Practical support for identifying and meeting need
Specialist – additional support for children and young people with an ongoing and significant identified need
- Increased access to smaller group provision such as nurture or social skills groups.
- SEMH support in place for unstructured times such as break times and lunch times.
- Staff to actively engage and share time with children during unstructured times (eg. Physical Regulation, Bonding through play activities)
- Some opportunities for alternative provision which is time limited but in wider out of class environments (e.g Forest school, outdoor kitchen play)
- Mentoring/supervision to support wellbeing of staff, establish a network of secure support.
- Regular updates of education focused SEMH assessments e.g. Boxall, Thrive, SDQ
- Access to specialist support of external agencies e.g. EPS, Mind, WMIM, SEMH OutReach, CAMHS
Access to the curriculum
- Child or young person taught a personalised, differentiated curriculum, adapted and reviewed regularly to meet need
- Child or young person accesses additional SEMH support from emotionally available adult in most lessons
- SEMH interventions structured around interests, flow activities and guided by assessments to provide structure/progress
- Daily ‘check ins’ in a calm environment to regulate across the day with an empathetic, emotionally available adult
- Timetabled SEMH sessions in either small groups or 1:1 including social skills groups
- Structured opportunities in specific nurturing or sensory environments that can sooth and regulate
- Focus of support to extend and include secure care giver to the child