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