Give clear visual and verbal prompts when there is to be a change of activity (e.g. 2 minute/1 minute warning). Use specific strategies consistently, for example praise for being a (‘what and praise for doing you for tidying up the puzzles; that lovely smile’) (‘thank was really helpful’). Build in opportunities for the child to develop emotional literacy so that he/she can verbally communicate and understand the feelings that they and others have. Give open access to specific activities that help to calm the child, eg pulley work, digging. Ensure all adults use positive, enabling language. Use a fresh start principle to encourage a warm welcome to each new session every day. Use the areas of special interest to engage him/her in motivational child’s learning. Helpful resources include: The Parenting Puzzle by Candida Hunt, The Family Links Nurturing Programme. Caroline Webster Stratton, Incredible Years 2006. The Incredible Years, Promoting Positive Behaviour, National Day Nurseries Association, Hope Education. Supporting Children with Behavioural, Emotional and Social difficulties: Inclusion Development Programme (now in the National Archives). Sue Gerhart, Brunner-Routledge, 2004. Why Love Matters, Good Grief, Barbara Ward and Associates, Jessica Kingsley Behavioural and Emotional difficulties, Hannah Mortimer, Scholastic, 2002. Box of Feelings, Distributed by Speechmark Publishing Ltd, ISBN The EYSEN toolkit contains ideas for activities, strategies and resources: Wider thinking All staff should be aware of the implications of the social, emotional child’s and mental health needs and how to respond appropriately. Support may be needed for the child to access out of school/setting activities including trips. Information sharing, with consent of parents where appropriate can help the child to participate successfully. Advice, support and information for parents and carers are available from a range services and organisations. See Local Offer website (). Oxfordshire’s SENDIASS Oxfordshire offers advice and support to parents, and can help parents, carers and professionals to work together to support the inclusion and achievement of children with SEN. Information about out of school/setting activities including childcare and short breaks is also available from the Family Information Service Directory (FISD) via the Oxfordshire County Council Local Offer website. Further Training for Staff
Give clear visual and verbal prompts when there is to be a change of activity (e.g. 2 minute/1 minute warning). Use specific strategies consistently, for example praise for being (‘what a lovely smile’) and praise for doing (‘thank you for tidying up the puzzles; that was really helpful’). Build in opportunities for the child to develop emotional literacy so that he/she can verbally communicate and understand the feelings that they and others have. Give open access to specific activities that help to calm the child, eg pulley work, digging. Ensure all adults use positive, enabling language. Use a fresh start principle to encourage a warm welcome to each new session every day. Use the child’s areas of special interest to engage him/her in motivational learning. Helpful resources include: The Parenting Puzzle by Candida Hunt, The Family Links Nurturing Programme. The Incredible Years, Caroline Webster Stratton, Incredible Years 2006. Promoting Positive Behaviour, National Day Nurseries Association, Hope Education. Supporting Children with Behavioural, Emotional and Social difficulties: Inclusion Development Programme (now in the National Archives). Why Love Matters, Sue Gerhart, Brunner-Routledge, 2004. Good Grief, Barbara Ward and Associates, Jessica Kingsley Behavioural and Emotional difficulties, Hannah Mortimer, Scholastic, 2002. Box of Feelings, Distributed by Speechmark Publishing Ltd, ISBN The EYSEN toolkit contains ideas for activities, strategies and resources: Wider thinking All staff should be aware of the implications of the child’s social, emotional and mental health needs and how to respond appropriately. Support may be needed for the child to access out of school/setting activities including trips. Information sharing, with consent of parents where appropriate can help the child to participate successfully. Advice, support and information for parents and carers are available from a range services and organisations. See Oxfordshire’s Local Offer website (). SENDIASS Oxfordshire offers advice and support to parents, and can help parents, carers and professionals to work together to support the inclusion and achievement of children with SEN. Information about out of school/setting activities including childcare and short breaks is also available from the Family Information Service Directory (FISD) via the Oxfordshire County Council Local Offer website. Further Training for Staff
FYsettingsSENSupport.docx