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Inclusion at Whitley Academy
www.whitleyabbey.com

The Base provides all kinds of support for Whitley Students and their parents. We are a team of mentors,
learning support case workers, counsellors, teaching assistants, youth workers and home/school liaison
officers.
We work with a rage of students with a range of needs with the aim to enable and empower them to be the
best that they can be.
Everyone at some point may need a bit of extra support and at The Base we aim to provide that personalised
support. The Inclusion Team are made up of non teaching staff allowing us to deal with concerns and
problems quickly and efficiently. We use preventative measures and early interventions to promote good
mental health, emotional well being and a positive attitude so that students achieve their full potential.
The following groups run over a 6 week period:
Anger management
Motivation - raising attitude to learning
Social Skills
Healthy Well being
Attendance Support
Appropriate Behaviour
Raising Self Esteem
Staying Safe
Transition
1-1 work will vary in content but be based around motivational coaching. We also have a dedicated team of
volunteer counsellors.
At present the following people take up these positions:
Susie Elton
Inclusion Coordinator
Sally Allen
Inclusion Coordinator
Helen Trivedi
Home/School Liaison Officer
Alex Buff
Learning Mentor
Julie Parsons
Teaching Assistant
Kane Hudson Case Worker Year 7
Helen Stanbrook Case Worker Year 8
Paul Rule Case Worker Year 9
Tracey Wheatley
Case Worker KS4 (Years 10 &11)
Nigel Moore
Youth Worker
Marie McCauley
Youth Worker
Sarah Whitehouse Counsellor
Kay Harrison
WRL Coordinator/Case worker KS4 (Years 10 &11)
We hope you enjoy reading the following pages and we welcome your comments. If you would like to know
more, feel free to contact us at the school.
Susie Elton (Mrs)
Inclusion Co-ordinator
Sally Allen (Miss)
Inclusion Co-ordinator
2

Breakfast Club at The Base
Breakfast club at The Base is
a great way to start your day
at Whitley. This is a chance to
eat a variety of healthy
breakfast foods and drink tea
completely free of charge
whilst you meet friendly staff
and your friends before your
day at school starts.
There are many activities to do
from playing on the Wii fit to
Oragami!
We would love you see you
there every day from 7:45am -
8.30am
3

Outline of Intervention
Although you can never predict every eventuality, the majority of the Inclusion Teams work is
proactive and targeted support.
Managing Anger,
Taking Responsibility
Group forum, 1-2-1 support - Looking at anger triggers – why do we become angry
Reactions to and appropriate methods of dealing with anger; time out etc. Managing
our responses, recognising our emotions and learning how to manage them effectively
to cope better under difficult circumstances, take responsibility; actions and consequences
Managing Behaviour
Group forum, 1-2-1 support - Actions and consequences of behaviour.
Causes of inappropriate behaviour, why do we behave badly
Benefits of managing behaviour effectively and rewards; raised self esteem
and confidence. Peer pressure. Learn to compromise. Acceptance, taking responsibility
Appropriate Behaviour
Group forum, 1-2-1 support - Staying safe, appropriate relationships,
environmental and personal influences, peer pressure, learn to say NO! Appropriate
boundaries – what age should we be allowed to hang out Peer pressure and
relationships. Acceptance of rules and boundaries
Strictly Stress
Group forum, 1-2-1 support - What is stress Stressful situations and
environments and methods of dealing with them appropriately, recognising and
removing ourselves from stressful situations; look at alternative methods; exercise
and healthy eating, relationships.
Friendship Groups,
Social Skills
Group forum - Forming friendships, appropriate friendships;
Recognising benefits of relationship building, being aware of inappropriate friendships,
people skills, peer pressure, learning, appropriate role models; speaking skills, learn to
be more assertive… recognising different personalities, learn to compromise.
New hobbies and social interaction
Attendance Support,
Aim to be there
Targeted attendance support, Causes and Consequences of truanting.
Parental involvement and support. Academic achievement.
EWO and home/school liaison support, realistic and achievable target setting.
Look at school anxiety and refusal, relationships with students and staff.
Strategies to support students and parents…
Raising Self Esteem
Group forum, 1-2-1 support - Confidence building, Learning to cope in situations,
Have a voice! Believe in yourself, sharing emotions and active discussion, being
yourself and proud of it! Recognising strengths and weaknesses and learning to
embrace them, celebrating individuality, learning to compromise
Self Awareness
Group forum, 1-2-1 support – Age appropriate - Staying safe, changing bodies,
personal hygiene, sexual awareness, confidence and self esteem, appropriate role
models. Acceptance of rules and boundaries, environmental and social influences.
Healthy Well Being
Group forum, 1-2-1 support. What does it mean to be safe Do you always feel safe
We also do joint delivery of some programmes with Youth Service, VIBES (branch of Mental
Health) SHADOW (sexual health and drugs outreach work) If you would like support, please come
and see Mrs Elton, miss Allen, or your LSCW.
4

Learning Support Caseworkers
Kane Hudson
As a Learning
Support
Caseworker, I
am in the
position to
oversee the
emotional and
physical wellbeing
of students
in school in year 7. The work varies daily and
each day presents with its own rewards and
challenges. I have a good relationship with
the students and their parents/carers; it is my
role to ensure each student feels they have
someone consistent and reliable to turn to in
times of difficulty as well as participating in all
aspects of school life.
Paul Rule Year 9
The level of
commitment I
have to helping
challenging and
disengaged
student’s stems
from my personal
experiences
coming from a
single parent family, understanding how
crucial intervention and guidance is at this
stage of young people’s lives, enabling them
to make positive contributions to their
education and achieve their full potential. The
intervention strategies I will be implementing
consist of mentoring, group work and
academic support.
Helen Stanbrook
Year 8
Some of our students
may not on the
surface seem to have
any needs but one
incident can trigger
off a different
issue. An issue of
bullying/name calling
made a student very upset and withdrawn one
afternoon. When she was given a friendly ear to
listen to, it was clear she has little or no
conservation at home and no outlet at school to
talk about issues she may be facing on a daily
basis (no immediate friends). All she requires is
a friendly face she can talk to about how her
week has gone and will just listen and take her
seriously. She seems happier around school
and I am trying to encourage her to make a
friend with another student who herself is very
quiet. I have let her show me what she enjoys
doing at home e.g knitting and try to teach me to
do it – Not much of a success!!! Sometimes it is
easy to forget the quiet students that just get on
with school and cause no bother but they
deserve our time as well.
5

Tracey Wheatley
I have two roles
within school, as a
Learning Support
Caseworker for
KS4 and as the
Looked After Child
Co-ordinator.
In my Caseworker role I monitor attendance,
behaviour and academic progress. I make
sure pupils arrive to school on time each day
and to their individual lessons. I also support
their learning in some lessons and provide
mentoring support for pupils where needed.
It is important that I get to know the pupils,
understand all their individual needs, develop
a positive relationship with them and their
parents and carers, and ensure they
progress and fulfill their potential within
school.
I support the role of their tutor and provide
them with another option that they can go to
if they have any problems or issues in
school.
I also try to ensure that parents and carers
are fully informed about progress and any
issues which could impact on their learning.
Kay Harrison
Work Related
Learning
Coordinator
I coordinate
programmes of work
related learning that
are delivered at
various training
centres and colleges in Coventry and
Warwickshire.
As part of the KS4 curriculum, many of our
students have the opportunity to study a
vocational or skill based subject for one day
each week. All the qualifications are nationally
recognised and provide opportunities for
progression into further education or
employment. The work related and vocational
subjects include Construction, Engineering,
Motor Vehicle Maintenance, Early Years Child
Care, Hair and Beauty, and many more.
As well as supporting our students to succeed
in their chosen subject, I also work with
students to improve behaviour, attendance
and help to remove barriers to learning.
As the Looked after Child Coordinator I work
closely with all our looked after children and
all the other services and external agencies
involved with that child. It is my responsibility
to ensure that I have regular contact with
them, and plan any interventions they
require. I monitor their attendance,
attainment and progress and ensure every
child has a Personal Education Plan, and
that regular PEP meetings take place. It is
important that I monitor their well being and
ensure he or she does not have any low self
esteem problems or have problems
developing or keeping relationships with their
peers or adults.
6

Mentoring
Mentoring at The Base is invaluable. They are here to sort out any problems students may
have. Parents may phone up and refer their child to a Mentor if they wish them to have help
with their studies or with behaviour/motivation, or students themselves may ask to have some
mentoring. If a students Attitude to Learning Score drops they may be referred to a Mentor to
try and boost their levels up again.
Julie Parsons
Part of my role at
The Base is mentoring
as well as
providing support
for classes at
school. I mentor
individuals and
group work at
The Base offering support, encouragement
and building upon their self esteem so that
they can achieve their full potential. I have
worked with Student A from year 7 when he
worked in the learning support unit, seeing
incredible changes in him from underachieving,
being distracted and displaying
some behaviour problems. He is now in
year 9 and in a high achieving set and engaging
well in mainstream school. He has
developed into a more mature contented
student and wants to achieve positive future
goals.
Helen Trivedi
There are many
reasons why some
students do not
always reach their
full potential - some
of these reasons
may be related to
their health or
emotional well-being. The Well Being mentor
works with students to promote positive
lifestyle choices e.g. healthy eating, exercise,
and self-care skills, and encourages them to
take these options and ideas home to their
family. By removing these particular barriers to
learning that effect students inside and outside
school, we can work to support the student to
reach their full potential.
Nigel Moore
and Marie
McAuley are
Youth Workers
at The Base.
They support the
work of the Inclusion
Team at
The Base doing groups, 1-1 work, Parenting
Courses, and work within the community.
Nigel supports and leads on CAFS with the
aim to put a package of support together
for families should they need one.
Alex Buff
I am a learning mentor
and provide support to
identified students
through 1:1 mentoring
and group work. I aim
to remove their
barriers to learning and
in turn, help them to
reach their full
potential. I regularly liaise with me mentee’s to
ensure they feel supported and try hard to
maintain positive relationships with their
families/parents/carers.
7

Sally Allen
Inclusion
Co-ordinator
Part of my role is to
coordinate the programmes
running at
The Base I also provide
support to our
students through 1:1
mentoring and
group work.
Child A had a lot of
barriers to learning which significantly affected
their ability to be successful at
school. Child A’s home life was transient
and chaotic, and there was limited support
from Child A’s parent/carer. There was Police
and Social Services involvement with
the family as Child A would often run away
from home. Child A’s attendance to school
was poor (54%), meaning that Child A
missed huge chunks of her learning and
found it difficult to access the work when
she did come into school. Child A also displayed
challenging behaviour and lacked in
social skills. All of theses barriers to learning
meant that Child A was at high risk of
permanent exclusion and needed lots of
support.
I was Child A’s mentor and had weekly sessions
with her in which we covered appropriate
behaviour, anger management, making
good choices, attendance, social skills,
positive relationships and issues at home.
Child A was on a Success Card with three
personalised targets which she would show
to me at the end of each day. Good cards
meant personalised rewards!
Child A was also put into a smoking
cessation group for one term to explore
addiction and the effects of smoking. Child A
had 8 sessions a week of extra literacy and
numeracy at The BASE to help her ‘catch up’
with work she’d missed due to her poor
attendance. This was really beneficial for
Child A who was then able to access the
work in lessons reducing the amount of
challenging behaviour in class. Child A
started attending Breakfast Club which
meant she was able to start the day off in a
positive way and this also stopped lateness
to morning lessons. I regularly liaised with
Child A’s social worker and parent/carer to
maintain good relationships and keep them
informed with Child A’s progress. I invited
Child A’s parent/carer to an informal coffee
morning at The BASE and as a result they
eventually signed up for a Positive Parenting
Programme.
Child A’s attendance went up to 92% and her
behaviour improved significantly both in and
out of school. She was able to use the social
skills she had learnt to form some solid
friendships and her confidence grew and
grew. Ultimately, Child A knew that she was
cared about at school and felt safe. Without
the support of the Inclusion Team I believe
that Child A wouldn’t have been able to
succeed at school to the degree that they
did.
It gives me great job satisfaction knowing
that I am part of a team that helps to remove
the barriers to learning for many young
people and consequently this allows them to
reach their full potential. Often it’s the little
things that make a big difference, and
sometimes you have to think outside the box
and go that extra mile for our students.
8

What is
Counselling
A Young person’s
guide.
Clare Welch
“What can a counsellor offer me”
A counsellor can offer you the time and space that
you need in order to talk about your problems. They
won’t talk at you or tell you what they think you
should do. They give you the time that you need to
talk about issues that are affecting you so that you
can reflect and decide for yourself what is the best
solution. Counsellors can help you explore the
options that are available for you. They won’t try to
change your behaviour or thoughts only you can do
that.
“Will everything be private and
confidential”
The counsellor that you see will go through an
agreement with you on your first meeting. This may
sound scary but the counsellor will answer any
questions that you may have regarding this.
Basically, the agreement will state that everything
that you say to your counsellor will be completely
private, unless you say something which indicates
that you or someone else is in danger of harm. In
this case, your counsellor would have to pass this
information on to Mrs Elton, but they would always
talk you about this first. This helps to keep you and
the counsellor safe.
“Will my parents/carers have to know that
I’m coming to counselling, and will they
know what we talk about”
In most cases it would be nice if you could tell your
parents/carers that you are seeing a school
counsellor, but we understand that sometimes it isn’t
easy to do this. The only reason your parents/carers
may be told about something you said in counselling
would be if you or someone else were in danger of
harm. But your counsellor would always talk to you
about this first, before they passed on any
information.
“Will my teachers need to know that I’m
coming to counselling”
The counselling will take place during school hours
so you will need to be excused from your lessons.
Miss Allen or Mrs Elton will tell your teacher that you
have a weekly appointment at The BASE so you will
need to be excused from those lessons. Your
teacher will not be told that you are coming to The
BASE for counselling.
“If I don’t like counselling what do I do”
If you decide that you no longer want to see your
counsellor for what ever reason no one is going to
question you or force you to go. All you need to do
is tell Miss Allen, Mrs Elton or your counsellor. We
might ask you to go one last time just to finish off
your counselling properly, but that is up to you. If
you changed your mind and decided you wanted
counselling again at any point, all you would have to
do is tell Miss Allen or Mrs Elton and they would put
you back on the waiting list for counselling.
“How long will I need to be there for”
You will have one session of counselling a week.
Each counselling session will last for 50 minutes
(one period), and you will usually have your
counselling at the same time every week.
You can have counselling for as long as you feel
you need it. Some people have counselling for just a
couple of sessions, and some people have
counselling for months and months! There is no
‘right’ amount of time to have counselling for,
because everybody is different.
You may have more questions that you want
answering as this is only a brief introduction to what
we can offer you. If you want to ask any questions
before starting counselling you can come to The
BASE and ask for Miss Allen or Mrs Elton. We will
try our best to answer any questions you may have!
……………………………………………………….......
Some things students that have said about
counselling at The BASE…
“I would recommend counselling to other
people because it helped me a lot”
“I could talk easily with my counsellor and felt
she listened to what I said”
“I was never judged”
“My counsellor helped me to understand things”
“She (a counsellor) gave me different ways of
viewing the situation, helping me to understand
more and feel better”
9

Home/School
Liaison Officer
I provide support to the
students to enable
them to raise and
maintain attendance,
and to ensure that
young people take
advantage of their legal
right to education, and therefore improve their life
chances.
I work with the Inclusion Team in removing the
students barriers to attending school and supporting
the young person.
I often meet with young people for a chat to look
with them at ways in which they might be able to
improve their attendance and punctuality. I welcome
any calls from parents/careers to discuss concerns
they may have and look towards making positive
change and avoid any risk of harm.
The government expectation for attendance is 95%
+, which is deemed to be the level of attendance
that gives pupils the greatest opportunity to achieve
the best of their potential in school both
academically and socially. Anything less is a cause
for concern, this concern may result in us contacting
parents/carers either by letter, phone, home visit or
invitation to an attendance meeting, where
strategies for improvement are put in place.
The Inclusion Team are a very positive way of
helping your child and your family with difficulties
you may be experiencing, is by undertaking a CAF.
A CAF (Common Assessment Framework) is a new
way of working with children and young people. It
involves listening to you and your child to find out
your child’s needs, and what is working well in your
child’s life. An action plan, agreed with you and your
child, is also put in place to make sure your child
gets the right sort of help. The CAF is voluntary –
you and your child can choose to be involved.
How does it work
If you and your child agree, a worker will ask you
and your child some questions to find out what help
and support your child might need. This information
is recorded on a simple form. You and your child
will agree what is put on the form, and you will be
given a copy of it.
How will the CAF help my family
The CAF exists to help you support your child. It
can lead to a quick solution or help to identify
extra support if needed. The CAF will ensure
that everyone involved with your child – such as
teachers and other professionals – work together
to support you and your child. The CAF will help
your child receive the right support at an early
stage before their needs increase.
When is the CAF used
The CAF can be used if you or someone who
works with your child would like your child to
receive extra support. It will help to identify your
child’s additional needs, and other workers
required to support your family. Only workers
who need to know about your child will share
your child’s information. If a number of people
are providing support to your child, one of these
people may be appointed as a ‘lead
professional’. This person will keep you informed,
listen to your views and support you.
We are aware that there are many reasons
which can affect school attendance and we
do our very best to offer support and advice
to parents/carers and young people to avoid
prosecution proceedings.
However, in the event of ongoing unauthorised
absence from school when strategies set up for
improvement have failed, the Education Welfare
Service has no alternative under Section 444 of
the Education Act 1996 to prosecute. Please
note that school also may decide to initiate a
Fixed Penalty Notice and apply to the Local
Authority with respect to any parents whose child
has 10 or more sessions of unauthorised
absence in any 5-week period.
It is also important to recognise that pupil
absence during term time can seriously disrupt a
pupils learning. We would therefore urge all
parents to avoid booking a family holiday in term
time. In certain circumstances at the discretion
of the head teacher, the head teacher may
choose to grant leave of absence of up to 10
days in any calendar year.
We appreciate the opportunity to work within the
Inclusion Unit at Whitley Abbey Business &
Enterprise College and be a part of the wide
range of opportunities and care that they offer to
their young people.
10

Every Child deserves to:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
Common Assessment Framework
“The Common Assessment Framework (CAF) is a new
way of working with children and young people who need extra
support. It is an action plan, agreed with parents and their child to
make sure their full potential is met as well as their basic needs;
because Every Child Matters“
CAF Trained Staff at Whitley Academy
Susie Elton
Sally Allen
Nigel Moore
Alex Buff
Helen Trivedi
Marie Power
Helen Stanbrook
Paul Rule
Kane Hudson
If you feel a student in any of your classes requires a CAF please speak with
Susie Elton
A CAF is used to help ensure basic needs of a Young Person are met BUT if a child
is thought to be at risk of harm, usual safeguarding procedures must be followed.
We also carry out CAF’s - have a look at the next page
to see if this would be good for you and your family...
11

Community events
We host regular community events, organised by the Inclusion team. The aim of these events is to
engage parents in some enjoyable activities at school, and often give family’s time to have some fun
together. Our events range from simple coffee afternoons, with free tea, coffee and sandwiches with the
opportunity to meet some external support agencies, then to invite only events for targeted families, and
whole school family fun events.
We try and plan these events to incorporate different activities, including crafts and manicures, which
everyone can enjoy, although participation is optional, it is encouraged! These events open a gateway for
parents to informally discuss their child’s progress, and meet some of the staff that support them. It is
hoped that by attending these events parents will feel confident approaching school if/when issues arise.
We also hope to help parents link with useful, relevant support agencies or information that could
improve their current situation, which will help to improve the chances of our students at Whitley
Academy.
14

Circle Time
Circle time is a way students get to voice
their opinion on a variety of topics in a
safe environment. It is led by a trained
member of staff and occasionally students
ask whether they can lead it. The only
person allowed to talk is the one holding
the talking piece. A normal circle time
begins with each students in turn saying
out of 10 how their week has been. When
the talking piece has been round once,
the teacher may want to ask another
question about why they said that
number. This often leads on to students
talking about an incident at school they
may have found difficult to handle. Pupils
then can offer advice/support/help to their
peers. Target setting through circle time
has proved to be really rewarding.
Students are encouraged to keep account
to their peers for how they are managing
with achieving their target.
Circle time is about getting the pupils to
reflect on their own performance in terms of
behaviour, academic success and any other
factors. It also encourages them to reflect on
each other’s performance and offer
constructive criticism in some cases and
honest praise in others. In 7C it had made a
difference as the barrier of the teacher being
the man or woman stood at the front of the
class is broken down physically and subconsciously.
It had made the group more
honest and open and improved their maturity.
Finally, a number of students really look
forward to circle time as a refreshing change
from normal lessons.
A pupils view:
“We do circle time every Tuesday. I look
forward to it because it helps me know my
friends more and teaches us how to work
together. We are all honest with each
other and once someone said to me how I
had been better in my lessons - I liked to
hear that from someone in my class. It
encouraged me to do even better.”
Circle Time Rules
1) Only talk if you have the talking piece
2) Anything said in the circle stays in the circle
3) Speak from the heart
4) No put downs
15

Supporting
the Needs of
Looked After
Children
Who are ‘looked
after children’
The term 'looked
after' refers to children who are under 18 and
have been provided with care and
accommodation by children's services. Often
this will be with foster carers, but some
looked after children might stay in a
children's home or boarding school, or with
another adult known to the parents and
children's services.
The aim is to ensure the health and safety of
looked after children, who often come from
families who have experienced extreme
hardship and upheaval, whilst working as
closely as possible with the birth parents.
Any disruption to home life often means that
looked after children do not achieve their
academic potential. Children's services also
works to make sure the educational needs of
each child are met.
Why do children become ‘looked after’
A large number of these children coming into
care will have a history of physical, sexual or
emotional abuse. Some may have suffered
the death of a parent, or have parents who
can’t look after them properly because of
illness. Others may have disabilities and
many different needs. A very small number
are in care because of crimes they have
committed.
Many children and young people in care
have experienced great personal upheaval.
This disruption to home life and education
can prevent them from reaching their
academic potential.
Children and young people in care often
make up a large percentage of those that are
excluded from school, fail to attend school,
suffer from emotional behavioural difficulties
or have special educational needs.
There are significant gaps between what
they and their class mates achieve. Special
measures are needed to overcome this
problem.
Personal education plans
To help children in care to do better at school,
teachers and social workers work together to
prepare an individual plan for each child.
These are called 'Personal education
plans' (PEP).
All looked after children of primary and
secondary school age have a PEP. The child
or young person meets with their social
worker, carer and school representative to
discuss how they are getting on at school and
what could be done to help them achieve their
academic potential.
A PEP can help to raise the child’s self esteem
by identifying their strengths and abilities and
learning to build on them. PEPs can highlight
any problem areas for the child and find ways
of overcoming them. A pre-school PEP is also
being developed to identify the learning needs
of children under five.
Bringing together all the key people involved in
this way can make PEPs very effective in
initiating positive change.
Designated teachers
All schools have a designated teacher for
looked after children, who monitors their
performance and attendance and is normally
the person who attends the PEP meetings and
reviews. They provide day to day educational
support and advice for the child. Our
designated teachers are Mrs Wheatley and Mr
Rex for this academic year - Sept 2011-July
2012
Setting targets at schools
In addition to PEPs, the School Improvement
Service team work closely with schools in
setting achievable academic targets for all
looked after children.
16

The Base Resource List
These are some of the curriculum's we use:
Improving Behaviour
Anger Management
Learning Mentor Resource Book
(covers motivation/anger/loss/stress/attitude/family breakdown etc)
Personal Development
Welcome to Friendship
Working with challenging behaviour
Helping you manage grief fear and anger
Pregnancy book
Alcohol alert
Emotional Survival
Anger Control Activities
Getting There (transition)
Personal Safety curriculum
Making the best of me
Strictly stress
Facts of life
Muddles puddles and sunshine (bereavement)
On the booze, again
Stoned
Peer Mentoring
Thinking out of the box
The big book of blobs
Quality Circle Time
17

“I went down to The Base in year 7
for anger management-it calmed
down my behaviour”
In year 8 I went down to The Base for
one to one with miss ********* It has
helped me stay in lessons and not sent
out”
“I have miss ******* every fortnight. It
does help because I can express my
self and tell her everything that goes
on in the classroom”
“The Base has helped me to
concentrate and to be
motivated”
“I find it easy to talk to any of the teachers
at anytime as I know they will help and this
helps as I always know I have support”
“I went to The Base to improve my confidence,
it helped me a lot and now I put my hand up
more in class”
“I think that at The Base it is good
because you have some one to
talk to about your problems”
“I have been to The Base for 4 different
courses. I have been there for anger
management, Moving Forward, Mentoring
and Raising my Attitude to my Learning,
and it has helped out a lot. I don’t get
angry as much”
“Down The Base I worked
with Miss ********. It helped me
because you have someone to
talk to”
“When I went to The Base I had a class with
miss ******** it was about my confidence and it helped a lot “
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