to prevent social adult support intended vulnerability with vulnerability and Isolation. to prevent isolation. disengagement from disengagement Focussed opportunities The student may be education, social and are offered to build being bullied. family life. develop There may be an friendships and social unwillingness to skills. Self-evaluation is acknowledge or accept encouraged and responsibility for his or developed. her own actions. Intervention Some modification of A pattern of significant Teaching and learning is A highly individualised teaching styles. modification of teaching persistently disrupted programme is required Increasing incidents of styles and an despite an individualised disruption/disaffection individualised curriculum being despite appropriate curriculum in some provided for most of the curriculum and other areas are in place. time. Support needs to strengthening of other Teaching and learning be flexible and classroom/setting is disrupted frequently responsive to reflect strategies. Support changes in need that requires parents’/carers Appropriate behaviour may occur even on a active participation. and expectations are daily basis. taught alongside the academic curriculum. Student and parent involvement in the behavioural programmes will be clearly defined. Exceptional, complex Exceptional Exceptional circumstances safeguarding safeguarding evidence
to prevent social Isolation. Focussed opportunities are offered to build develop friendships and social skills. Self-evaluation is encouraged and developed. adult support intended to prevent isolation. The student may be being bullied. There may be an unwillingness to acknowledge or accept responsibility for his or her own actions. vulnerability with disengagement from education, social and family life. vulnerability and disengagement Intervention Some modification of teaching styles. Increasing incidents of disruption/disaffection despite appropriate curriculum and other strengthening of other classroom/setting strategies. Support requires parents’/carers active participation. A pattern of significant modification of teaching styles and an individualised curriculum in some areas are in place. Teaching and learning is disrupted frequently Appropriate behaviour and expectations are taught alongside the academic curriculum. Student and parent involvement in the behavioural programmes will be clearly defined. Teaching and learning is persistently disrupted despite an individualised curriculum being provided for most of the time. Support needs to be flexible and responsive to reflect changes in need that may occur even on a daily basis. A highly individualised programme is required Exceptional, complex circumstances Exceptional safeguarding Exceptional safeguarding evidence
indicator_of_need_social_and_emotional_health.docx