How to choose the right OCEM programme for an SEMH child
One size doesn’t fit all in SEMH education.
Every student has a unique set of triggers, challenges, strengths and educational needs. Our programmes are tailored to support their every need.
While our programmes are stand-alone, our approach is incredibly flexible and most children experience a mix of them during their OCEM journey.
Here’s how we work with local authorities and families to achieve rewarding results, time and time again.
Collaborating to begin an OCEM journey
The more we know about a child, the better.
Firstly, we pinpoint the student’s experiences, additional needs, triggers and gaps in education. Understanding their strongest presenting struggles and how their anxieties show up in their behaviour is an essential starting point.
How do we get this information? Medical records, other professionals, but more importantly, the parents and carers and the child themselves. Their perspectives are the key to understanding the child’s experiences and what support they require.
We then listen to the local authority to tell us the desired outcome for the child—usually, it’s to increase attendance and improve behaviour.
After these conversations, the right programme will almost suggest itself—bridging the gap between families who often feel unsupported and the local authority’s requirements.
How our support evolves along the way
Working with SEMH children means we’re prepared for their needs to change in the blink of an eye.
Take, for instance, an autistic child from a troubled home who's been receiving one-on-one tuition for three months. If something upsetting happens at home and they no longer feel safe with another adult around, we switch to online learning. We'll continue this way until things at home are stable and the child feels comfortable having us back.
It could develop the opposite way. Maybe a child with severe anxiety is ready to go from 1:1 face-to-face tuition to working from OCEM hubs—weaving in group learning and preparing to integrate back into a school environment.
Either way, one thing stays the same. Our commitment to their mental and emotional wellbeing. Even though we have distinct programmes, most students get a flavour of them all because that might be the right approach for them. That’s the power of OCEM education.
We hold regular review meetings with everyone involved—sharing updates on attendance, engagement, progress and next steps. This ensures that parents, carers and students all have a say in shaping the support plan. We can also bring in support from CAMHS, Speech and Language Therapy and Educational Psychology Services to support our work.
Here’s how it can look in action...
Charlie’s OCEM story
We started tutoring 11-year-old Charlie* via online learning. Let’s just say he didn’t adapt to that programme, putting his device on mute and swearing at his mum when she tried to steer him away from online gaming to join the video call.
We decided to try 1:1 face-to-face tuition. Charlie was used to being left to his own devices, so having our undivided time and attention made a drastic difference and his behaviour improved.
After 6 weeks of 1:1 sessions at home, we brought Charlie to group learning sessions. At first, we were unsure how he’d settle in this environment due to his complex needs. He ended up enjoying learning alongside his peers, and it became the most effective method for him. After another half term in group learning, his mum told us, “Charlie is so much happier and helpful at home”.
With our ongoing support and dedication to understanding Charlie’s needs, he went from a complete shutdown to going back to school! This progress met Charlie's needs and supported his mother, who cares full-time for Charlie's disabled sibling. It also satisfied the local authority's desire to improve his school attendance.
*Name and age changed for privacy and safeguarding
Help us expand our impact
A blended approach is key to supporting SEMH children. We work hand-in-hand with educators, families and local authorities to put each child's unique needs first. It's a journey we go on as a collective.
We currently operate in London, Essex and Reading—but we’re actively expanding. It would greatly help us (and your community!) if you talk about us to your local school or council.
Share our story and help us bring our approach to even more communities.