SEMH graduated approach

Behaviour policy

All pupils should be helped to fulfil their potential. Reasonable adjustments can help level the playing field by minimising the disadvantages that pupils with disabilities might face compared with their peers.

Advice from DFE Behaviour in Schools - Advice for Headteachers and school staff guide

• Schools should consistently and fairly promote high standards of behaviour for all pupils and provide additional support where needed to ensure pupils can achieve and learn as well as possible
• Schools should consider whether a pupil’s SEND has contributed to the misbehaviour and if so, whether it is appropriate and lawful to sanction the pupil. In considering this, schools should refer to the Equality Act 2010 and schools guidance
• The school should also consider whether any reasonable adjustments need to be made to the sanction in response to any disability the pupil may have. It is also important for the schools to seek to try and understand the underlying causes of behaviour and whether additional support is needed

Examples of reasonable adjustments can be viewed in the DFE blog 'What are reasonable adjustments and how do they help disabled pupils at school?'

Behaviour Policy should be accessible for stakeholders on the school’s website and should be routinely updated with contributions from all relevant stakeholders.

Other resources

• DFE - The Equality Act 2010 and schools
• Charlie Taylor's Behaviour Checklist

Whole school and class reward/reinforcement strategies

• Clear and transparent reward/reinforcement strategies. Consider how all stakeholders can become familiar with these (such as class displays for students, displays where parents/carers or visitors can see etc.)
• Be consistent with application
• Provide specific feedback attached to the rewards/reinforcement strategies
• Ensure that all stakeholders can contribute ideas towards the rewards/reinforcement strategies
• Stop any ineffective strategies
• Ensure reward/reinforcement strategies focus on positive behaviour skills displayed consistently, not only for one off achievements

Other resources

• The Highly Effective Teacher blog
• School Planner blog - Are school reward systems the key to academic achievement?
• School Behaviour Secrets podcast - Do whole class reward systems actually work?

Adaptations to classroom environment

• Use visual prompts to help students understand the instructions given and expectations
• Minimise background noise
• Think about seating plans, ensuring they are adapted to meet strengths of student
• Provide ear defenders to help decrease potential stressful environments
• Make the environment as fragrance-free as possible. Consider asking the cleaning staff to use non-smelling cleaning products for the classroom and the toilets
• Try out different ways for the child to sit during a lesson. When appropriate, allow them to choose to stand or lie down whilst listening to the teacher
• Provide specialised areas for specific students

Other resources

• Beacon Behaviour Support for School - Sensory checklist
• Modifications of the classroom environment

Positive behaviour management strategies

Using PACE approach (developed by Dan Hughes). PACE stands for Playfulness, Acceptance, Curiosity and Empathy. Refer to resources for more information and examples of this approach.

5 steps of Positive Behaviour Strategy

• Expectations – setting clear expectations eliminates doubt and sets targets
• Modelling – educators should model positive behaviours, illustrating what the behaviour looks and feels like (PBS is not just for students)
• Consistency – maintain consistency so that students know what to expect with follow through
• Acknowledgement – positively acknowledge attempts that students make toward their target behaviours
• Evaluation – Evaluate the merit of each strategy regularly to ensure that it is working the way it should be

Other resources

• Beacon Behaviour Support for School - Classroom management score sheet
• Understood - Positive behaviour strategies: a guide for teachers
• PACE approach overview
• Help Children Live Better - PACE resources
• School Behaviour Secrets podcast - Using the PACE Approach for Effective Behaviour Management
• School Behaviour Secrets podcast - Quick-fire strategies: the de-escalation danger zone
• Positive Behaviour Support Strategies

Inclusive communication

People communicate differently. Inclusive Communication uses a variety of techniques to communicate instructions, expectations and tasks. This includes verbal and non-verbal communication. Some examples of Inclusive Communication include the following:

Adapting the way you talk

• Use of clear, literal language. Avoiding sarcasm or idioms
• Gaining eye contact and attention by using the child’s name. Ensuring they have stopped an activity before speaking
• Breaking down instructions into small chunks
• Pausing to allow for processing time
• Repeating key phases, instructions
• Checking for understanding

Adapting the learning environment

• Use of visual cues to support behaviour expectations
• Think about seating plans, such as those who need clear line of vision to teacher
• Be mindful of sensory stimuli which may distract or impair communication
• Use of visual cues to support instructions, such as task planners or now and next board
• Communication cards

Adapting the activity

• Providing opportunities to work in small groups
• Providing opportunities to work in quieter areas
• Modelling or providing examples
• Ask the child to repeat the instructions before starting a task
• Support with transition of activity, such as visual support to show when change will happen or use of timers

Use of technology to support inclusive communication

• Using captions on PowerPoints, Word documents, videos etc.
• Sharing instructions, task planners on Microsoft Classroom, Google Classroom etc.
• Use of emails/chat functions to communicate
• Liaise with those who know the child best (parent/carer, staff members, outside agent) to find out about the most effective communication strategies

Other resources

• DLD toolkit
• DLD factsheet
• DLD bubble check
• Whole School SEND DLD guide
• GIMME 5 - Top tips for a communication inclusive classroom
• Communication Access UK
• School Behaviour Secrets podcast - Developmental Language Disorder (DLD): what teachers and parents need to know

Movement breaks

• Movement breaks support with self-regulation and attention
• Can be delivered on a whole class level or for a small group or individual
• Schedule regular movement breaks into their day and provide the child with opportunities to climb and balance in a safe environment
• These are normally short in length (3-5 mins)
• Could include activities such as: wall push-ups, chair push-ups, traditional push-ups, jumping jacks, carrying a heavy load like a stack of books, activity/exercise video, walking on tiptoes, breathing exercises

Other resources

• The OT Toolkit guide to brain breaks
• National Council for Special Needs guide
• NAIT movement breaks guidance
• School Behaviour Secrets podcast - Revolutionising sensory breaks: the cubbie solution with David McIntyre

Curriculum design

• Include regular opportunities for explicit teaching of skills relating to SEMH (such as emotional literacy, self-regulation, physical and mental wellbeing etc.)
• Use a range of strategies to teach key skills, both in dedicated time, and in everyday teaching
• Ensuring all staff are aware of strategies used in targeted SEMH interventions (such as Zones of Regulation) so they can be implementing in other areas of school practice, such as the classroom, playground etc.
• Share strategies taught with parents/carers to support implementation outside of school
• Monitor and review the curriculum opportunities with all relevant stakeholders

Other resources

• EEF improving social and emotional learning in primary schools
• EEF blog: building social and emotional learning into the classroom
• EEF blog: how to weave social and emotional learning skills into everyday teaching habits
• SecEd article - Student wellbeing: emotion coaching in schools

Start of day activities

• Short-term adapting start times which have set review/end dates
• Access to trusted adults /tutors for wellbeing checks
• Welcoming/calming activities (mindfulness drawing, card game etc.), with a focus on wellbeing
• Access to breakfast clubs or activities
• Emotions check at start of the day (such as through communication cards, mark on a chart, use of a wellbeing app like Microsoft Reflect)
• Social Stories to provide overview of start of day activities

Other resources

• Pathway 2 Success blog
• Keep 'em Thinking blog
• Evidence based education article
• Optimus Education (day plan for support with SEMH)

Home school agreements

• Home-school agreement which outlines key elements of behaviour policy
• Outlines the importance of, and responsibility for, behaviour
• Outline parent/carers role in the behaviour policy
• Opportunity to share strategies being used within the school and to signpost to further resources/reading materials
• Shares details of how successes and concerns will be communicated

Other resources

• DFE guidance on home-school agreements
• The Key - Home school agreement: models and examples

Whole school expectations

• Whole school expectations that outline a culture with high expectations of behaviour which will benefit both staff and pupils, establishing calm, safe and supportive environments conducive to learning
• Develop expectations with input from all stakeholders
• Ensuring that expectations are commonly understood by all stakeholders and can be remembered by all
• Outline how each stakeholder group (staff, students, parents/carers etc.) can meet these expectations
• Use expectations for positive reinforcement, focus on skills that students should be working towards, rather than a list of things not to do
• Consider opportunities to regularly share expectations. This could include:
  • Classroom displays
  • Part of school letterheading
  • Information on school website
  • Displays in reception area/play area/corridors etc.
  • School planners
• Monitor and review expectations

Other resources

• DFE behaviour in schools - Advice for Headteachers and school staff
• DFE case study - Using clear, simple behaviour expectations
• Tom Bennett - Creating a culture: how school leaders can optimise behaviour

Student logs/planners/timetables

• Supporting students with recording and/or viewing behaviour data to see positive behaviour and any areas of concerns
• Focus on displaying what expectations you would like to see or how to improve
• This could be achieved through seeing behaviour data through the following:
  • Access to online app for where behaviour data is stored (such as Arbor app)
  • Student planner
  • Student timetable
  • Positive Behaviour report
  • Reward chart

Other resources

• Twinkl - Editable positive behaviour reports

Inclusive language and terminology

• Language influences our collective beliefs and attitudes. Language shapes cultures and changes over time
• Ensure that there is collective language used through the school for SEMH, expectations and behaviour
• Reflect upon and challenge language where it focuses on the student rather than the behaviour
• Review the systems used for logging and reporting behaviour incidents in your school. Ensure that non emotive language is being used
• Provide staff with opportunity to access reading materials and guides on language and terminology of inclusion (such as section on Inclusive Education Padlet)

Other resources

• SCC inclusive education padlet
• Teacher toolkit - Using inclusive language in education
• Emily Lees - Ableism beginner's guide
• Headteacher Update blog

Meet and greet at start of lessons

• Staff being positive, welcoming, enthusiastic and upbeat in greeting their students
• Staff modelling professional and courteous language and expecting students to return this as they are trained in the school routines
• Staff standing purposefully at the threshold to the classroom with one foot in and one foot out actively checking the surrounding environment
• Using students name where possible
• Staff narrating the positive as they enter the classroom
• Staff enforcing their high expectations from the outset around expectations and routines
• Short term small group or individual meet and greet at start of the day, start of lesson or at transition points (led either by class teacher, LSA/TA or other trusted adults). Review and end dates established and impact monitored

Other resources

• Mr Gordon Teaches blog - The 'Meet and Greet'
• Trauma Informed Consultancy Service

Classroom resources

• A variety of classroom resources used to support individual or targeted small groups with accessing their learning
• This could include the use of:
  • Task boards
  • Use of technology (laptops etc.)
  • Reading overlays
  • Communication cards
  • Word banks
  • Reading pens
  • Mini whiteboards
  • Timetables sheets
• Use of online tools, resources and apps to support learning
• Use of systems (such as IEP, SEND Plans, Provision Map etc.) for identifying and communicating which resources students benefit from

Other resources

• Teachwire blog - Learning resources
• Microsoft Education resources - resource center
• Google education resources

Explicit modelling

Explicit modelling provides a high level of teacher-student interaction.

Explicit modelling techniques could include:

• Breaking down the concept or skill into critical features or elements
• Clearly describing the concept or skill
• Clearly modelling the concept or skill
• Providing multi-sensory instruction (visual, auditory, tactile, kinesthetic)
• Thinking aloud when modelling
• Modelling examples and non-examples
• Anticipating and planning for common misconceptions
• Highlighting essential content and removing distracting information
• Working with cues (pointing, circling, or highlighting)

Other resources

• Edutopia blog - The nuts and bolts of explicit modelling
• EEF blog: what exactly is explicit instruction?
• EEF blog: modelling social and emotional learning

Individual positive reward/reinforcement strategies

• Use of individual positive reward/reinforcement strategies. This could include:
  • Positive behaviour report card
  • Reward Chart
  • Catch me cards/books
• Focus on expectations you want to see, rather than those you do not, positive reinforcement rather than negative
• Try to deliver reinforcement soon after the behavior if you possible
• Use a mix of natural, tangible, and social reinforcers
• Adapt rewards to fit each person’s developmental level

Set review dates and monitor impact. End ineffective practice.

Other resources

• Improving Teacher blog - Rewarding students: should we? If so, how?
• School Behaviour Secrets - Quick-fire strategies: how to use reward charts effectively
• Psych Central blog - 6 positive reinforcement examples
• TES - Catch me card templates

Explicit teaching of behaviour for learning skills

• Include regular opportunities for explicit teaching of behaviour for learning skills
• Ensuring all staff confident in teaching these
• Use a range of strategies to teach key skills, both in dedicated time, and in everyday teaching.
• Ensuring all staff are aware of strategies for behaviour to learning used in targeted SEMH interventions (such as Zones of Regulation) so they can be implementing in other areas of school practice, such as the classroom, playground etc.
• Share strategies taught with parents/carers to support implementation outside of school
• Monitor and review the curriculum opportunities with all relevant stakeholders

Other resources

• Beacon Behaviour Support for School - How to help children manage anger and other strong emotions
• NSW Department of Education guide - Positive behaviour support
• EEF blog: leveraging learning behaviours

Provision of safe/de-escalation space

• Establish a criterion for identifying need of the safe/de-escalation space, supported with assessment tools for entry and reviewing impact of provision
• Ensure safe/de-escalation space has clear function which is communicated to all stakeholders
• If room has sensory resources, consider strategies, resources and learning opportunities for the eight sensory systems:
  • Sight
  • Hearing
  • Smell
  • Taste
  • Touch
  • Vestibular
  • Proprioception
  • Interoception
• Consider plans for when students leave the safe/de-escalation space, including how they will reengage with the learning
• Short term access to safe/de-escalation spaces should include review dates and monitoring. End ineffective practice

Other resources

• National Council for Special Education Needs - Sensory spaces guide
• Sensory Kraft blog - 7 tips for designing a de-escalation sensory room
• National Autism resources - School sensory rooms: a set-up guide for educators
• Eden Learning Space blog - What makes a great school sensory room?

Use of fiddle tools/calming objects

• Fiddle tools/calming objects support self-regulation, attention and calming
• A range of different fiddle tools/calming objects should be available to meet different needs
• An effective fiddle tool/calming object is:
  • Is quiet and safe
  • Can be used without looking, so the user can focus on the lesson
  • Can be used out of other children’s eyesight to eliminate distraction
  • Meets student’s sensory needs (some prefer certain textures while others avoid them
  • Fits student’s physical abilities (they must have the fine motor skills or strength to use the tool)
• Ensure which fiddle tools/calming objects that students benefit from is communicated to all staff via SEND Plan/IEP or similar system

Other resources

• Performance Health blog - 15 fidget tools (not toys) for your classroom
• Brain Balance blog -  Great classroom-friendly fidgets for students with ADHD

Personalised visual cues and prompts

• Visual supports can help to:
  • Provide structure and routine
  • Encourage independence
  • Build confidence
  • Improve understanding
  • Avoid frustration and anxiety
  • Provide opportunities to interact with others.
• Personalised visual cues could be aimed at understanding learning tasks or behaviour and social expectations
• Visuals are permanent and therefore support with working memory
• Visual supports students who may misinterpret tone of instructions
• Examples of personalised visual cues and prompts include:
  • Task Planner
  • Communication cards
  • Emotions thermometer
  • Social Story
  • Comic Strip Conversations
  • Visual Timetable
  • Visual scripts
• Ensure which personalised visual cues/prompts that students benefit from is communicated to all staff via SEND Plan/IEP or similar system

Other resources

• National Autistic Society - Visual support
• Widgit - Symbol resources and behavioural prompts
• Twinkl 851 visual prompts

Proximity praise

This is when you draw attention to individuals or groups of children engaging in positive behaviour. For example, 'Thank you everyone on this table who has already written the date,' or 'Adam, I love the way you are working in silence, this lets other people concentrate.

Further advice on praise:

• Aim for a 5:1 ratio of positive to negative attention
• Pinpoint what it is about the behaviour and be specific in your praise – “You’ve done a good job of …” rather than “Good job”
• Don’t wait for behaviour to be perfect before praising
• Praise individual children, as well as all the children or small groups of children
• Focus on a student’s efforts and learning, not just the end result
• Promote student self-praise, e.g. “You must feel proud of yourself for…”
• Balance your praise of academic and social behaviours and remember to praise aspects of a student’s personality, such as thoughtfulness or patience, as well as persistence with tasks
• Use praise that is not contingent on behaviours, e.g, “It is fun working with you”

Other results

• Beacon article - How to supercharge tactical ignoring with proximity praise
• Positive behaviour for learning information sheet

Review of behaviour data

• Ensuring that behaviour data is accessible for all staff
• Review data to identify patterns of success and patterns of concern.
• Consider the following when looking for patterns of data for both success and concern :
  • Time of incidents
  • Type of incidents
  • Impact of interventions/provisions
  • Impact of suspensions and reintegration plans
  • Any potential barriers
  • Compare with other data streams, such as attendance
• Compare to local and national suspension data
• Systems for leaders to routinely review data to support with early intervention

Other resources

• The Key article - Analysing your suspensions, exclusions and behaviour data
• School Behaviour Secrets podcast - Essentials: making sense of classroom behaviour
• TES article - How to use data to spot pupil behaviour issues ahead of time
• Cambridge University Press and Assessment blog - 10 top tips for using data in schools

Sharing of outside external services resources

• Consider systems for all staff to gain latest advice, guidance and resources based around SEMH from relevant external services (such as CAMHs, MHST, EP services etc.) to support with their own professional development and to access a range of expertise
• Consider a variety of methods to support staff with accessing this information
• Information could be shared on methods such as:
  • Padlet (for example Inclusive Education Padlet)
  • Staff briefing
  • Information or resources available in staff areas (staff rooms etc.) such as notice boards
  • Update emails
  • In a shared folder (or Teams folder, Google Drive etc.)
• Ensure information and resources are routinely updated

Other resources

• SCC inclusive education padlet
• SCC ordinarily available provision guide (SEMH outside agencies section)
• Solent CAMHs
• Solent Mental Health Support Team
• Southampton Educational Psychology Service

Pupil profile or support plan

Process for leaders to develop a pupil profile/support plan (or similar plan). These could include:

• Identified areas of strengths
• Identified areas of difference
• Supportive strategies and resources
• Assessment data
• Identified provision (including start/review/end dates, beginning and end assessment data etc.)
• Targets, including success criteria
• Monitoring and review arrangements
• Support provided by parents/carers
• Any pastoral care or medical arrangements

Plans should be coproduced with all relevant stakeholders. Plans and reviews should be accessible for all relevant stakeholders.

Other resources

• NASEN webinar - Using the graduated approach and SEN support
• NASEN SENCO induction pack
• National Autistic Society blog - Individual education plans

Formal assess plan do review cycle

• Ensure that the formal Assess, Plan, Do Review cycle is recorded and is accessible for all stakeholders
• Assess section draws on information to understand potential barriers and to understand starting points. This could include information from:
  • Standardised reading, spelling or mathematics tests
  • Other diagnostic assessments such as cognitive abilities tests (CATs)
  • Use of profiling tools to identify detailed needs, such as for speech, language and communication needs
  • Use of profiling tools to understand SEMH skills, such as emotional regulation, independency, care skills
  • Screening assessments, such as for dyslexia or dyspraxia
  • Request for advice from a specialist professional
  • Information from school-based data, such as behaviour or attendance data
  • Information and insight from parents/carer
• The Plan section involves discussing, planning and agreeing what will be put in place as an outcome of the assessment information gathered. The Plan must include start/review/end dates and monitoring and review arrangements. This should be completed alongside relevant stakeholders. The plan could include:
  • Specialist programmes or a personalised curriculum
  • SEMH interventions
  • Additional resources
  • Personalised teaching strategies
  • Peer support or extra support from an adult
  • Physical or personal care support
• For the Do section, the SEND Code of Practice outlines the responsibility for staff to then action the plan
• For the review section, all relevant stakeholders should be involved to consider the progress that the student has made, the impact of the provision and any changes that might need to be made for the next cycle

Other resources

• SecEd - Natalie Packer article: assess, plan, do, review
• SEND Code of Practice

Internal 'concern form' or referral completed

• Internal system for staff to raise awareness and requesting intervention from relevant members of the leadership team for students who require targeted, additional support
• This form could support staff with detailing provision from the first two stages of the graduated approach
• Could include assessment and diagnostic data to support understanding of strengths and potential barriers
• Consider which staff will need to access and contribute to this form
• Consider which staff receive this form and how it is managed. Ensure the process is transparent to all staff

Other resources

• The Key - Templates and examples

Review of behaviour through multi-element model

Consider a process for reviewing of behaviour through a multi-element model to ensure that various expertise are consulted and to consider if there are any factors that have not yet been considered.

This could include involvement from:

• Relevant senior leaders
• Parents/carers
• Outside professionals either working directly or indirectly with the student
• Internal staff with expertise in SEMH (SENCO, ELSA, trauma informed practitioner)

Ensure information and actions from model is disseminated to all stakeholders.

Other resources

• The British Psychological Society article - Positive behaviour support with children and families

Further differentiation of class curriculum

Further differentiation of class curriculum for individuals or small groups could include:

• Flexible grouping
• Pre teaching or overlearning opportunities
• Tiered assessments
• Personalised Homework
• Personalised learning tasks

Consider review/end dates for these methods and how the impact will be monitored and reviewed.

Ensure that further differentiation is recorded and reviewed in your formal APDR cycle and information is available for all stakeholders.

Other resources

• Third Space Learning blog - 9 differentiated curriculum and instruction strategies for teachers
• Dimensions Curriculum - Methods of differentiation in the classroom

Co-produced behaviour response plan

• A Positive Behaviour Support Plan is a document created to help understand behaviour and support behaviour change in a student
• Focuses on more on proactive strategies rather than just reactive strategies
• Not to be used to outline punishments, but focuses on how to lead to more positive behaviours and the support that will be provided
• Ensure that all relevant stakeholders contribute and have a role in the plan.
• Ensure the plan is accessible to all stakeholders
• Ensure that there are monitoring and review arrangements and dates

Other resources

• The Challenging Behaviour Foundation information sheet
• NSW Department of Education guide

Identified pro-active and re-active strategies

Proactive strategies are intended to make sure the person has what they need and want on a day-to-day basis and also includes ways to teach the person appropriate communication and life skills. This could include adaptions to:

• Environment and structure
• Communication strategies
• Approaches and responses
• Groupings
• Day to day plan

Reactive strategies are designed to keep the person and those around them safe from harm. They provide a way to gain safe, rapid and effective control in a situation where the person is distressed or anxious and displaying challenging behaviour.

Ensure information on each is accessible to all relevant stakeholders.

Agreed verbal responses/scripts

• It may benefit to have agreed verbal responses and scripts for staff to use certain situations
• These are best developed with the input of all stakeholders, particularly the student and their parent/carers
• Consider the use of visuals or conversation scripts to support communication
• Support the student by providing them with their own agreed verbal responses/scripts. This might take the form of a card which can be shown in times of distress
• Ensure all staff are aware of the agreed verbal response/scripts

Other resources

• Using conversation scripts to teach communication

Targeted SEMH intervention

• Targeted SEMH intervention to develop core SEMH skills
• There are a range of intervention programs available which focus on different areas of SEMH. These can be delivered by all staff members. The SCC Ordinarily Available Provision Guide details a range of programs in the SEMH section and is routinely updated, but examples of interventions that could be led all staff include:
  • Zones of regulation
  • Think good, feel good
  • Starve the anxiety gremlin
  • Language for behaviour and emotions toolkit
  • Drawing and talking
• Establish a criterion for each intervention program and make this information accessible for all relevant stakeholders
• Ensure all interventions have a review/end date.
• Ensure pre and post assessment tools are used to measure impact of the intervention
• Share strategies taught in intervention are shared with wider staff and parents/carers so there is continued learning and consistent approaches outside of the intervention

Other resources

• SCC ordinarily available provision guide (SEMH intervention section)
• School Behaviour Secrets podcast - Essentials: how to maximise the success of your behaviour interventions

Review of targeted SEMH intervention

• Establish a criterion for each intervention program and make this information accessible for all relevant stakeholders
• Ensure all interventions have a review/end date
• Ensure pre and post assessment tools are used to measure impact of the intervention
• Share strategies taught in intervention are shared with wider staff and parents/carers so there is continued learning and consistent approaches outside of the intervention
• Allow all stakeholders to see the recording and reviews of the intervention

Other resources

• Cambridge University Press and Assessment blog - Understanding how standardised scores are calculated

Request for support from external services

Support with timely referrals by ensuring that there are enough staff confident in referral systems to relevant external services to provide targeted SEMH support.

This could include services such as:

• Southampton Inclusion Partnership
• Educational Psychologist Service
• Mental Health Support Team

Consider sharing information on criterion and service available for each service with all staff.

Information could be shared on methods such as:

• Padlet (for example Inclusive Education Padlet - see below)
• Staff briefing
• Information or resources available in staff areas (staff rooms etc. such as notice boards
• Update emails
• In a shared folder (or Teams folder, Google Drive etc.)

Ensure information is routinely updated. Ensure outcomes from support from external services are disseminated to all relevant stakeholders.

Other resources

• SCC Inclusive Education Padlet
• SCC ordinarily available provision guide (SEMH intervention section)
• Solent CAMHs - Child and Adolescent Mental Health Service
• Solent Mental Health Support Team (MHST)
• Southampton Educational Psychology service

Family support

Support with timely referrals to family support services by ensuring that there are enough staff confident in referral systems to relevant external services to provide family support.

This could include services such as:

• Parent/Carer Forum
• RE:Minds
• SENDIASS
• Listening Ear
• No Limits
• Southampton Autism Support Service
• Family Hubs
• Young Carers

Refer to information on local support and groups for parents/carers with SEND in the Southampton area on the Local Offer website.

Consider sharing information on service available for each service with all parents/carers and staff members.

Information could be shared on methods such as:

• Sharing link to Local Offer Webpage
• Information at parts of the school parents/carers will visit, such as reception
• Parent/Carer events
• Newsletters
• Via social media pages

Other resources

• Local support and groups for parents/carers with SEND in Southampton area

Targeted SEMH intervention led by trained professional

• Targeted SEMH intervention to develop core SEMH skills led by trained professionals
• There are a range of intervention programs available which focus on different areas of SEMH which can only be delivered by trained professionals. The SCC Ordinarily Available Provision Guide details a range of programs in the SEMH section and is routinely update, but examples of interventions that could be led a trained professional include:
  • ELSA intervention
  • Trauma Informed Practitioner intervention
  • Thrive intervention
  • ELKLAN intervention
• Establish a criterion for each intervention program and make this information accessible for all relevant stakeholders
• Ensure all interventions have a review/end date.
• Ensure pre and post assessment tools are used to measure impact of the intervention
• Share strategies taught in intervention are shared with wider staff and parents/carers so there is continued learning and consistent approaches outside of the intervention
• Allow all stakeholders to see the recording and reviews of the intervention

Other resources

• SCC ordinarily available provision guide (SEMH intervention section)
• School Behaviour Secrets podcast - Essentials: how to maximise the success of your behaviour interventions
• Cambridge University Press and Assessment blog - Understanding how standardised scores are calculated

Risk assessment/consistent management plan

• A Risk Assessment/Consistent Management Plan should be considered where a student’s conduct poses a demonstrable and ongoing risk to the health, safety and wellbeing of themselves or other members of the school community
• Different styles of Risk Assessment /Consistent Management Plan may be appropriate for different pupils, depending on the circumstances in any individual case
• Focus on proactive and reactive strategies and link these to potential risks
• Not to be used to outline punishments, but focuses on how to lead to more positive behaviours and the support that will be provided
• Ensure that all relevant stakeholders contribute and have a role in the plan
• Use specialist knowledge to support in developing the plans where appropriate
• Ensure the plan is accessible to all stakeholders
• Ensure that there are monitoring and review arrangements and dates

Other resources

• The Key risk assessment guide (including templates)
• National Education Union article
• School Behaviour Secrets podcast - How to write a successful pupil regulation plan

Tracking of progress with stakeholders

• Focus on collaboration. Intensive, additional support requires collaboration between teachers, intervention specialists, educational leaders, students and parents/carers
• Through a team approach, schools can create a learning environment where expertise is shared, and a collective effort is aimed at supporting students
• Ensure decisions are data driven. Ensure that provisions and interventions in place have data to show progress and further development areas. Use this alongside other available data, such as behaviour/attendance data
• Ensure students and parents/carer’s views are captured as part of these reviews
• Support staff with understanding this process with making information of the review and next steps accessible to all

Other resources

• Third Space Guide - Tier 3 interventions
• EEF improving behaviour in schools: evidence review

Adapted learning environment

• Access to adapted learning environments should be short term and established with a review date and monitoring arrangements
• Examples of adapted learning environments include:
  • Individual learning station
  • Targeted access to a SEND room/hub (or similar space)
  • Outdoor learning space
• These spaces should be led by staff members
• Consider where these learning environments are in the school, ensuring that they are inclusive and support a sense of belonging with the school community
• Ensure that there is clarity and structure around activity when accessing the adapted learning environment
• Consider identifying areas of success and areas of concern in the school day and ensure that access to adapted learning environments do not occur during areas of success
• Ensure key staff members, such as the class teacher, continue to interact and engage with the student when accessing an adapted learning environment, his could include direct interaction or indirect interaction

Other resources

• Future Parity article - Four top tips to create an inclusive SEND-friendly space
• School Behaviour Secrets podcast - How to set up a successful SEND hub in your school

Personalised curriculum

• Access to personalised curriculums should be short term and established with a review date and monitoring arrangements
• Examples of adapted learning environments include:
  • Access to alternative curriculum provisions
  • Provision in different year groups
  • Access to online learning models
  • Targeted sessions in SEND room/hub
• These curriculum offers should be led by staff members
• Ensure that there is clarity around the intended outcome of the personalised curriculum offer
• Consider where these learning environments are in the school, ensuring that they are inclusive and support a sense of belonging with the school community
• Seek advice and guidance from external professionals on the development of a personalised curriculum offer
• Ensure key staff members, such as the class teacher, continue to interact and engage with the student when accessing an adapted learning environment, his could include direct interaction or indirect interaction
• Ensure all relevant stakeholders are part of the review process and development of next steps

Other resources

• Understood article - Personalised learning: what you need to know
• London Business School article - Personalised learning

Reasonable adjustments applied to School Behaviour Policy

Consider how all aspects of the school day could be adjusted to meet the needs of the students, including attendance and behaviour, so that everyone is setting high expectations and feels they belong in the school community.

Treating disabled pupils equally might mean doing things differently for them. Here are just some of ways schools can prevent disabled pupils facing disadvantage. For example:

• A pupil with a visual impairment sits at the back of the class to accommodate their field of vision
• A healthy snacks policy is adjusted for a pupil with diabetes who needs a high-calorie snack at breaktime
• School uniform is adapted for a pupil who has an allergy to synthetic material or severe eczema.
• special communication systems like traffic light cards are put in place for a pupil who needs extra time to complete a task
• A pupil with dyslexia who struggles to write on white paper uses different coloured paper
• A short-term reduced timetable is agreed for a pupil with Autism Spectrum Disorder or Attention Deficit Hyperactive Disorder who finds classroom environments intimidating, in order to build their confidence back up to full time attendance

Other resources

• Department of Education behaviour in schools guide
• Department of Education blog - What are reasonable adjustments and how do they help disabled pupils at school?
• SecEd article - Vulnerable students: a school without sanctions

Challenging behaviour consult

Advice and steps from SCC Education Psychologist service.

Step one - Request

A member of staff from your child’s school or college will talk to you about whether a request for EP involvement should be made to support your child. Once this is agreed, the SENCo will ask for your signed consent before the EP becomes directly involved. If you are happy, a consultation will then be arranged. This is a joint problem-solving meeting between the EP, parents and carers, the class teacher and any key adults working closely with your child to share concerns.

Step two - Psychological consultation

This might be through a face-to-face meeting in school, a home visit, or a video call. During this meeting, the EP will listen and ask a range of questions to gather information from everyone so the group can gain a deeper understanding of your child’s needs and start to plan next steps.

We do not always need to see your child in order to help, but in some cases, the EP may need to carry out further assessment work. This could include classroom observations, analysis of schoolwork, questionnaires, curriculum-based assessments and use of recognised assessment tools. Children and young people often enjoy assessment activities with an EP as they are presented as fun and motivating activities.

Step three - Action planning

A discussion about jointly creating a realistic plan for your child might occur towards the end of the consultation or in a separate meeting following some further EP assessment work. This recorded action plan will include outcomes or targets for your child, along with potential strategies and interventions to help meet those targets. A date to jointly review this plan may also be agreed.

Step four - Review meeting

At this meeting, your child’s progress will be discussed and the action plan will be reviewed by everyone involved. The EP may then end their involvement and you and the educational setting will be provided with a written record.

Other resources

• SCC Education Psychologist assessment

Assessment from external services

Support with timely referrals by ensuring that there are enough staff confident in referral systems to relevant external services to provide intensive assessment. This could include assessment for:

• Speech and Language
• Cognitive assessments
• Neurodivergence assessment
• Sensory barriers

This could include assessment from services such as:

• Southampton Inclusion Partnership
• Educational Psychologist Service
• Mental Health Support Team
• Children and Adolescent Mental Health Service
• Occupational Therapist

Consider sharing information on criterion and assessments available from each service with all staff.

Information could be shared on methods such as:

• Padlet (for example Inclusive Education Padlet)
• Staff briefing
• Information or resources available in staff areas (staff rooms etc.) such as notice boards
• Update emails
• In a shared folder (or Teams folder, Google Drive etc.)

Ensure information is routinely updated.

Ensure outcomes from assessment from external services are disseminated to all relevant stakeholders.

Other resources

• SCC Inclusive Education Padlet
• SCC ordinarily available provision guide (SEMH intervention section)
• Solent CAMHs
• Solent Mental Health in Schools Team (MHST)
• Solent Children Therapy Service
• Southampton Educational Psychology Service

Intense family support

Support with timely referrals by ensuring that there are enough staff confident in referral systems to relevant external services to provide intensive family support. This could include services such as:

• Jigsaw
• Early Help Hub
• Mental Health Support Team
• Parent/Carer Forum
• RE:Minds
• SENDIASS
• Listening Ear
• No Limits
• Southampton Autism Support Service
• Family Hubs
• Young Carers

Consider sharing information on service available for each service with all parents/carers and staff members.

Information could be shared on methods such as:

• Sharing link to Local Offer Webpage
• Information at parts of the school parents/carers will visit, such as reception
• Parent/Carer events
• Newsletters
• Via social media pages

Other resources

• Southampton Family Information Services
• Local support and groups for parents/carers with SEND in Southampton area
• Solent CAMHs
• Solent Mental Health in Schools Team (MHST)

High needs funding provision

• High needs funding supports provision for pupils and students with SEND who require additional resources to participate in education and learning, from their early years to age 25 in schools and colleges (excluding students aged 19 to 25 who do not have an EHC plan or students who are over the age of 25) and pre-16 pupils in AP who, because of exclusion, illness, or other reasons, cannot receive their education in mainstream schools
• Refer to the Department of Education operation guide for information on how funding is allocated.
• Consider how to support all relevant stakeholders with being aware of key principles of high need funding and what provision looks like in your context
• Ensure that there is transparency on what high needs provision will be in place for individuals
• Monitor and review the impact of high needs provision on a routine basis

Other resources

• Department of Education - High needs funding operational guide
• Southampton City Council - Education, health and care plan (EHCP) information
• The Key article - Top-up funding for pupils with high needs
• Council for Disabled Children blog - High needs funding: what does it really mean?
• NASUWT advice and guidance on special needs funding

Education, health and care plan (EHCP) reviewed annually

• Ensure that all relevant stakeholders are routinely contributing to the annual review process
• Check if any of the stakeholders require any reasonable adjustments to be made
• Make sure student voice is captured
• Ensure that there is sufficient time for invites, reading of information and contributions before the meeting date
• Ensure all relevant stakeholders are invited to the annual review meeting with sufficient time to priorities the meeting
• Ensure that there is sufficient time to complete the annual review meeting and that there is time for any other business
• Share review and outcomes to all relevant stakeholders
• Consider the use of emergency annual review if there is a need for a change in any part of the Education, Health and Care Plan

Other resources

• Southampton City Council - Education, health and care plan (EHCP) information
• NASEN - Top tips for annual reviews
• Southampton SENDIASS - Annual review information
• Council for Disabled Children blog - What is an annual review?

Referral to PHIG/PRU for problem solving

Support with timely referrals by ensuring that there are enough staff confident in referral systems to relevant external services to provide further problem solving, advice and case discussion. This could include refers to services such as:

• PHIG panel
• Pupil Referral Unit (Compass school)
• Complex cases panel

Ensure outcomes from assessment from external services are disseminated to all relevant stakeholders.

Other resources

• SCC Support and Inclusion in Education

Alternative pathway intervention

• Access to alternative pathway interventions should be short term and established with a review date and monitoring arrangements
• Education settings must ensure that they meet the statutory guidelines for access to alternative provision. Please refer to guidance report
• Examples of Southampton City Council approved alternative pathway interventions are detailed on the Local Offer website (education settings must still meet their own statutory responsibilities in relation to accessing alternative provision)
• Ensure student and parent/carer voice is captured and considered as part of the development of any plans including alternative pathway interventions
• Seek advice and guidance from external professionals on the development of an alternative pathway interventions
• Ensure key staff members, such as the class teacher, continue to interact and engage with the student when accessing an adapted learning environment, his could include direct interaction or indirect interaction
• Ensure all relevant stakeholders are part of the review process and development of next steps

Other resources

• SCC alternative provision
• Department of Education: Alternative provision - Statutory report

Short term change of environment

Access to a change of environment should be short term and established with a review date and monitoring arrangements.

Examples of changes to environment could include:

• Alternative school site
• Neutral venues (such as library)
• In reach referrals at Pupil Referral Units

Education settings must ensure that they meet the statutory guidelines for access to alternative provision. Please refer to guidance report.

Ensure that there is clarity around the intended outcome of the short-term change of environment.

Seek advice and guidance from external professionals on the development of a short-term change of environment.

Ensure key staff members, such as the class teacher, continue to interact and engage with the student when accessing an adapted learning environment. His could include direct interaction or indirect interaction.

Ensure all relevant stakeholders are part of the review process and development of next steps.

Other resources

• SCC risk assessment for reduced provision
• Department of Education: Alternative provision - Statutory report

Further assessments from external services

Support with timely referrals by ensuring that there are enough staff confident in referral systems to relevant external services to provide further intensive assessment.

This could include intensive assessments such as:

• Critical Incident Response
• CAMHs
• Children and Family First

Consider sharing information on criterion and assessments available from each service with all staff.

Information could be shared on methods such as:

• Padlet (for example Inclusive Education Padlet)
• Staff briefing
• Information or resources available in staff areas (staff rooms etc.) such as notice boards
• Update emails
• In a shared folder (or Teams folder, Google Drive etc.)

Ensure information is routinely updated.

Ensure outcomes from assessment from external services are disseminated to all relevant stakeholders.

Other resources

• SCC inclusive education padlet
• SCC ordinarily available provision guide (SEMH outside agencies section)
• Solent CAMHs
• Solent Children Therapy Service
• Southampton Educational Psychology service
• Children and family first

Special School advice, guidance or outreach support

• Support with advice, guidance and expertise from Special School settings in the area
• This could include outreach support
• Ensure that there are connections with all specialist settings for sharing of best practice, advice and guidance

Other resources

• Southampton Special Schools