Support/advice from Co with assessment, observation and planning resources Appropriately skilled additional adults routinely used to support flexible groupings, observe and staffing pupils, differentiation and some 1:1 Close monitoring to identify through observation with results used in planning “hotspots” Support for identified by risk assessments and strategies implemented to manage these Close liaison and common approach with parents/carers Curriculum In class more targeted differentiation of the curriculum and supporting materials to enable full access and Teaching Strategies developed are formally shared with school staff, parent/carer and are Methods documented Increased differentiation of social, emotional and behavioural learning as well as academic curriculum Level and pace of instructions simplified with attention paid to appropriate amount of teacher talk chunked instructions, simple sentences – Increased emphasis on identifying and teaching to preferred learning Planned opportunities for pupils to reinforce social and emotional skills Some use of specific group or 1:1 programmes around BESD Preparation for any change and the need for clear routines so that children feel safe Resources Further use of positive targeted strategies that include; and Further baseline assessments and support, PSD targets Intervention HI, VI, other health checks Strategies Incident logs, ABC charts, observations in a range of settings with analyses and adjustments made according to findings, consideration given to the use of positive diaries, visual time tables Consideration given to the provision of parenting support/ family centre involvement/Family SEAL/CAF
resources and staffing Support/advice from Co with assessment, observation and planning Appropriately skilled additional adults routinely used to support flexible groupings, observe pupils, differentiation and some 1:1 Close monitoring to identify “hotspots” through observation with results used in planning Support for identified by risk assessments and strategies implemented to manage these Close liaison and common approach with parents/carers Curriculum and Teaching Methods In class more targeted differentiation of the curriculum and supporting materials to enable full access Strategies developed are formally shared with school staff, parent/carer and are documented Increased differentiation of social, emotional and behavioural learning as well as academic curriculum Level and pace of instructions simplified with attention paid to appropriate amount of teacher talk – chunked instructions, simple sentences Increased emphasis on identifying and teaching to preferred learning Planned opportunities for pupils to reinforce social and emotional skills Some use of specific group or 1:1 programmes around BESD Preparation for any change and the need for clear routines so that children feel safe Resources and Intervention Strategies Further use of positive targeted strategies that include; Further baseline assessments and support, PSD targets HI, VI, other health checks Incident logs, ABC charts, observations in a range of settings with analyses and adjustments made according to findings, consideration given to the use of positive diaries, visual time tables Consideration given to the provision of parenting support/ family centre involvement/Family SEAL/CAF
SEMH%20Range%20Guidance%20updated%20July%202015(1).docx