Any student who has had a number of fixed term exclusions Any student whose behaviour is deteriorating rapidly. Not Exceptional Not exceptional Exceptional Exceptional Profound Normal School Provided from Significant (and in and specialist Entitlement school’s delegated sufficient quantity and provision Provided from AWPU budget with enough evidence) Student participation in Some SEMH inhibit A pattern of frequent A pattern of persistent SEMH inhibiting any Education participation, SEMH inhibiting regular SEMH inhibiting most participation, understanding and participation, participation in, understanding and contribution to activities understanding and understanding of & contribution to learning and learning in the contribution to activities contribution to activities activities. SEMH is classroom which results and learning in the & learning in the barrier to all learning. in limited progress in classroom, resulting in classroom resulting in many areas very limited progress in extremely limited Students’ most areas. progress in all areas. is routinely There will be poor used to set individual concentration despite learning targets structured and time limited tasks with poor Parent/Carer organisational skills and engagement and careless with learning involvement are materials. positively and actively May pre-empt failure in promoted from the tasks. earliest opportunity.
Any student who has had a number of fixed term exclusions Any student whose behaviour is deteriorating rapidly. Not Exceptional Normal School Entitlement Provided from AWPU Not exceptional Provided from school’s delegated budget Exceptional Significant (and in sufficient quantity and with enough evidence) Exceptional Profound and specialist provision Student participation in Education Some SEMH inhibit participation, understanding and contribution to activities and learning in the classroom which results in limited progress in many areas Students’ is routinely used to set individual learning targets Parent/Carer engagement and involvement are positively and actively promoted from the earliest opportunity. A pattern of frequent SEMH inhibiting regular participation, understanding and contribution to activities and learning in the classroom, resulting in very limited progress in most areas. There will be poor concentration despite structured and time limited tasks with poor organisational skills and careless with learning materials. May pre-empt failure in tasks. A pattern of persistent SEMH inhibiting most participation in, understanding of & contribution to activities & learning in the classroom resulting in extremely limited progress in all areas. SEMH inhibiting any participation, understanding and contribution to learning activities. SEMH is barrier to all learning.