Beech Lodge School Case Studies
Here is a brief overview of some of the SMART targets and objectives have been used at Beech Lodge School during the 2018-2019 academic year
Student A joined Beech Lodge School in September 2018. After having 6 weeks to settle into school life, his class teacher set him a SMART goal in accordance with his Fagus profile:
Area of need:
To reduce the occurrence of frustration/anger outbursts when coping with game rules
Student A doesn’t slam fists or shout when a game rule goes against his wishes 50% of the time
Adults to model appropriate reactions to rules and losing. Verbal reminders from adults that shouting or fist slamming is not appropriate. Adults to acknowledge that losing can be frustrating but there are ways to cope with it.
PSHE and social skills sessions are also focused on this area.
Concentrate on this skill in particular 'Zones of Regulation' sessions by OT professional.
Regulation gauge on his desk to encourage non-verbal communication of internal feelings.
Student A made significant progress with this target through adult modelling and reminders during boards games. He has begun to ask to stop playing when he can see he is getting frustrated. For him to be able to recognise this emotion in himself is a giant leap in the right direction for him.
Through enabling Student A to identify when he is becoming upset and encouraging him to make these choices, the impact this will have on both his home and school experience is huge. He has already begun to form stronger friendships with his peers as a result. Although this goal has been achieved and exceeded expectations, class teachers and teaching assistants continued to build upon this with student A throughout the year.
Student B has very low self-esteem which has substantial effect on many other areas of both his learning and his peer relationships. His class teacher decided to set him a SMART target to focus on building his self-esteem back up in a slow and manageable way.
Area of need:
Student B to identify and express one positive aspect of his work
Student B will identify one positive thing about his work (food, maths etc.) in a one-to-one session with his key worker by Easter
Through encouraged peer review in Food Technology once a week Student B may begin to positively reflect on work whether it’s his own or others.
Key-Worker 1:1 slot 5 times per week to check in.
Whole class to be taught effective ways to peer review during afternoon form time.
Student B has been able to identify positive aspects of his week with his key worker during their time together in a 1:1 setting through adult modelling and encouragement from staff. Although this target has been achieved, this is an area that Student B still finds extremely difficult. With continued support and reassurance from staff we hope that this will eventually become more natural for him and slowly he may begin to recognise what he has achieved and enjoyed however, we understand how big this task is for Student B.