Learning Mentor will liaise with class teachers to nominate children for Forest School sessions. Weekly sessions are held for both KS1 and KS2 pupils. Pupil groups are created to ensure there is a focus for developing emotional wellbeing.



This involves identification of children needing support (more in-depth than in class support) with discussion with SENCO as to what support is needed.

Teaching Assistants can be used to offer in class support (1.1 help) if low level i.e. a quick chat/ reminder.  All teaching assistants have undertaken training through Resilient Rutland (Mental Health First Aid).


Referrals are recorded using CPOMS (our software to log any concerns) to enable tracking and sharing of information.

A weekly meeting between Learning Mentor and ELSA takes place to ensure handover for key children (as once ELSA work is completed, the pupil may then need monitoring through Learning Mentor)

Any crisis / danger to a child is to be reported immediately to SLT/Designated Safeguarding Lead as any safeguarding concern is to be actioned by SLT.

Teaching Assistants are used to offer in class support (1.1 help) if this is low level i.e. a quick chat/ reminder. All teaching assistants have undertaken training through Resilient Rutland (Mental Health First Aid).

Waves of Support

Universal Support – in class support for all pupils.

• PSHE Programme, Circle Time, Sex and Relationships Education Programme.
• 2 days per term Forest School session with Class teacher and Teaching Assistant
• 1.1 support for low level concerns from Teaching Assistant

In School Group Support – for low level pupils.

• Targeted Forest Schools group – KS1/KS2 weekly
• Sensory Circuit groups – KS1/KS2 weekly

In School Individual Support – for higher level pupils.

• Referral via SENCO leading to –
• 1.1 support (weekly/fortnightly) from Learning Mentor
• Cognitive Behaviour Support
• 1.1 or small group support for 6 week block from ELSA

Outside Agency Support – for higher pupils / crisis support
Referrals to be made by SLT/DSL
• Referral to School Nurse
• Referral to CAHMS (via parents with school support)
• Referral to Social Services

An Inclusive Classroom

All classrooms at Catmose Primary are inclusive, these steps are taken to ensure their inclusivity can be seen below.

  • The physical environment should be methodically organised, well defined and labelled and conducive to good listening and attention.
  • Dyslexia friendly strategies are used- for example- white backgrounds are avoided when presenting information, careful consideration to font choices are made.
  • Clear routines are maintained, supported by visual prompts and reminders.
  • Multisensory learning is provided whenever possible.
  • ICT is used to support learning.
  • Clear language is used when giving instructions.
  • Growth mind set encouraged.
  • Age appropriate visual timetables
  • Reduce the need for copying from the board
  • Visual prompts and scaffolds
  • Physical resources when needed- e.g pencil grips/ seat wedges if needed
  • Clear expectations for all e.g timed challenges (timers)- what the expectations are for independent times.
  • Positioning in the classroom (peers and location)
  • Brain breaks- physical movement to break up the day.
  • Clear and consistent boundaries with use of praise to reward appropriate behaviour and actions.