Brunel School's 'Prosper Programme'

At Brunel School, we recognise the need to offer and deliver support interventions to meet the emotional needs of pupils. Last year, in order to coordinate different and appropriate interventions effectively, we created the 'Prosper Programme'.

We offer a variety of different types of intervention which may support pupils experiencing needs in terms of their mental health and wellbeing, an opportunity to support pupils with historical and/ or current trauma, behavioural and social challenges and any issues that are impacting their ability to regulate emotions and feelings. It is important to note that the needs of our pupils can change quickly due to circumstance; as a result of this, the programme of interventions is reviewed weekly in our Pupil Placement meetings. Referrals are also linked to the Social, Emotional, Growth Profile (SEGP) targets of the pupil. Additional changes and additional interventions can also be added to the timetable at any time via referrals that are made to The Prosper Team of staff; the fluidity of circumstantial change is respected.

The types of intervention are varied and detailed as followed: The Prosper Programme offers Prosper Art, Cooking, Lego, Sport, Walk, Wellness and 1-1 sessions. These sessions are 1-1 and the pupils engage in the activities while also engaging in conversations regarding their wellbeing, mental health or anything that is presenting as more challenging or at the forefront of their mind. Draw And Talk (separate from Prosper Art) is a more lengthy intervention in terms of sessions, there are twelve, and pupils are given the opportunity to express their feelings through drawings and symbols while being guided and supported through empathic questioning. We also have a team of ELSAs (Emotional Literacy Support Assistants) who are trained and supported by Educational Psychologists. The ELSAs plan and deliver sessions to encourage and facilitate pupils to develop strategies which help regulate and manage their social and emotional needs.

Building relationships with staff in these interventions encourages pupils to feel confident about talking about their emotions, feelings and experiences but staff are mindful that the words come from the pupils themselves and they are supported and discussed with appropriate care and empathy. It is important to note also that confidentiality is respected in these sessions unless there are significant safeguarding concerns that need to be considered by the Prosper team of staff and the Safeguarding team.

We are in a unique position in school to support pupils, and for pupils to feel supported. Recognising the emotional needs of our pupils is vital, and when these can be addressed, pupils are happier, feel understood and heard.