Each pupil has an individual plan based upon their assessed strengths and needs.

The programme may support pupils to develop:

• emotional awareness and vocabulary;

• co-regulation and increasing self-regulation;

• confidence and self-esteem;

• trust in adults;

• positive relationships with peers;

• communication and listening;

• turn-taking and cooperation;

• resilience and willingness to attempt learning;

• attention and engagement;

• problem-solving and conflict resolution;

• organisation and executive functioning;

• sensory awareness and regulation;

• independence;

• successful management of transitions; and

• a positive sense of themselves as a learner.

Academic learning remains important. Activities are carefully matched to pupils’ developmental and educational needs so that social and emotional support strengthens, rather than replaces, their education.

The structure of the programme is predictable and carefully planned. Depending upon the pupils’ needs, sessions may include:

• a consistent welcome and emotional check-in;

• review of the visual timetable;

• communication and emotional-literacy work;

• structured curriculum learning;

• practical or creative activities;

• games which develop cooperation and turn-taking;

• opportunities to practise asking for help;

• supported problem-solving;

• movement or sensory-regulation activities;

• shared social experiences;

• reflection and celebration; and

• careful preparation for returning to the mainstream classroom.

Practitioners model calm communication, clear boundaries, repair and positive relationships throughout the day.

SHINE is intended for pupils with an identified social, emotional or developmental barrier which is significantly affecting their ability to participate and succeed within their mainstream class.

A referral may be considered where a pupil is experiencing persistent difficulty with areas such as:

• emotional regulation;

• anxiety or emotional distress;

• trust and relationships;

• social communication;

• engagement with learning;

• transitions or changes in routine;

• resilience and confidence;

• managing conflict;

• behaviour which indicates an unmet social or emotional need; or

• returning successfully following a period of absence or disruption.

A diagnosis is not required. Equally, a diagnosis, SEND status, Pupil Premium eligibility or a pattern of difficult behaviour does not automatically result in a SHINE placement.

The deciding question is whether the pupil’s assessed needs are likely to be met effectively through this particular nurture intervention.

Referral and entry criteria

Pupils do not enter SHINE through an informal decision or as an immediate response to an incident.

The referral process includes:

1. identification of the concern by staff, the child or their family;

2. discussion with the class teacher and relevant leaders;

3. review of the support already provided;

4. consideration of attendance, learning, behaviour and pastoral information;

5. observation of the pupil across appropriate settings;

6. consideration of possible SEND, communication, sensory or safeguarding needs;

7. completion of an appropriate social and emotional baseline, including the Boxall Profile®;

8. consultation with the pupil and their parent or carer; and

9. a leadership decision about whether SHINE is the most appropriate next step.

For entry to be agreed:

• there must be a clearly identified barrier affecting learning or participation;

• universal classroom and pastoral approaches must have been considered;

• there must be evidence that a structured nurture intervention is appropriate;

• clear and achievable intended outcomes must be identified;

• the pupil must be able to participate safely and meaningfully;

• family views must have been considered; and

• a proposed timetable, review date and reintegration pathway must be established.

Places are allocated according to assessed need and the suitability of the intervention. A referral does not automatically result in admission.

The Boxall Profile®

The Boxall Profile® is an assessment tool used to develop a clearer understanding of a pupil’s social and emotional strengths and developmental needs.

At Waterloo, it helps us:

• establish a baseline;

• identify specific areas for development;

• set focused individual outcomes;

• plan appropriate activities and adult responses;

• review progress during the intervention; and

• compare entry and exit information.

The Boxall Profile® is considered alongside professional observation, attendance and behaviour information, classroom engagement, pupil voice and family feedback. It is not used in isolation to make decisions.

A time-limited intervention

SHINE is not an open-ended placement.

A placement will normally last for a planned period of approximately 8 to 12 weeks, depending upon the pupil’s assessed needs and progress.

Each pupil will have:

• a clear start date;

• individual intended outcomes;

• an agreed programme and timetable;

• a formal six-week impact review;

• planned opportunities for mainstream participation;

• identified exit criteria; and

• a reintegration plan.

A pupil may be ready to leave earlier than originally anticipated. Where further time is being considered, this must follow a formal review and a clear decision that a short extension remains appropriate.

Children should not remain in SHINE because it has become familiar or because the next step has not been planned.

Remaining part of the mainstream class

Pupils attending SHINE remain members of their mainstream class. The class teacher continues to hold responsibility for their education, progress and wellbeing.

During the intervention, pupils retain meaningful links with:

• their class teacher;

• classmates and friendships;

• appropriate curriculum learning;

• assemblies and celebrations;

• clubs and enrichment;

• educational visits; and

• the wider life of Waterloo.

The balance between SHINE and mainstream learning is individually planned. As regulation, confidence and independence develop, pupils should spend increasing and increasingly successful periods within their mainstream class.

Strategies that work well in SHINE are shared with classroom staff so that pupils experience consistent adult responses across school.

Reintegration begins at entry

SHINE is designed with successful reintegration in mind from the beginning.

A reintegration plan will consider:

• which lessons, activities and routines the pupil currently manages successfully;

• the situations which remain difficult;

• the strategies and adaptations required;

• how time in the mainstream class will increase;

• which adult will support important transitions;

• how progress will be reviewed; and

• how the pupil’s views will shape the plan.

Reintegration is gradual and purposeful. It is not a test which a child passes or fails.

If a difficulty occurs, adults consider what needs to be adjusted rather than automatically returning the pupil to an earlier stage.

Exit criteria

A pupil may be ready to complete the programme when evidence shows sufficient progress against their individual outcomes.

This may include:

• improved emotional awareness and regulation;

• increased classroom engagement;

• greater confidence and independence;

• more successful relationships;

• improved management of transitions;

• reduced reliance upon intensive adult support;

• improved attendance or readiness to attend;

• successful participation within mainstream learning;

• progress shown through the Boxall Profile®; and

• positive pupil, parent and staff feedback.

Exit does not require every difficulty to have disappeared. It means that the pupil can increasingly use their skills and support successfully within their mainstream class.

If SHINE has not had the intended impact, the school will reconsider the identified barriers and decide whether assessment, adaptation or a different form of support is needed.

Support following exit

Completion of SHINE does not mean that support ends suddenly.

The pupil’s transition back into their mainstream timetable will be planned and monitored. This may include:

• continued use of successful classroom strategies;

• check-ins with a trusted adult;

• communication between practitioners and the class teacher;

• support around known transitions;

• continued pastoral or SEND provision where appropriate;

• pupil and family feedback; and

• follow-up review of progress.

The aim is for the pupil to sustain and generalise the skills developed through SHINE across lessons, relationships and wider school life.

Working with families

Parents and carers are important partners in the programme.

Before entry, we will explain:

• why SHINE is being considered;

• what assessment information indicates;

• the intended outcomes;

• the proposed timetable and duration;

• how mainstream learning will be maintained;

• how progress will be reviewed; and

• what successful exit may look like.

Families will be invited to share information about their child’s strengths, experiences, routines and needs. They will receive updates and contribute to formal reviews.

Where helpful, practitioners may also share approaches which families can use at home to support emotional language, routines, regulation and transitions.

What SHINE is not

The SHINE Programme is not:

• a punishment or consequence;

• a behaviour-removal room;

• a permanent class;

• an alternative provision placement;

• a specialist SEND class;

• a placement awarded because of a diagnosis;

• a substitute for safeguarding action;

• clinical mental-health treatment or therapy; or

• a way of lowering academic or behavioural expectations.

It is a targeted nurture intervention intended to remove barriers and support successful inclusion.

How is the programme evaluated?

Leaders evaluate both individual progress and the overall impact of the programme.

This includes reviewing:

• Boxall Profile® entry, review and exit information;

• progress against individual outcomes;

• attendance and punctuality;

• behaviour and regulation patterns;

• engagement with learning;

• time spent successfully within mainstream lessons;

• relationships and social participation;

• pupil, family and staff feedback; and

• the success of reintegration.

This evidence is used to improve the programme and ensure that places remain purposeful, accountable and focused upon successful outcomes.

Who leads the SHINE Programme?

The programme is delivered by Waterloo’s trained SHINE practitioners.

Leadership oversight is provided by:

Mrs Ruth Jones
Assistant Headteacher for Inclusion

Mrs Sarah Maciver
Deputy Headteacher