Behavioural, Social and Emotional Needs

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Range 1

Assessment

  • Part of normal school and class assessments. SENCO and or NPSLBA trained staff may be involved in more specific assessment and observations.
  • Pupil self assessment methods used.
  • Records kept to include observations assessment of context, structured, unstructured times, frequency, triggers,
  • Risk assessments of difficult times of the school day
  • Progress should be a measured change in their behaviour and learning following each review cycle
  • Recognition of learning styles and motivational levers

Planning

  • Individualised programme of support related to assessments implemented.  Key worker identified
  • Parents involved regularly and support targets at home
  • Pupils involved in setting and monitoring their targets

Pupils response to social/ learning environment informs cycle of IEP/IBP formulation and implementation

Grouping for Teaching

  • Mainstream class with attention paid to organisation and pupil groupings
  • Opportunities for small group work based on identified need eg listening/thinking/social skills.
  • Time limited mainstream classroom programme of support, which relates to assessments
  • Small group work to learn appropriate behaviours and for associated learning difficulties
  • Individual programme based on specific need

A quiet area in the classroom may be useful for individual work

Human Resources/Staffing

  • Main provision by class/subject teacher staff and resources usually available in the classroom.
  • Support/advice from SENCo with assessment and planning
  • Additional adults routinely used to support flexible groupings, differentiation and some 1:1
  • Close monitoring to identify “hotspots”
  • Support for times identified by risk assessments
  • Close liaison and common approach with parents/carers

Curriculum &Teaching Methods

  • In class differentiation of the curriculum and supporting materials enabling full access to the curriculum
  • Strategies developed shared with school staff, parent/carer
  • Increased differentiation by presentation and/or outcome
  • Simplify level, pace, amount of teacher talk/ instructions
  • Increased emphasis on identifying and teaching to preferred learning style
  • Opportunities for skill reinforcement/revision/transfer and generalisation
  • Some use of specific group or 1:1 programmes

Preparation for any change and the need for clear routines.

 

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Range 2

Assessment

  • As range 1 plus More detailed and targeted observation ie interval sampling
  • Use and analysis of assessment tools
  • Assessment related to intervention strategy
  • Pupil self assessment extended to inform IEP/IBP
  • More detailed recording, monitoring of frequency, intensity, ABCs over a range of contexts
  • Wider assessments for learning/other SEN
  • Determine engagement of necessary education/ non-education support services possibly leading to CAF

Planning

  • Curriculum plan reflects levels of achievement and includes individually focused IEP targets  eg specific behaviour targets related to assessment: consideration of adapted timetable
  • Additional steps taken to engage pupil and parents as appropriate
  • Identifying non educational input
  • Requires effective communication systems enabling all involved to provide consistent support

CAF processes determine holistic support plan

Grouping for Teaching

  • In addition to the provision at range 1 identified daily support to teach social skills/dealing with emotions to support the behaviour learning targets
  • Mainstream class with regular targeted small group support
  • Time-limited programmes of small group work based on identified need

On going opportunities for 1:1 support focused on specific IEP targets

Human Resources/Staffing

  • Main provision by class/subject teacher with advice and support from SENCO and/or NPSLBA lead as appropriate
  • Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis
  • May include withdrawal
  • Additional daily support provided within school to support learning and behaviour
  • Increased parental/carer involvement and multi-agency support services to plan and regularly review IEPs PSP
  • Encouragement and inclusion in an extra curricular activities.

Identification of ‘key worker’ with clear specification of role

Curriculum &Teaching Methods

  • Modify level/pace/amount of teacher talk to pupils’ identified need.
  • Individual targets within group programmes and/or 1:1
  • Teaching approaches should take account of the difficulties in the understanding of social rules and expectations within the classroom
  • Emphasis on increasing differentiation of activities and materials and take account of individual learning styles
  • Short term individual support focusing on listening, concentration, social skills, solution focused approaches
  • 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 needs, not chronological age, play, creative activities, drama

At least 2 of the above

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Range 3

Assessment

  • As Range 2 plus more systematic application of assessment tools
  • Involvement of education and non-education professionals as appropriate through CAF processes

Planning

  • Behaviour and curriculum plan closely tracks levels of achievement and all IEP targets are individualised, short term and specific
  • More frequent involvement of parent/carer to engage pupil.
  • Access to additional resources are accurately accounted for
  • Prevention placement managed through joint school/PRU support programme
  • Prevention placements

co-ordinated by Secondary Panel

  • CAFMulti-agency planning processes specifies contribution of individual services and lead practitioner.  Inter-agency communication established and maintained

Grouping for Teaching

  • Mainstream class, predominantly working on modified curriculum tasks
  • Frequent opportunities for small group work based on identified need
  • Daily opportunities for 1:1 support focused on specific SEBD/learning targets
  • PRU prevention placements offers intensive individual and small group support

Human Resources/Staffing

  • Main provision by class/subject teacher with support from SENCO and advice from education and non-education professional as appropriate
  • Daily access to staff in school with experience of SEBD, eg behaviour support worker, lead behaviour professional, SENCo
  • Additional adult, under the direction of the teacher, supports pupil working on modified curriculum tasks
  • Increased access to a combination of individual, small group and whole class activities

Curriculum &Teaching Methods

  • Teaching focuses on both curriculum and SEBD outcomes throughout the school day
  • Tasks and presentation personalised to pupil’s needs.
  • Individualised level/pace/ amount of teacher talk.
  • Learning style determines teaching methods
  • 1:1 teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations
  • Small steps targets within  group programmes and/or 1:1 work tasks
  • Targets are monitored with the pupil daily targets
  • Accessing mainstream lessons for most of the time with complimentary access to LSU or other internal support arrangements

PRU prevention placements

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