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Esland Group

Life in our day schools - David's story

Broken relationships 

David* came to us after his relationship with his grandparents, who he lived with, broke down, and he decided to go into care. David’s main challenges were internet safety, socialising and managing his emotional behaviour. After confirmation from his social workers, he came to live in one of our homes and began his education at Esland Grantham School. 

Integrated care and education  

Before he moved into the home, he met with the Home Manager to talk through any concerns and learn more about where he would be living. He loved the fact he could choose his bedroom décor and make the space a place to call his own. 

David started at Esland Grantham School immediately, and from the beginning, there was ongoing communication between the school and his home. 

This included daily emails between the two, giving each other feedback on David’s progress. His headteacher arranged for him to have a psychometric test at home to help provide statements for an EHCP (Education, Health, and Care Plan). 

Child centric approach 

The school focused on David’s needs to help identify and build on his strengths. They developed his social skills and helped him understand relatable consequences. 

His lessons were taken in small groups, and the school provided a consistent, respectful, and direct teaching approach to push David and help him achieve more from his learning. 

“Maths used to be really bad for me. Now I really enjoy it! I need to be taught in a direct way that pushes me to work harder, and this has happened here. I’m never left behind in class, they’ll always wait to make sure I catch up, so I know what I’m doing. It’s made a huge difference to how I feel.” 

Quote from David 
Found his voice  

Since arriving at Esland Grantham school, David has become an advocate for the need to drive equality and understanding for all students. He’s been on the school council for a year, where he’s been vocal about the areas where he feels improvements can be made. 

He pushed for the school to have a uniform based on his belief that this would help give a sense of unity and equality within the school community and create less hostility within friendship groups. In his own words, he suggested that when a student wears the uniform, it will help them think, “Look at us. We’re Esland. Embrace it!” 

His social skills have also improved, and he can manage his behaviours better now. 

The future  

In the long term, David dreams of being a paramedic or a train driver. In the short term though, he’s currently considering his move to semi-independence and looking at ways he can continue to manage his risks.  

He wants to go to college to help push himself forward academically and help achieve his future career goals.  

 

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