SEMH targets set alongside pupil
Parental involvement
SEAL (or other whole school PSHE)
Restorative approaches and de-escalation techniques
Buddy system
Peer mentoring
Peer Mediation
Differentiated curriculum and supporting resources
Calm, consistent environment with attention paid to seating and groupings
Break-time havens
Planned teaching of Social and Emotional skills
Focus on good and effective teaching practice
CPD for all staff around SEMH and how it affects CYP
Trusted, named adult to talk to and at least one adult in school who knows the child well and knows what is happening in their life
Planned teaching of personal, social
and emotional wellbeing skills,
abilities and competences
Recognition and use of different
learning styles
Calm space within the classroom
Initial assessment of SEMH need – SEMH Diagnostic Profile, checklist, Boxall Profile, SDQ etc. – to inform targets - monitoring of progress against targets
Firm, consistent boundaries with clear expectations and logical consequences for non-compliance
Safe space to calm and reflect, either in the classroom or outside the classroom
Other
Early Action
(Cycle 2 - Prevention and Early Intervention)
This might include, but is not limited to: / Y/N / Impact:
Collaborative working between staff, parents and CYP e.g. home school book (with an emphasis on the positive aspects of the day), regular meetings etc.
IEP, Positive Behaviour Plan, Social and Emotional Development plan incorporating SMART Targets set from diagnostic assessments and observations
SMART targets reviewed and updated regularly.Progress against targets monitor and across the school. (Classroom, playground)
ABC charts to establish triggers, early warning signs and patterns of behaviours within contexts
Specific focussed assessments such as SEMH Diagnostic Profile, Boxall Profile, SDQ, Doyle’s Readiness Scale etc. and monitoring of progress against targets
Risk assessment of difficult times of the day and support provided at these times
Identified preferred learning styles and motivational levers
Information about CYP needs and difficulties shared with relevant staff to ensure consistency of approach across all adults in the setting, subjects and times of the day
Organisation with clear routines, expectations and logical consequences, made explicit and understood and preparation for change on routines
Key worker identified
CYP involved in setting targets and monitoring progress
Opportunities for small-group work based on identified needs e.g. listening/thinking/social/emotional skills
- Opportunities for small group work based on an identified need.
- Time-limited intervention groups listening/thinking/social skills/play
- Small-group work to learn appropriate behaviours and for associated learning difficulties
- Regular small-group work, concentration skills, listening skills, social skills and conflict resolution
- Increased differentiation by presentation and/or outcome
- Consideration and modification of teaching style to accommodate CYP’s needs
- Shorter teacher input
- multisensory learning and delivery,
- Simplify level, pace teacher talk/instruction
- Changes to level, pace and intensity of delivery
- Increased attention to non-verbal aspects of teaching style/approach.
- Consideration and modification of task to increase attention, concentration and motivation. Chunking and breaking down tasks, multi-sensory tasks
- Opportunities for skill reinforcement, revision, transfer and generalisation
- Visual prompts and cues including timetable and timers
Targeted small group work to support socialand emotional development or individual support.
Evidenced Based interventions based on assessment that targets CYP individual needs.
Including, Circle of Friends, Social Skills, Lego Therapy, SEAL programmes and emotionalprocessing, management.
Short-term individual support that uses solution focussed, re-tracking andmotivational approaches.
Directed activities/focussed support during unstructured times.
Safe space to calm and reflect, either in the classroom or outside the classroom.
Further learning assessments and support including; Nurture Groups, LSU or learningmentor support. Early Intervention access totherapeutic support.
Close monitoring to identify ‘hotspots’Adaptations to learning and social environment (e.g. Noise levels,layout of class room, distractions etc.) as appropriate.
Other
Targeted Provision with School Support
(Possibly Outside Agency)
(Cycle 3 - TARGETED OR SPECIALIST) / Y/N / Impact:
In depth interviews/discussions with CYP to discover their understanding of their own behaviour, the social environment, their social and emotional development, motivation and perceptions of their needs.
In depth interviews/discussion with parents and carers to help understand the CYP behaviour, social environment, social and emotional development, motivation and perceptions of their needs.
Detailed and targeted observation and recording
- Use and analysis of assessment Tools
- Assessment related to intervention
- Student self-assessment extended
Collaboration with CYP, parents and external specialists working with the CYP. (E.G. EPS, specialist support)
Identify and engage other necessary education and non-education support - possibly leading to Prevention and Early Help Plan.
Prevention and Early Help (Families First) processes to determine ‘holistic’ support plan
Increased parental/carer involvement and multi-agency support services to plan and regularly review IEP, IBP and PSP
Formal monitoring systems to log and analyse incidence daily in order to review and modify strategies.
More detailed monitoring and recording of frequency and intensity.
Daily monitoring of targets and regular liaison with parents/carers
Personalised reporting and reward systems that are used consistently across the school day
Environmental audit and adaptation leading to appropriately structured environment to access setting.
Access to LSU to address specific curricular needs and emotionalneeds, time out of hours learning opportunities
Enhanced access to ICT and specialist equipment
Full access to an inclusive class more focused attention to class organisation and pupil groupings.
Time limited, focused individual and small group work to learn social and emotional skills and address specific issues, understanding and behaviour.
Access to small group support outside mainstream classes e.g. Social skills, circle of friends
Additional adult, under the direction of the teacher, provides sustained targeted support on an individual or group basis.
Specialist staff training (these may include positive handling programs/team teach)
Identification of Key-worker with clear role.
Key-working approach to ensure that CYP has named, trusted adult to offer support during vulnerable times
Enhanced staffing for direct support to CYP Staff with expertise in working with children with SEMH needs.
Increasing levels of individual additional support from within school resources
Access to 1-1 support for re-tracking /mentoring/ coaching, motivational approaches, understanding emotions etc.
Differentiated programmes with a focus on SEMH within setting and towards others that is followed alongside whole setting curriculum.
Consideration of an alternative and differentiated curriculum that allows flexibility to teach according to emotional needs and not chronological age
Daily support to teach social skills, including emotions, to support behaviour and learning
targets
Curriculum plan reflects levels of achievement and includes individually focussed IEP targets e.g. behaviour targets related to assessment and consideration of adapted timetable
Personalised timetable providing access to a TA/mentor /Pastoral Staff for up to 15 hours per week
Personalised timetable introduced in negotiation with the CYP, parents and staff. This may include temporary withdrawal from some activities e.g. assemblies, specific non-core lessons
Individualised support to implement recommendations from support services
Modify level, pace, teacher talk instruction to student’s identified needs
Teaching approaches take account of the difficulties in the understanding of social rules
and expectations within the classroom
Emphasis on increasing differentiation of activities and materials and take account of individual learning styles
Short-term individual support focusing on listening, concentration, and social skills solution focused approaches
Regular small-group work with an increasing emphasis on relationships, emotions, social skills and conflict resolution
Access to therapeutic support, access to play, creative activities and drama.
The use of positive targeted strategies that might include:
•Further learning assessments and support including Nurture Groups, LSU or learning mentor support
•P Levels and personal, social development targets
•Support that uses solution focussed, re-tracking and motivational approaches
•Circle of friends
•Access to additional tutorial time
- Individual Emotional, Social and Behavioural programme
•Frequent support to reinforce social and emotional skills and learning behaviour
•Frequent small group support develops social and emotional skills and manages strong emotions
•Support for the CYP to help them reach social, emotional behaviour and learning
•targets
•Time limited access to an alternative differentiated curriculum that allows time to learn social and emotional skills through play, creative activities, PE, drama, as well as learning the early literacy and numeracy skills
•Enhanced differentiation of activities matched to the individual needs
Other
SAS Key Stage TeamPage 1