6 year old Josie lives with her mum and older sister in Liverpool. Josie’s mum doesn’t work and the family’s finances are strained.
Josie did not have a good bedtime routine, often going to bed late with digital devices to pacify her, which in turn was affecting her sleep patterns and leading to her feeling tired and in a low mood in the mornings. To add to the disruption to her nights sleep, Josie had been sharing her mum’s bed as her room was being decorated. Her tiredness meant that sometimes she would be late for school, or wouldn’t attend at all.
Josie’s school had expressed concerns around possible SEND needs, in particular ADHD, and had started the process for diagnosis but worried about how long it might take. Josie herself complained that she struggled to concentrate when the classroom environment was too loud.
How did School-Home Support help?
School-Home Support practitioner Marta began weekly sessions with Josie at school, giving her some time out to express herself and creating a space to discuss bedtime routines and alternatives to digital games. Marta introduced Josie to new games and activities, and encouraged her to read, practice writing and choose books together. Marta quickly noticed that Josie thrived when she was given a job or activity to do, and so encouraged her to take responsibility in their sessions.
Marta also began messaging Josie’s mum each morning to check that Josie is up and getting ready for school, which Josie’s mum expressed helped to keep her focused on their morning routine, and became something that Josie herself was looking out for. At home, Josie is now back in her own room and is taking pride in her own space, tidying her room of her own accord and enjoying spending time there.
At school, staff have arranged for Josie to wear ear defenders to help her concentrate in class. After a trip to the opticians it was identified that Josie is short-sighted and has astigmatism. Marta is monitoring this situation in school and ensuring Josie’s mum is kept informed. Marta also worked with Josie’s mum to identify out of school activities that Josie might enjoy, and she is now attending karate, gym for kids and drama classes.
Marta has reflected that Josie’s mum is now confident in taking on her suggestions and implementing a healthy bedtime routine. Regular home visits are continuing to ensure that Josie’s mum continues to feel supported, and has the time to discuss any concerns with Marta.
After a few months of support, Josie’s school attendance has increased to 86%, and she is on track to continue improving.
