Finds it difficult to approach / relate to peers appropriately and will sometimes use physical and verbal intimidation and aggression towards peers / adults or withdraws from peers and finds it difficult to respond to offers of friendship Regularly disrupts other children’s access to learning Have little awareness of impact of behaviour on others Professional involvement from school services has been sought. Children who exhibit severe and challenging behaviour: C1 Significant periods off mainstream Years (School) Action Plus planning Exhibit severe and challenging provision and requires flexible and (based on multi-agency advice) reflects behaviour even when a structured individualised provision child’s needs and recommendations from behaviour management plan is in other agencies. Key person / key adult working daily with and is supported by a trained/specialist the child Education / Health / Children’s Social Care adult for a large part of the session to report/s and reviews with evidence that Exit arrangements agreed with ‘identified access learning. Intensity and duration recommendations have been implemented safe place’ for learning as appropriate may be lessened by targeted support MAISEY recommendations but frequency remains significant i.e. Support focuses daily on emotional safety times a session. / well being IPPs /IEPs and reviews which include Have had intervention advice from input from parents and child Support for all group times as well as Area Team. individualised / free play opportunities Support clearly identified in setting Exhibit repeated oppositional defiant planning for 75% of time Supported opportunities to socialise with behaviour peers Evidence of attendance at recommended Exhibit high frequency distractibility On-going guidance and training for all training and impact and a highly structured support programme and adult support to staff e.g. emotional safety / attachment Area SENCO notes of visit access learning and stay on task for Regular supervision for key staff to Evidence of regular key supervision short periods support their well-being and level of Are unable to approach / relate to Detailed log of incidents engagement peers appropriately and will regularly Evidence of ABC / STAR observations and Multi-agency planning use physical and verbal intimidation how are informing support Family Support from provider and range and aggression towards peers / adults Detailed risk assessments other professionals or withdraws from peers and finds it very difficult to respond to offers of Requires detailed risk assessments friendship Have displayed difficulties for two or more
Finds it difficult to approach / relate to peers appropriately and will sometimes use physical and verbal intimidation and aggression towards peers / adults or withdraws from peers and finds it difficult to respond to offers of friendship Regularly disrupts other children’s access to learning Have little awareness of impact of behaviour on others Professional involvement from services has been sought. C1 Children who exhibit severe and challenging behaviour: Exhibit severe and challenging behaviour even when a structured behaviour management plan is in and is supported by a trained/specialist adult for a large part of the session to access learning. Intensity and duration may be lessened by targeted support but frequency remains significant i.e. times a session. Have had intervention advice from Area Team. Exhibit repeated oppositional defiant behaviour Exhibit high frequency distractibility and a highly structured support programme and adult support to access learning and stay on task for short periods Are unable to approach / relate to peers appropriately and will regularly use physical and verbal intimidation and aggression towards peers / adults or withdraws from peers and finds it very difficult to respond to offers of friendship Have displayed difficulties for two or more Significant periods off mainstream provision and requires flexible and individualised provision Key person / key adult working daily with the child Exit arrangements agreed with ‘identified safe place’ for learning as appropriate Support focuses daily on emotional safety / well being Support for all group times as well as individualised / free play opportunities Supported opportunities to socialise with peers On-going guidance and training for all staff e.g. emotional safety / attachment Regular supervision for key staff to support their well-being and level of engagement Multi-agency planning Family Support from provider and range other professionals Requires detailed risk assessments Years (School) Action Plus planning (based on multi-agency advice) reflects child’s needs and recommendations from other agencies. Education / Health / Children’s Social Care report/s and reviews with evidence that recommendations have been implemented MAISEY recommendations IPPs /IEPs and reviews which include input from parents and child Support clearly identified in setting planning for 75% of time Evidence of attendance at recommended training and impact Area SENCO notes of visit Evidence of regular key supervision Detailed log of incidents Evidence of ABC / STAR observations and how are informing support Detailed risk assessments school