What is Case Management?
Case Management is available to schools that have an individual Service child or a very small number of Service children with a specific need related to the impact of their Armed Forces lifestyle. Case Management is a short-term intervention, managed by the SSCE Cymru team, working with schools and local authorities (LA) to identify support that could be accessed to overcome the challenges that the individual child or small groups of Service children may be facing.
Case Management can be accessed by schools who have Service child(ren) who fall under this Welsh Government definition:
A ‘Service child’ has parent(s) or person(s) exercising parental responsibility who is/are Service personnel serving:
Please contact SSCECymru@wlga.gov.uk if you have a Service child(ren) who fall(s) outside of this definition.
The Armed Forces lifestyle can have an academic, social and emotional impact on Service children. These experiences include (but are not limited to) mobility, separation, parental deployment and parental transition. Issues may subsequently arise that require support outside of the capacity of the school and/or local authority. Please see some Case Management examples below.
SSCE Cymru will case manage this support – coordinating interventions, monitoring progress, and measuring the impact with each school. SSCE Cymru may be able to access funding to support these interventions when required. The Case Management support from SSCE Cymru is available for schools to access at any point of the year.
If your school has an individual child or a very small number of Service children who you think may require this support, please contact SSCECymru@wlga.gov.uk to discuss the Case Management process further.
Please also see our Case Management School Guidance document below for further information about the Case Management process.
Service child background: Siblings experiencing the impact of PTSD; the emotional impact of witnessing the effects of PTSD on the parent and the impact this has on the parent engaging with the pupil and supporting them educationally. This has led to pupils experiencing difficulties with accessing learning.
Awarded: £720
Intervention: Release a member of staff to deliver a variety of support programmes targeting, literacy, numeracy, confidence and emotional wellbeing.
Impact: Both children have benefited both academically and socially from the support they have received. The children have felt secure and supported in the knowledge that they have a trusted adult they can speak to at school. They are far more confident and engaged with their learning and enjoy school.
Service child background: Attachment and emotional regulation difficulties linked to separation from serving parents. Before beginning the intervention the pupil struggled to regulate their emotions, particularly following school drop off and separation and during times of change. This would lead to aggressive outbursts followed by feelings of shame and low mood.
Awarded: £420
Intervention: Release an ELSA trained member of staff, with whom the pupil had built a positive rapport, to deliver emotional literacy and positive play intervention to support emotional, social and mental wellbeing and develop strategies to support regulation.
Impact: Emotional literacy sessions allowed opportunities to discuss feelings, emotions, strategies to deal with anger and develop pupil's self-esteem. It became easier to identify potential triggers and implement support before incidents. Pupil has positive strategies in place.
Service child background: Has experienced high mobility, is an EAL pupil, and joined the school during lockdown. Before beginning the intervention, the pupil was extremely shy, uncomfortable when communicating with his peers and teachers, and disengaged from most lessons in school.
Awarded: £500
Intervention: Release a member of staff, with whom the pupil had built a positive rapport, to deliver interventions that aimed to improve the pupil's confidence, communication and wellbeing in school.
Impact: After several weeks of support, the pupil was noticeably more engaged with their learning and peers, and grew the confidence to partake in a PE lesson for the first time since joining the school.
Service child background: Following the deployment of the pupils father the pupil initially experienced attachment difficulties and struggled managing their emotions.
Awarded: £750
Intervention: Release a member of staff to emotional literacy sessions to support the pupil at this time.
Impact: The pupil was able to build a successful relationship with the allocated member of staff so they had a go to person to support in school. Strategies were identified to support emotional management and communication with the deployed parent.
It's ok talking over skype and that but sometimes you just want a hug when Dad is away.
"Gynted ag ydych yn dod i arfer i dŷ, rydych yn cael eich symud – rwyf wedi bod mewn pedair ysgol ac wedi symud chwech gwaith."
Aiden
"Roeddwn i’n byw yn Nepal, yna aethom i Brunei, yna Malaysia."
Ashim
"Drwy fy llygaid i mae gennych gannoedd o ffrindiau mewn llefydd gwahanol."
Chloe
"Dwi di arfer symud rŵan a chymysgu gyda’r plant... Dwi di neud o gymaint o weithiau mae’n rhywbeth arferol rŵan."
Chloe
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