Early experiences

Ruby* joined us with a complex background. She had been a looked after child and under a Special Guardianship Order since the age of two. Prior to joining, she attended a mainstream primary school where she found it difficult to engage with a modified Key Stage 2 curriculum and struggled to manage friendships.

Ruby has a diagnosis of Autism Spectrum Disorder (ASD) and ADHD, with her primary area of need identified as social, emotional and mental health (SEMH).

Her previous school experience left her feeling misunderstood and unsupported. Although she wanted to attend school, she often felt let down, which impacted her confidence, relationships and ability to engage with learning.

Settling in

When Ruby first joined the school, she presented with heightened and dysregulated behaviours.

To support her transition, the team focused on creating a safe, consistent and understanding environment. Our in-house clinical team provided speech and language therapy, wellbeing sessions, and therapeutic support.

Building strong, trusting relationships with staff became a key priority. Ruby was supported through movement breaks, opportunities to talk when overwhelmed, and consistent reassurance from familiar adults.

Understanding needs and providing support

Ruby experienced challenges with sensory dysregulation, anxiety around transitions, and changes in routine.

The team implemented strategies including visual timetables, structured routines, advance notice of changes, and access to trusted adults. These approaches helped Ruby feel more secure and better able to regulate her emotions.

Growth and achievements

Ruby has made significant progress both academically and personally. She is now more engaged in her learning and can identify her needs and seek support. She has taken on a peer mentoring role, supporting younger students and acting as a role model.

Her achievements include sitting mock exams, developing self-care routines, and communicating her needs more effectively. Ruby has developed an interest in hair and beauty and is accessing specialist sessions. This is being used to support her motivation and future planning.

Looking ahead

Ruby would like to pursue a career in hairdressing. She has chosen to remain in school for an additional year to build her confidence, independence, and qualifications before moving on to college. The school is supporting her through life skills development, community engagement, and preparation for further education.

A bright future

Through consistent therapeutic support and strong relationships, Ruby has developed confidence and resilience. She continues to grow into a young person with clear goals and strong potential.

“Ruby is an incredible young woman and self-described ‘queen’. She has such an amazing, bright personality and is incredibly kind. I really admire her curiosity and her ability to chat with everyone.”

 

*We have changed the name to protect the young person’s identity.