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 |