Bailey* started at the school in Year 5 and had been out of formal education and school for some time. He had some difficulties with the boundaries and parameters of a school setting. It was a mixed start, but the young man had shown he could be kind, caring and funny. However, occasionally he could make negative behavioural choices and found it difficult to regulate his emotions and behaviours.
Staff spent a great deal of time getting to know Bailey and when he returned for Year 6 they were better able to support him with his specific needs. Bailey had extremely low levels of literacy, he was hyperactive, could be untruthful and would look to run away from both staff and school where he could.
The team working with Bailey instigated a Phonics programme which helped Bailey increase his levels of literacy and confidence. This in turn influenced his ability to learn in his other lessons. Progress continued to be made.
Bailey’s brother was in a mainstream setting and the boys’ father felt the two should be educated together in a mainstream settings, something he felt, given his remarkable progress while at Leaways, Bailey was ready for. Before the end of Year 6, the transition to mainstream was made.
While as a result of COVID-19, it has been more challenging to visit Bailey in his new school, both he and his father have “reported back” to Leaways that he is very much enjoying his new school and is doing well.