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Social, Mental and Emotional Health

Provision type

What it is used for

Entry criteria

Evaluation

Social skills groups

Small group work focusing on explicitly teaching the social rules that the children need to know in order to function in society well.

Children identified as having a condition that limits their understanding of social expectations or identified by staff as needing some of these rules outlining to them

Children have learnt social expectations. Some groups might use Emotional Literacy assessments to evaluate progress

Self-esteem sessions

Small group time focusing on building the self-image and self-esteem of children who are struggling with their own identity.

Children identified as having low self-esteem by teachers, teaching assistants or parents

Children will have increased self-esteem. Some groups might use Emotional Literacy assessments to evaluate progress

Scale rating time

1:1 time with children to express how they feel using a scale rating of 1-5 as suggested by the Educational Psychologist to support children’s anxiety levels.

Recommended by the Educational Psychologist

Until all concerned feel that it is no longer necessary

Social stories

A set of rules written with the child to help them understand social conventions and support their social understanding.

When a child is identified as having a specific social rule they are struggling to understand. Used primarily with children with ASD

The child’s understanding of that social rule will improve

Solutions Focused work

 Supporting a range of needs where an approach focusing on achievements rather than problems might be appropriate.

 After discussion with SENCO and behaviour support it is felt Solutions Focused work might support the child.

 When the targeted behaviour, feeling, anxiety has been alleviated or if it is felt it is not successful for that child.

Pastoral Support Programme

 To give a clear outline as to what behavioural changes need to be made and how the school will support in achieving those.

 A child is at risk of exclusion or they are exhibiting a range of complex behavioural needs.

 When it is felt that the child is no longer at risk of exclusion

Interventions and activities recommended by the Working together Team

 Supporting children with different aspects of social understanding when recommended by a member of the Working together Team as part of a provision review for a specific child.

 Advised by a member of Working Together Team

 Ongoing assessments in class linked to the area of need identified.

Now and Next boards

 Supporting children with understanding expectations

 It is felt that a child needs their work broken down into very small steps with rewards built in.

 When the child is able to access the curriculum in line with their peers or move to a longer visual timetable

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