Parent Carer involvement in programmes along with multi-agency involvement is necessary. Emotional Health and Well being Some periods of disruption to social and emotional wellbeing, resulting in an impact on learning. Without familiar & consistent adult support, anxiety significantly limits ability to recognise and mange emotional responses. There will be clear policies in place to promote social. emotional and mental health well-being and the management of behaviours A pattern of frequent disruption to social and emotional wellbeing, resulting in regular impact on learning. Mood is frequently very low, affecting and limiting ability to engage. Generally the student seeks too little adult attention with limited or selective communication. Anxiety affects ability to engage in everyday life including family life. Strategies will be in place to focus on emotional needs which could include strategies A pattern of extreme and persistent disruption to social and emotional wellbeing, resulting in extreme unhappiness and stress, Possible prolonged periods of absence/disengagement. Advice from external professionals with a cycle of review is in place. Complete disruption to social and emotional state, leading to extreme isolation and disengagement
such as Circle time, Circle of friends, mentoring, buddying Student response to education Some unpredictable responses to learning tasks resulting in periods of uncooperative behaviour and/or emotional withdrawal. A pattern of frequent unpredictable responses to learning resulting in periods of uncooperative behaviour and/or emotional withdrawal. Reluctance to attend school. Other strategies which may be in place will include social skills/ support groups, individual support through daily mentoring by a skilled adult, peer support strategies at key times, clear communication throughout the school management system with weekly updates, nurture groups, positive support, anger management. A pattern of persistent extreme responses, resulting in prolonged periods of uncooperative behaviour and/or emotional withdrawal. A sustained pattern of extreme responses precluding the ability to engage with any formal learning situations.
Impact on self and others Some behaviour which may be injurious or endanger others. boundaries will be in place with a system of meaningful rules, incentives and sanctions with consistent and fair application A pattern of frequent behaviours which may be injurious or endanger self/others resulting in some social isolation and rejection. An individual risk assessment may be necessary. A PSP may be in place following consultations with external professionals. Baseline recording of particularly difficult or significant behaviours will be made in order to carry out an “ABC” analysis, (Antecedents, Behaviours, consequences). A pattern of repeated extreme behaviours which are injurious to or endanger self/others. High level of rejection & social isolation despite a carefully planned support package, A sustained pattern of behaviours resulting in significant risk of harm to self/others despite close adult support leading to extreme social isolation, vulnerability & disengagement. Social Interaction Some difficulties in making and maintaining friendships and relationships despite adult support intended A pattern of significant difficulties in making and maintaining appropriate relationships despite A pattern of extreme difficulties in making and maintaining relationships resulting in frequent social isolation and Little evidence of positive social relationships resulting in extreme social isolation
to prevent social Isolation. Focussed opportunities are offered to build develop friendships and social skills. Self-evaluation is encouraged and developed. adult support intended to prevent isolation. The student may be being bullied. There may be an unwillingness to acknowledge or accept responsibility for his or her own actions. vulnerability with disengagement from education, social and family life. vulnerability and disengagement Intervention Some modification of teaching styles. Increasing incidents of disruption/disaffection despite appropriate curriculum and other strengthening of other classroom/setting strategies. Support requires parents’/carers active participation. A pattern of significant modification of teaching styles and an individualised curriculum in some areas are in place. Teaching and learning is disrupted frequently Appropriate behaviour and expectations are taught alongside the academic curriculum. Student and parent involvement in the behavioural programmes will be clearly defined. Teaching and learning is persistently disrupted despite an individualised curriculum being provided for most of the time. Support needs to be flexible and responsive to reflect changes in need that may occur even on a daily basis. A highly individualised programme is required Exceptional, complex circumstances Exceptional safeguarding Exceptional safeguarding evidence
demonstrates a high risk of harm as a consequence of SEMH issues not previously supported through SEN procedures demonstrates a high risk of significant harm as a consequence of SEMH issues not previously supported through SEN procedures which cannot currently be managed in a mainstream setting.