times. developed. Changes of routine explained and discussed with CYP with time to prepare May occasionally be unpredictable or for them. Pupils’ self-assessment routinely used destructive. to set individual learning targets. Appropriate behaviour is noticed, praised and rewarded. Parent/Carer engagement and Opportunities for positive social interactions, including turn taking and involvement are positively and actively sharing. promoted from the earliest Modelling, by adults, of behaviour that shows patience, respect, good opportunity. humour and calmness. System of meaningful rules, incentives and sanctions with consistent and fair application –remove. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping to match learning needs, concentration level, interest and motivation. Language of emotions displayed clearly, both in words and pictures, to assist with the development of emotional literacy – accessible to the age in the class. There should be strategies to focus on emotional needs. These may include strategies such as Circle Time, Friendship Circles, discussion groups, mentoring/buddying. Targeted Support for pupils with SEMH needs: (Quality First Teaching strategies for pupils with SEMH Needs, above, should be implemented and evidenced) Impact of Condition on Learning and Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Development The students difficulties that may present in Additional levels of pastoral support are likely to include: Staff training regarding the characteristics of either the home and/or school may include: students with SEMHD and the impact on Social support groups persistent emotional or behavioural curriculum access could be provided by Individual support through daily mentoring by a skilled adult difficulties that have not been reduced external agencies, e.g. Specialist Teachers, Peer support strategies at key times by differentiated learning opportunities Educational Psychologists Clear communication throughout the school management or by the behaviour management Pastoral Support Plan (PSPs) may be set system with weekly updates techniques usually employed by the following consultation with external
times. May occasionally be unpredictable or destructive. Changes of routine explained and discussed with CYP with time to prepare for them. Appropriate behaviour is noticed, praised and rewarded. Opportunities for positive social interactions, including turn taking and sharing. Modelling, by adults, of behaviour that shows patience, respect, good humour and calmness. System of meaningful rules, incentives and sanctions with consistent and fair application –remove. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping to match learning needs, concentration level, interest and motivation. Language of emotions displayed clearly, both in words and pictures, to assist with the development of emotional literacy – accessible to the age in the class. There should be strategies to focus on emotional needs. These may include strategies such as Circle Time, Friendship Circles, discussion groups, mentoring/buddying. developed. Pupils’ self-assessment routinely used to set individual learning targets. Parent/Carer engagement and involvement are positively and actively promoted from the earliest opportunity. Targeted Support for pupils with SEMH needs: (Quality First Teaching strategies for pupils with SEMH Needs, above, should be implemented and evidenced) Impact of Condition on Learning and Development Teaching Strategies/Specialised Adaptations Relevant Information/Assessments The students difficulties that may present in either the home and/or school may include: persistent emotional or behavioural difficulties that have not been reduced by differentiated learning opportunities or by the behaviour management techniques usually employed by the Additional levels of pastoral support are likely to include: Social support groups Individual support through daily mentoring by a skilled adult Peer support strategies at key times Clear communication throughout the school management system with weekly updates Staff training regarding the characteristics of students with SEMHD and the impact on curriculum access could be provided by external agencies, e.g. Specialist Teachers, Educational Psychologists Pastoral Support Plan (PSPs) may be set following consultation with external
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