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Mrs Millsom is the school SENCO working in school Monday to Wednesday. She is the Designated Teacher for Children in Care (CiC) and the Pupil Premium Manager. She is a member of the Senior Leadership Team. She has been in Primary Education for 8 years and has worked at Linchfield for 4 years in and out of the classroom. She comes from a military background before teaching. She likes going to pop concerts, walking her dog and watching Netflix in her spare time.

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Since 2016, this group of young people, ages 15-25, have shared their voices and lived experiences to steer, influence and advise the work we do. As well as advising on AET materials and strategy, Panel members speak at events, co-deliver training and support autism education networks.

Find out how this group of young people are supporting, co-producing and advising the AET.

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Helping you support autistic children and young people since 2007

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Our services :: Lincolnshire Children’s Therapy Services

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Each child is unique and individual, and will develop skills at different rates. If your child is having difficulty developing certain skills they may benefit from specialist assessment, support and advice from our service.

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Linchfield Pupil Premium Statement December 2023

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Linchfield Pupil Premium Statement December 2023

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SEND Journey Flow Diagram - Master Copy_2023-24

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

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Linchfield Academy SEND Policy September 2024

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Linchfield Academy SEND Policy September 2024

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Special Educational Needs and Disabilities (SEND) Policy 2024-2025

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Linchfield Academy SEND Information Report September 2024

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Linchfield Academy SEND Information Report September 2024

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This guide can be used by SENCos and other senior leaders to consider how the whole school functions for pupils with SEND. The process can be used in mainstream and specialist settings.

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Different Together

Unique Together

Working Together.

Inclusion for Children & Young People in Lincolnshire

The Working Together Team is a National Autistic Society Advanced Status Accredited Service. We advocate best practice and provide specialist support to empower mainstream settings to ensure autistic children & young people thrive through collaborative working with families and professionals.

3 Key Areas of Difference

​​​​​​​

Social Understanding and Communciation

Differences in understanding social behaviour and the feelings of others, which informs the development of friendships and relationships.

Flexibility, Information Processing and Understanding

Differences in perception, planning, understanding concepts, predicting, managing transitions, passions for interests, and ability to absorb auditory or spoken information.

Sensory Processing and Integration

Differences in perceiving sensory information. Hypo, hyper, touch, sight, hearing, small, castle, vestibular inner ear and proprioceptive.

The young person is at the heart of every decision. This is evident from the very start of the referral process through to supporting settings to embed person centred strategies that enable autistic young people to succeed in mainstream school settings.

NAS Accreditation Review Team

It was a real privilege to be on the course and have the support my family have received from the team. Thank you.

Parent on Teen Life Course

Thank you all again for the programme. I really enjoyed it and found it so helpful, I'd go as far as to say life changing!!

Parent on Teen Life Course

A really engaging and inspiring session. It was great to see and hear so much passion for inclusion

School leader

X from WTT especially explained Autism perfectly and of all the training I have done over the years, I feel I came away having learnt and understood so much and can't wait to share with my colleagues.

Pre-school SENCO

A huge thank you, our meeting this morning has been an enormous help at refocussing our thinking regards supporting X and how we should move forward. It has also been a valuable reminder at how we need to evidence the smaller steps

Learning Mentor

Training was brilliant and well received, I've already had a thank you from a member of staff and it's heartening to see them reflect and look at how strategies can benefit a whole class.

SENCo

This Autism session is already brilliant. Do all teachers on teacher training get this, they should, as should every teacher or person who comes into contact with young people. This is so informative, accessible and relevant.

Post-16 setting

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Skip to content ↓ Different Together Unique Together Working Together. The Working Together Team is a National Autistic Society Advanced Status Accredited Service. We advocate best practice and provide specialist support to empower mainstream settings to ensure autistic children & young people thrive through collaborative working with families and professionals.

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Emotional Based School Avoidance (EBSA) is a term used to describe a child or young person who has severe difficulty in attending school due to emotional factors. This can result in prolonged absences from school.

EBSA can present differently across individuals, but can show as:

low or intermittent attendance

high sensitivity or reactivity

low mood and anxiety (fear of talking to teachers, fears around academic performance)

social isolation

signs of emotional distress that affects their ability to function at school, such as difficulties forming relationships with teachers and peers

developmental differences that fundamentally shape perception and action in ways that cause significant challenges in emotional self-regulation and social functioning (autistic spectrum disorder, ADHD).

What isn't EBSA?

It is crucial to have a clear and accurate understanding of EBSA to enable accurate identification of children or young people experiencing EBSA. There is a clear difference between those children or young people that are absent from school as a result of EBSA as opposed to parentally condoned absence (where a caregiver deliberately keeps or supports keeping a child or young person away from school for various reasons) or truancy, which is linked to non-anxiety-based absenteeism.

For situations such as this there are other routes of support and challenge that schools should take.

Why does EBSA happen?

EBSA can occur suddenly or develop gradually over time. Behaviours can also range from occasional reluctance to attend school to complete avoidance resulting in non-attendance. EBSA should not be thought of as a deliberate act of defiance as it is a complex issue with no single cause.

Reasons are often complex and multi-faceted across environmental factors (both at home and school) as well as individual child factors.

Any identified factors are unlikely to be static and fixed. What led to the initial school avoidance may not be what leads to persistent avoidance and non-attendance. What appears to be the cause of the issue may be the consequence.

Risk factors

There are a number of risk factors that can influence EBSA. These can include, but are not limited to, difficulties with managing and regulating emotions, low levels of self-confidence or self-esteem, high levels of family stress, relationship difficulties or academic demands. It is often the interaction between risk factors (across school, family and child or young person) that results in EBSA behaviours.

Resilience factors

While risk factors have been identified that place children at greater risk of EBSA, it is important to also consider, identify and build areas of strength or resilience available for the child, family and school. These resilience factors help to protect children and young people from maintaining EBSA behaviours, and promote successful school inclusion. Resilience factors can include, but are not limited to, emotion regulation strategies, motivation for change, willingness to work in partnership and an openness and commitment to trying to understand how the child or young person may be different and how this may affect them at school.

Push and pull factors

Risk and resilience factors can also be separated into push and pull factors. EBSA is most likely to occur when the risks overwhelm the resilience, and when the pull factors (that encourage school avoidance) take over the push factors (that encourage school attendance).

Anxiety

EBSA is often associated with feelings of anxiety in children and young people. Think of anxiety as the brain's alarm system being overly sensitive (very sensitive to breaking news). It's constantly guessing that something bad might happen, even when there is no real danger. It's like your body sending a red alert that something is not right (an error), but you're not exactly sure what the problem is. This could make a child or young person feel worried, nervous, or scared more frequently than usual. It's like their brain is seeing shadows in the dark and interpreting them as monsters, even though they are safe in their bedroom.

For children and young people who are going through this, these feelings might be so strong and unpleasant that they start to worry about how to make them less intense. Just like how you might feel nervous before a big test or game, it's normal for everyone to feel anxious or unsure at times. But for children and young people who struggle going to school because of their anxiety or experience of error, these feelings are not just a little bit nervous or unsure - they are very intense and uncomfortable and frequently uncontrollable.

Some children and young people experience such heightened levels of anxiety that it negatively impacts on their ability to attend and cope in school. Children and young people's avoidance of school reflects an attempt to preserve emotional security by shielding themselves from the stress, threats or social isolation they feel at school. Their avoidance may increase the certainty of feeling better away from stress and reduce the uncertainty about dealing with challenges at school. However, it also makes it increasingly difficult to return because it strengthens their beliefs about experiencing unpleasant feelings, which cause much distress and limits the opportunities to gradually overcome their difficulties. Moreover, the social network weakens, the academic gaps grow, and the fear of returning to school takes over. The complex context of school feels less and less safe and predictable as a result.

Anxiety may be the triggering, but also a maintaining factor of EBSA. The greater the avoidance of situations that cause fear or distress, the more difficult it will become to deal with it. With each individual situation, it is therefore crucial for schools and involved agencies to work together with the child or young person and their family and as early as possible to understand why the child or young person is reluctant to attend school. Lincolnshire's Emotional Based School Avoidance (EBSA pathway) enables this to happen.

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Emotional based school avoidance (EBSA) - Lincolnshire County Council

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The four Areas of Need for Children to be assessed

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The four Areas of Need for Children to be assessed

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The process of assessing a child's needs

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The process of assessing a child's needs

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Mrs Roberts is the Designated Safeguarding Lead and Inclusion Lead. She is the heart of Linchfield as she was here as a pupil and now as a member of the Senior Leadership Team. She is situated in our lovely HUB when she isn't with children or parents.

She likes teaching spin classes and spending time with her family and friends in her spare time.

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My Hidden Chimp: From the best-selling author of The Chimp Paradox

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My Hidden Chimp: From the best-selling author of The Chimp Paradox : Peters, Prof Steve: Amazon.co.uk: Books

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With more than 150,000 books sold, this 3rd edition of the Happy Confident Me Daily journal for kids aged 6-10 includes different questions and quotes every day and promotes increased happiness, self-confidence, optimism, growth mindset, resilience and gratitude. it is different from other gratitude journals as kids get a free page each day to give them space to further write doodle or draw, kids get to mention the different feelings they felt each day, and they get a great activity to learn a key character building skill each week.
Developed by Psychotherapist Annabel Rosenhead and Parenting Expert and best-selling Author Nadim Saad, this beautifully illustrated, full colour journal offers children different inspiring quotes and questions every day . It opens up 6 to 10 years olds' abilities to better understand themselves, reflect on the positives each day and find it easier to discuss their feelings and identify their emotions. equip your kids to be stronger, happier and more confident. daily quotes to inspire
In a world where mental health issues among the younger generations are on the rise, this is the first of a series of Happy Confident Me Journals (see more on www.happyconfident.com). These journals take kids on a journey of 10 weeks of journaling, to allow new more positive habits to be formed and better and fun weekly activities , each day your child has four questions to complete about their day.
Packed with this is the only journal of its kind on the market today: YOUR KIDS WILL LEARN

To focus on the positive things they can be grateful for each day

To identify their feelings each day, both positive and negative

To understand themselves better

To develop a greater sense of pride in their actions

PARENTS WILL BENEFIT FROM

Stronger connection with your children thanks to sharing their thoughts and feelings

Being able to discuss feelings with your kids more openly

Helping your kids express themselves more clearly

Finding new ways to motivate your children

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HAPPY CONFIDENT ME Daily Journal - Gratitude and growth mindset journal to boost children's happiness, self-esteem, positive thinking, mindfulness and resilience

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HAPPY CONFIDENT ME Daily Journal - Gratitude and growth mindset journal to boost children's happiness, self-esteem, positive thinking, mindfulness and resilience

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Fun Digital therapy for childhood anxiety

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Fun Digital therapy for childhood anxiety

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A therapeutic digital intervention (game) for childhood anxiety:

For 7-12 year olds (facing difficulties with anxiety)

Therapeutic basis: Psychoeducation and Exposure therapy

Embedded outcome measures

Built in safeguarding & accessibility features

Provides data to Authorised Professionals securely through the VitaMind Hub

Available on Android and iOS

Co-created with young people, guardians, teachers, clinicians, academics, game experts

Points of use:
Lumi Nova does not require constant clinical supervision.
INSTRUCTIONS FOR USE

Lumi Nova: Tales of Courage is a digital therapeutic that helps with the symptoms of worries or anxiety for children aged 7-12 years with mild to moderate needs, helping them learn skills to self-manage their worries/anxiety in an engaging intergalactic adventure game (app).

This app facilitates CBT (including psychoeducation and exposure therapy) recommended as a treatment intervention by NICE Anxiety disorders Quality standard and the Royal Australian and New Zealand College of Psychiatrists clinical practice guidelines for the treatment of anxiety disorders.
Lumi Nova is not intended to be used by:

1. Young people who do not have parental or carer supervision

2. Young people who are currently experiencing suicidal thoughts or are at risk of self harm

3. Young people that have severe anxiety or are in crisis

4. Young people with severe mental health symptoms or diagnoses, who are not supported by a healthcare professional.

READ FULL INSTRUCTIONS FOR USE

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A therapeutic digital intervention (game) for childhood anxiety: For 7-12 year olds (facing difficulties with anxiety) Therapeutic basis: Psychoeducation and Exposure therapy Embedded outcome measures Built in safeguarding & accessibility features Provides data to Authorised Professionals securely through the VitaMind Hub Available on Android and iOS Co-created with young people, guardians, teachers, clinicians, academics, game experts Lumi Nova does not require constant clinical supervision.