Increased parental/carer involvement, multi-agency additional advice from support to plan and regularly review individual plans other professionals as Encouragement and inclusion in extra curricular activities outlined above Develop a multi agency approach Curriculum Modify of teacher talk to pupil’s identified need and Individual targets within group programmes and/or 1:1 Teaching A nurturing approach within the classroom which takes account of difficulties in the Methods understanding of social rules and expectations Emphasis on increasing differentiation of activities and materials and account of individual learning styles term individual support focusing on listening, concentration, social skills Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional need rather than chronological age Provision of opportunities for play, creative activities, play Resources Continue with range 1 strategies + use of behaviour targets within classroom or playground and Increase visual systems; prompt cards, behaviour plans, risk assessments, portable plans, Intervention diaries Regular small group work on conflict resolution, social/emotional skills Strategies Short term individual support, using solution focused motivational approaches Additional circle time activities/small circles of support Involvement from a wider range of services
Increased parental/carer involvement, multi-agency support to plan and regularly review individual plans Encouragement and inclusion in extra curricular activities Develop a multi agency approach additional advice from other professionals as outlined above Curriculum and Teaching Methods Modify of teacher talk to pupil’s identified need Individual targets within group programmes and/or 1:1 A nurturing approach within the classroom which takes account of difficulties in the understanding of social rules and expectations Emphasis on increasing differentiation of activities and materials and account of individual learning styles term individual support focusing on listening, concentration, social skills Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional need rather than chronological age Provision of opportunities for play, creative activities, play Resources and Intervention Strategies Continue with range 1 strategies + use of behaviour targets within classroom or playground Increase visual systems; prompt cards, behaviour plans, risk assessments, portable plans, diaries Regular small group work on conflict resolution, social/emotional skills Short term individual support, using solution focused motivational approaches Additional circle time activities/small circles of support Involvement from a wider range of services
SEMH%20Range%20Guidance%20updated%20July%202015(1).docx