White Gold were asked to work with a young person, who had not been in education for over 18 months.  This was because the child’s behaviour was so unacceptable, that the school could not deal with him if he were to attend.  The objectives set was to work with the young person, to first get them to deal with their issues.  Once this was achieved, to get them back into full time education.

A White Gold worker first contacted the parents and spoke with them to arrange an initial visit. This was set to take place at the parents’ home, with both them and the young person.  This first meeting is always so important. It sets the tone for the way in which the work would proceed.

The first thing was to establish a mutual respect and understanding, between the young person and the worker.  It was also vital that a positive relationship and understanding, was at the same time, set with the parents. These two key factors set the basis for the work to develop.  The first meeting went well.  The young person engaged positively, and was very receptive to the approach that was outlined.  The parents were also fully committed.  In fact, they proved to be totally supportive, throughout the whole of the time that White Gold worked with the young person.

The worker discussed with the young person, areas of interest that he liked to do.  In this case two main activities were identified.  Going trampolining, and visiting soft play areas.  As time progressed, these activities were used to place the young person in situations where they had to interact, share, and engage with other young people, and adults.  The aim was to get them to both appreciate others, and to enable them to benefit from a variety of different age groups, both children and adults.  During the sessions, the White Gold worker would intercede, and use opportunities to go through any behaviours, both appropriate and inappropriate.  This was to enable the young person to learn from their experiences.  As time went on, there were occasions when the young person didn’t get things right.  These were used, because a great deal can be learnt from making a mistake, and being shown options to put it right.  An additional benefit of these sessions, was that the young person was taking exercise.  The endorphins released when this happens were a benefit to him.

In addition to talking things through at the activities, the worker used the valuable time when he was alone with the young person in the car travelling.  On these occasions, the young person is a captive audience, and a great deal of positive conversation was possible.

Over a period of about a term and a half the young person made significant progress.  He was able to interact, socialise, and not get frustrated and angry, in potentially stressful challenging situations. At the end of the summer term a place was found for the young person for the September.  At this point it was extremely important to plan and execute an exit strategy.  This was for the worker to gradually prepare the young person both to attend school, and to move on from working with White Gold.  This is so vital because it mitigates, as far as is possible, the likelihood of setting the young person up to fail when they start school.

To conclude, the young person started school, on a part time basis at first.  Soon both he, and his parents, were keen that he went full time.  This went well.  Now the young person is attending full time, enjoying being back in education, and even talking about secondary school possibilities, which will be in a couple of years’ time.