Our Early Intervention Approach 

Minerva May School adopts 'Trauma-Informed' and ‘PACE’ approach to foster and reinforce positive behaviours. This strategy prioritises early intervention, establishing an environment that nurtures desirable behaviours and discourages negative ones.  

This is achieved through various measures that are directly linked to our school values: 

Collaboration:  

  • Offering integrated support for behaviour management, safeguarding, and special educational needs and disabilities (SEND). 

  • Conducting end-of-day phone calls from our Learning and Pastoral Leads (LPL) or Learning and Pastoral Supports (LPS) 

  • Cultivating a culture of listening, learning, and collaboration under the leadership of the Head 

  • Providing family support through our dedicated Learning and Pastoral Leads 

  • Assisting with induction processes, including collaborating with parents/carers on behavioural expectations and conducting risk assessments. 

 Aspiration: 

  • Supporting and setting targets for improving attendance. 

  • Keeping average class sizes small, with a teaching assistant in each class. 

  • Carefully forming class groups based on academic, age, and social development criteria. 

  • Having a team of senior staff members with long-term dedication and aspiration for the school. 

  • Conducting regular reviews of Education, Health, and Care Plans (EHCP) and Individual Education Plans (IEP) towards progress and achievement 

 Resilience:  

  • Maintaining a high staffing-to-pupil ratio during break and lunchtimes by way of supporting students to manage the demands of the school day 

  • Delivering tailored inductions for every student. 

  • Offering in-class support to minimise any aversions to learning and education 

  • Providing individual literacy support. 

  • Providing twice daily pastoral and mentoring sessions for all students by way of building resilience  

 Empowerment: 

  • Implementing proactive curriculum pathways for students aged 14-19. 

  • Conducting staff training sessions focused on meeting the needs of students with SEND, Autism Spectrum Disorder/Attention Deficit Hyperactivity Disorder and Mental Health.  

  • Recognising academic effort, good behaviour, and adherence to uniform standards through weekly praise and monetary rewards. 

  • Hosting biannual award ceremonies to celebrate achievements, including awards for new students and most improved students. 

  • Issuing weekly academic and behaviour report sheets.