Social context

NB Names altered for anonymity


- Able to share his emotions with his coach and describe his feelings.
- Able to complete many tasks independently and demonstrated the ability to retain learning and applied this to his session, building on his self-confidence and self-belief in achieving the sessions objectives.
- Demonstrated the ability to self-reflect on his personal progression and growth in his self-confidence.
- Hoping to attend another external provision in a small group setting.

Impairment in a child’s gross motor skills can affect their ability to sit or stand upright therefore influencing other functions such as fine motor skills for example writing and picking up objects.


Parent – ‘Jonathan has loved coming here, he doesn’t go anywhere else for this amount of time, and I’m  really pleased he’s coming back in September.’

Background to case

Jonathan is diagnosed ADHD. He has been attending his current SEMH provision at St James since January 2020.
Since returning from the last lock down he has struggled more to regulate his emotions and his feelings and can become a danger to himself and others when he is unable to process how he is feeling.
Jonathan struggles with his fine and gross motor skills. He is overweight and therefore struggles to balance when moving around at school. His engagement in school is also poor.

Process at The Seeds of Change

At the start of the programme Jonathan seemed to find it challenging to work with the horses. They seemed to overwhelm him, and he struggled to move around the yard and handle his emotions with them which led to him not wanting to attend his sessions.
Coach adapted the session to re-engage by using Lego.
Jonathan was keen to build ‘Lego robots’ so this allowed coach to link the learning outcomes into this. They spoke about building friendships and relationships, different characteristics of others, managing our emotions and feelings and being healthy, all linked into the different robot characters he had created.