12 Date updated: 25.08.2023 next review: 24.09.2024 The basics of problem solving are again considered a fundamental aspect to gaining greater independence, helping to reduce ‘prompt dependency’ and tolerating the sharing of responsibilities. Many difficulties our learners face can be presented during challenging times of anxiety or distress. By prioritising and planning opportunities that enable learners to become more active problem solvers, whilst being engaged, motivated and happy, we believe a greater chance of success can take place. Making relevant, meaningful links across various contexts during times of stability enables greater possibilities to make sense of an individually complex or unexpected obstacle, allowing key skills to become generalised to embrace greater challenge. In relation to Emotional wellbeing, Problem solving and the nature of our learners, consideration must be given to enabling greater ability to comfortably process surrounding stimuli, demands, interactions, emotions, thoughts and social challenge. Our intent is very much about supporting learners to find strategies that help with regulation, advancing confidence, character, personality, resilience, strength, selfesteem and every day functioning whilst diminishing barriers to learning. In recognition of our strong ethos and sense of ‘family’, we endeavour to create an immediate feeling of warmth, nurture, respect and fulfilment across both our school and care provisions. Emphasis on providing a caring community offers security, total unconditional acceptance and the building blocks to enable access to the wider world around them. The Overley ‘bubble of safety’, provides young people with a sense of belonging, predictability and structure; a safe haven which shapes trust and confidence to grow and contribute to the wider aspects of a less predictable community and society. Regulation Community Independence
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