Newhaven Student Case Studies
Morgan Linehan: King’s Park
GCSE English: 4
Functional Skills Maths: Entry Level
GCSE Art: 4
BTEC Science: Level 2 Pass
Morgan didn’t feel ready to go to college and wanted to gain the skills to support her in areas she felt she struggled in in order to gain employment.
Morgan joined the Supported Internship Programme at Queen Elizabeth Hospital where she was able to practice different skills in a range of different work placements; Reception, data entry, supporting the set up equipment on the cancer ward, working in the canteen.
After gaining these skills, building her confidence, continuing her Maths and Employability studies, Morgan completed the course and managed to find herself employment within Marks & Spencer’s in a job role that was right for her and offered the support she felt she needed.
Denim Hutchinson: Gardens
GCSE English: 2
GCSE Maths: 3
GCSE Science: 2 2
Food Level: 2
BTEC Sport: Level 2
Denim wanted an apprenticeship at AHOY following a really successful year there. There were no apprenticeships available when he left so he went to Shooters Hill College to study multi-trades to gain some transferable skills. When the next round of apprenticeships at AHOY opened Paige contacted Denim and he applied. He attended a sign up day at The Oval and was successful as they were impressed that he had continued building on his skills at college.
He is now on an apprenticeship, continuing to further his English and Maths and gaining a Level 2 qualification in Activity Leadership.
Josef Miskuf: NEST Outreach
GCSE English: 7
GCSE English Literature: 5
GCSE Maths: 5
GCSE Science: 5 5
Jozef was able to be a part of a Y11 NEST group from home via FaceTime despite the challenges he faced being tetraplegic.
Following Newhaven Jozef went on to study A-Levels at Thomas Tallis and then continued these studies at home once Covid-19 hit.
Jozef has just finished studying a degree at University.
Adesuwa Omonkhua: NEST
GCSE English: 5
GCSE Maths: 4
GCSE Science: 3
Adesuwa was a talented artist and had clear career goals wanting to get in to animation but really struggled with attendance and anxiety.
After a lot of research, the course that she really wanted to study was at a specialist college called Access Creative College in Whitechapel, East London.
After support to visit the college, make an application, practice the route and have support at her interview, Adesuwa has successfully transition to this college to study Animation and Visual Effects and is doing really well!
Demi-Lea Pentland: Gardens
GCSE English: 3
GCSE Maths: 2
GCSE Art: 6
Demi was keen to study animals and wants to become a Veterinary Assistant in the future. Unfortunately, the course that she wanted to study was not being offered at a local college and was only offered at Hadlow College in Tonbridge, which is an hour away in the countryside.
Demi applied for a residential placement meaning that she could live on site and had to attend a practice sleepover in the Summer to secure a place.
Demi was successful and is now studying the course she wanted and is living on site.
Case Study: I
Background
Student I came to Newhaven Assessment Center in year 7 on readiness for mainstream placement from their mainstream school. Their behaviour in the mainstream had become challenging with a sudden onset of problems beginning in November of year 7, this included difficulties transitioning from activities, hyper-reactivity when told she was unable to do things, defiance when following school rules, and difficulties managing the day-to-day school experiences successfully. Student I identified that they wanted to do ‘gooder’ but wasn’t sure how she could change to do so.
Trust
Student I attended the admissions meeting and was given time to meet the AC team to build relationships with staff. They were quick to trust students and would follow anti-social behaviour in school which then filtered outside of school. It took time to develop adult relationships to support Student I in understanding ways of managing friendships. Student I started defensive and guarded when being spoken to, however, this slowly changed as staff built positive relationships through using trauma-informed approaches. Parents expressed how happy they were with Student I’s behaviour at school and home during the transition meeting back to Mainstream. Student I felt listened to when they said they could not return to their original mainstream school and we supported them with a managed move.
Restore
Student I was given additional time and space through pastoral check-ins. They were given space to reflect on any incidents that had occurred and how they could have gone better. Student I had a range of assessments and Interventions to build a bank of strategies for staff to use to support them in lessons and when communicating outside of the classroom. Student I was successful in their transition to their Managed Move school.
Achieve
Student I’s attendance began at 33% and through trust and feeling safe their attendance rose to 97% and attended classes when in. Student I’s attendance to lessons meant they were able to progress in English, Maths, Science, and PE which supported their transition back into Mainstream classes. Student I have completed the Managed Move transition and is remaining in their new school. We are pleased to see the progress Student I has made and believe they will be very successful in their future career.
Parents were incredibly grateful for the support of Newhaven.
Case Study: W
Background
Student W came to NEST in year 8 after missing a significant spell of school due to bullying impacting on their mood. They are autistic and were referred with anxiety, emotional dysregulation, sensory processing needs and dyslexia. They reported that they refused to go to school as they had gone to ‘a very dark place’ after getting ‘bullied by their whole class.’
Trust
When asked what was different about Newhaven, W said that at their first meeting, ‘I told the pastoral manager Gill my story and she said ‘I’m sorry, that sounds really hard.’ W said they appreciated the peaceful atmosphere and the expertise of staff in autism and mental health. Staff spent significant time explaining things that worry W. This work built trust and reduced W’s anxiety significantly.
Restore
W was given time to talk when they needed it about worries and difficulties with relationships with other students and is now comfortable with their peers. Programmes to support this included weekly mentoring and pastoral support. W is currently doing work experience as a TA in the NEST part of the school.
Achieve
W is happy at school and says that ‘learning is fun’. They have achieved level 2 qualifications in English, Maths, EPQ, and ASDAN amongst others and are now studying level 3 EPQ and Arts Award to support their application to do a Foundation degree in Film Studies. They say the best things about school have been the calm atmosphere, the skill of the staff, the weekly reward certificates and mentoring sessions and the 1 to 1 literacy interventions.
Their parents’ say W’s six years at Newhaven have literally changed their life… from a school refuser to a motivated learner, they have grown into a caring, confident and resilient young person. Staff delight in their achievements and approach students in a calm, gentle but challenging way. W’s future feels more positive as they are leaving with numerous qualifications (having been too anxious to even sit an exam when they arrived at Newhaven). Their ability to face the challenges of adult life seem more possible after their time at Newhaven.
Case Study: Y
Background
Y came to Newhaven Gardens in July 2021, year 9, having been excluded from mainstream school for extremely challenging behaviour. She had a diagnosis of ADHD and ASD prior to arrival at Newhaven.
Trust
Student Y was supported by CAMHS, Social Services & YOS at different times throughout her time at Newhaven, as she sometimes displayed very risky behaviours both in school and the wider community. Her average attendance was 67%. Y spent some time in Engage when she was struggling to meet expectations at the Gardens campus. Y built key relationships with pastoral staff in Gardens and Engage, working alongside other professionals to help her build her attendance and engagement .
Restore
Working alongside key adults, Y was able to complete person centered planning, telling staff she was keen to become a vet or work with animals in another capacity. She was supported in small group visits to local colleges which, unfortunately, were not offering animal studies at her level. She engaged in several career guidance interventions to explore other routes, and Animal Studies at Hadlow college in Tonbridge was Y’’s preferred choice. Y was supported to achieve the required academic levels for the course. She was given a bespoke timetable, as well as targeted pastoral support to attend school and reduce risky behaviours. Working closely with the family was key to this process. Y was also supported to apply for a residential place, which entailed a rigorous handover with Hadlow to ensure they fully understood Y’s needs and necessary safeguarding.
Achieve
Y has now successfully moved to live full time on site at Hadlow Tonbridge and is on track for her chosen career path. She is doing well and managing living independently. Mum told us, “She is doing really well and is managing her anxiety much better. The college say she is one of their best students and they are looking to fast-track her onto the next level. We are all really proud of her.”
