Social, Emotional and Mental Health
May have difficulties with social and emotional development which may lead to or stem from:
How we adapt teaching to ensure access to the curriculum
How we provide support and intervention for those with identified needs
Providing support – having a designated adult to work with the pupil
Having a calm area where the child can have ‘time out’.
Children are encouraged to work with others within a small group with the support of an adult
Children are encouraged to share their ideas with others and adults model how to take turns, share and negotiate with their peers.
Consistent routines/boundaries and expectations of behaviour
Being sensitive to the needs of individual children, taking into account their personal circumstances.
Being sensitive to any resources being used.
A place for time out- zen den
Small group ‘Circle Time’
Home School Behaviour Books
Friends for Life, No Worries programme
Refer to outside agencies as appropriate eg bereavement counselling, BeeU (CAMHs)
Advice followed from BeeU (CAMHs) or other agencies
Extra visits to Secondary Schools
Supporting families with multiagency involvement
During unstructured times support staff and supervisors made aware of the needs of specific children.
Mabel the school dog- focused timeout sessions
Carefully planned seating arrangements both in and out of school
Calm learning environment
Sensory items when required
Brain and active breaks
Whole school awareness days
Daily mindfulness sessions
Parent information- inclusion