“Hattie has shown remarkable resilience, overcoming challenges with determination and commitment. She has not only achieved the results she needs to move confidently into post-16 education, but has also enriched our school community through her positivity, generosity, and willingness to support others.” Charles, Deputy Head teacher
When Hattie first arrived at Fernways in Year 9 (September 2022), she was overwhelmed by anxiety and emotional challenges that made school feel like an impossible place to be. Although she had strong academic ability, she often sat in the corner of the classroom with her head between her knees, crying and rocking back and forth. At this stage, she only felt able to communicate with the headteacher, reflecting just how distressed and withdrawn she was.
What we did
From the beginning, Fernways created a safe and nurturing environment where Hattie’s needs could be understood and supported. She began on a transition timetable that was slowly built up as she grew in confidence. Visual timetables, predictable routines, and access to quiet spaces gave her a sense of safety and control.
Alongside this, Hattie received a range of interventions:
- Emotional support through daily check-ins, ELSA sessions, and art therapy.
- Clinical support including strategies drawn from cognitive-behavioural approaches, as well as adapted communication methods and small group work to build her social confidence.
- Sensory regulation strategies with breaks and quiet spaces to help her manage overstimulation.
- Academic catch-up lessons and exam access arrangements, ensuring she could demonstrate her true potential once she was ready.
Parents and staff worked closely together, and as her confidence grew, Hattie began engaging more fully in her learning and forming relationships with peers.
Where she is now
By Year 11, Hattie had flourished into a confident and resilient young woman. She achieved her GCSEs in all subjects and achieved grade 5 or above in key areas including English, Maths and Science.
Her anxiety, once so overwhelming, is now managed through strategies she can apply independently. She speaks openly with staff and friends about her challenges and is able to reintegrate quickly after any periods of stress.
Beyond the classroom, Hattie has developed clear aspirations for her future. With interests in both the film industry and working with animals, she is motivated and ambitious. She played an active role in the wider school community, joining Boxercise, youth groups, and contributing to fundraising activities.
Hattie’s journey at Fernways is a testament to what can be achieved when high expectations, personalised support, and a nurturing environment come together. She now leaves school not only with qualifications, but with the confidence, resilience, and independence to take her next steps with pride.
