Shefford Lower School

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Welcome To The Orchard

The Orchard SEMH (Social, Emotional, Mental Health) ARP is an additional resource provision that is part of the SEND offer at Shefford Lower School. It has space for up to 8 pupils currently at any one time and provides extra support for children that find mainstream classrooms a challenging environment. The caring, nurturing environment is set up to support children with SEMH needs through a nurturing, creative, personalised and connected curriculum.

ARP (ID 1124)

 

Pupils have EHC Plans stating their primary (main) needs are -

  • Social, Emotional, and Mental Health (SEMH) Needs

Pupils may also have the following secondary (other) needs -

  • Cognition and Learning Needs:

i.e. Moderate Learning Disabilities (MLD)

  • Communication and Interaction Needs:

i.e. Autistic Spectrum Disorder (ASD)

All pupils have an Education, Health, and Care (EHC) Plan. The Local Authority will need to have identified their needs as requiring placement at The Orchard before a place can be considered.

 Curriculum Map 

Forage and Flourish Holistic Therapy

This is an in-house holistic therapy created to support children's SEMH needs

Rationale.

Children aged 6–9 with Social, Emotional and Mental Health (SEMH) and Special Educational Needs and Disabilities (SEND) often experience heightened anxiety around transitions, challenges with emotional regulation, and difficulties forming and repairing friendships. Outdoor, nature-based learning provides:

  • Reduced sensory overload compared to indoor spaces

  • Natural opportunities for co-regulation and movement

  • Concrete, hands-on experiences that support executive functioning

  • Built-in calming inputs (fresh air, rhythm, repetitive tasks)

This programme intentionally:

  • Teaches micro-transition strategies (moving between tasks)
  • Supports major transitions (arrival/departure routines)
  • Builds friendship repair language
  • Develops emotional regulation toolkits
  • Encourages paired cooperative work
  • Uses predictable session structure

The woodland/garden context supports regulation through sensory grounding while building practical skills and confidence.

 Consistent Session Structure (used weekly)

1.   Predictable arrival routine

2.  Emotional check-in

3.  Paired practical activity

4.  Movement/regulation break

5.  Build/grow/create task

6.  Reflection & calm ending routine

 

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