|Description of Student
Children and young people who find it difficult to manage their emotions and behaviour in a way that affects their daily life.
Some of the things children and young people with these difficulties might find difficult are:
- Following rules set by others
- Sitting still for longer periods of time
- Listening to and follow instructions
- Understanding how they are feeling
- Dealing independently and positively with their own emotions
- Making friends
- Interacting positively with their peers
- Dealing with their difficulties in a way that does not cause harm to themselves or others
- Taking responsibility for their own actions
|The types of intervention and support
- All teachers are teachers of children with special educational needs (COP 5:2)
- Whole school awareness and understanding of how to support students with social, emotional and mental health difficulties.
- The students with mental health difficulties will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
- Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
- Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
- Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
- May require some additional support from Learning Support Assistants in lessons.
- The key stage teams are also equipped in supporting people with social, emotional and mental health difficulties within school.
- May require support from the school counsellor.
- May benefit from focused/small group intervention from Aspire.
|The learning environment
- Sensitively placed when working in groups.
- Staff to consider individual seating arrangements.
- Students will have access to the key stage teams and Aspire when they need someone to talk to.
- The learning environment will be assessed by the teacher to ensure that students are not at risk.
|Partnership with parents, carers and other agencies
- Involvement and advice from external agencies, such as CAMHS.
- Review meetings with the young person, parents and external agencies (as appropriate).
- The student is able to access curriculum content.
- The student is making expected levels of progress, which is in line with their peers.
- The student is fully integrated in lessons.
- The student feels safe and happy in school.
- The student is taking more responsibility for their behaviour and for managing their emotions in school.