Case Studies

Student A, FS1


They were referred to the Magna Lane following increasing concerns that she was having difficulties adjusting to the setting. Very self-directed. They were displaying violent behaviour towards their peers and not interacting or communicating. Daily meltdowns occurred within the setting, often before they entered the main setting. When distressed they would throw themselves on the floor and bang their head. They would often express their emotions through loud noises.

Home school had reduced their timetable to 15 mins with Mum initially staying.

Summer born (XX/XX)

Family lived in a flat and so during COVID they had no safe open space to play in and had almost no interaction with children of a similar age.

Parents very supportive. Mum worked in an early years setting and so was fully aware of developmental milestones and was concerned that their development was delayed.


Main Issues 

Intervention Strategies

Impact of Strategies

Student B, Y2


They were referred to Magna Lane due to their lack of confidence in all areas of the curriculum. Not able to access learning despite differentiation, scaffolds and support. They had told school staff ‘they don’t understand what is going on.’

Delayed physical, social and emotional development.

Toileting issues: Still in nappies, struggled with self care.

Health issues from birth and so parents very over protective but supportive of the referral to Magna Lane.

SDQ entry scores :

Total: 18 (Very High)

Emotional: 9 (Very high)

Conduct: 1 (Close to average)

Hyperactivity: 4 (Close to average)

Peer Problems: 4 (Close to average)


Main Issues 

Intervention Strategies

Impact of Strategies

SDQ Exit Scores:

Total: 2 (close to average)

Emotional: 2 (close to average)

Conduct: 0 (Close to average)

Hyperactivity: 0 (Close to average)

Peer Problems: 0 (Close to average)

Student C, Y1


 They are described as being ‘always being on the go.’ Behaviours at home heightened during lockdown.

CDC referral made by Early Help 

SALT referral

They play and interact with other children, however they often need to control the games that are played. They struggle to understand when other children become dominant and disagree with them. They will react by shouting and storming off into a safe space. During these times, they become quiet and non-responsive. They will not acknowledge their behaviour. 

They will not talk about his emotions. They often stare past people and will not respond. Regular outburst both physical and verbal. These can be towards  peers or adults, resulting in the whole class being removed for safety.

Very often, only time allows them to regulate their emotions and behaviour. 

Home school have created a safe space but this is not ideal. Has 1:1 support in school. School in process of gathering evidence for EHCP.

Early help previously been involved.

Parent  views: ‘ They  need a place where they can feel calm and learn through their interests, they find it difficult to concentrate and need a high level of adult support and stability in his education.’


Main Issues 

SDQ entry scores:

Total: 23 (Very high)

Emotional: 5 (High)

Conduct: 4 (High)

Hyperactivity: 9 (High)

Peer problems: 5 (High)

Intervention Strategies

Impact of Strategies

SDQ Current Scores:

Total: 11 (Very high)

Emotional: 2 (close to average)

Conduct: 0 (close to average)

Hyperactivity: 6 (slightly raised)

Peer problems: 2 (close to average)