Name:_____________________ Web viewWe are familiar with key requirements of the SEN Code of...

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Name:_____________________ DOB:___________________

Best Practice Guidance in the Early Years

Name

DOB

School start date

Setting

Social, Emotional and Mental Health Needs

Y/N

We uphold the Pre-schools behaviour guidelines robustly and consistently

We have had training in EY Behaviour Awareness, including how to control our behavioural responses to childrens challenging behaviour, and we implement flexible arrangements which provide opportunities for de-escalation of challenging behaviour.

We have used strategies from the IDP for Behaviour

We are familiar with key requirements of the SEN Code of Practice: CAF process; Equality Legislation; Ofsted expectations in relation to behaviour

Indicate any training attended:

SEMH Universal Level Whole Setting Response

Provision

What action has been taken?

What has been the impact of this?

Regular monitoring of Involvement and Engagement e.g. use of Leuven scales

A range of additional activities e.g. circle time; social skills group

Time-out facility short term measure with the aim of returning to the group evaluated to assess effectiveness

Use of recording systems such as

ABC charts

STAR charts

Use of quality listening to manage interaction and engagement

Use of positive language to promote self esteem

Multi-sensory approaches e.g. visual prompts

Use of simplified language

Awareness of subliminal messages conveyed through body language and posture

Appropriate prompts to support communication e.g. photos, symbols etc

Calm/ quiet place

SEMH - Targeted Level including children with SEND

Provision

What action has been taken?

What has been the impact of this?

A range of additional intervention programmes e.g now & next boards

Planned programme of learning and development Development Matters p4-5

Specific intervention plan to be adhered to by all adults

Attach copy.

Sensitive use of additional adult to;

Promote participation and engagement

Support learning behaviours by modelling and mediated learning

Ensure risk assessment is addressed in all learning environments

Promote independence skills and develop social inclusion

Use of advocacy to promote independence skills

Organisational/environmental changes e.g. designated work area with few distractions; small group working.

Emphasise what is expected of the child NOT what you dont want them to do.

SEMH Personalised / Individualised Learning / Long term interventions

Provision

What action has been taken?

What has been the impact of this?

A range of additional and different intervention / support programmes in liaison with external agency professionals, including outreach support from special schools

Use of timers to support transitions

Appropriate and immediate praise

A Good News Book

Physical space as an alternative to indoor time

Distraction techniques

Physical card to indicate stress levels rising

An individual plan or pastoral support programme which may include one or more of the following

Effective strategies and interventions to address social skills, promote confidence, and build self-esteem

Therapeutic approaches to support change

Specific interventions to develop language and learning skills