Introduction

Where limited or no progress is made using Universal strategies, further assessment of barriers should take place. This assessment will inform which strategies at both Universal and SEN Support should be put into place. Progress will be monitored through successive Assess, Plan, Do, Review (APDR) cycles.

Tools for identification of need

• Boxall profile – It identifies the levels of skills the children and young people possess to access learning. Ages 4 to 18 years, at a cost
• The Spence Children’s Anxiety Scale assess 6 domains of anxiety and can be used to understand whether a child or young person has raised levels of anxiety in a specific or more generalised area. For ages 8 to 15, currently free to access
• Emotionally Based School Avoidance (EBSA) – tools for identification and information gathering should be used alongside other guidance.  For all ages, free to access
• Somerset Pastoral Support Plan (coming soon) – supports the identification of needs, including ensuring there is an understanding of the functions of behaviour to inform planning. For all ages, free to access

What can help

Intervention at this level includes strategies listed at a Universal level. Elements of universal provision would be considered SEN support when it is personalised to the child and young person and is delivered on a one-to-one or small group basis.

Classroom based interventions

• Provide a personalised ‘Help me’ card for the child and young person discreetly to ask for support from an adult
• Provide a ‘Time out’ or ‘exit card’ for the child and young person to request time away from the classroom or task when required. A clear plan should be made about where they can go, what they could do (provide calming activities), and the plan for reintegrating them into the classroom – for example, they may be set a time to come back, an adult may need to check on them
• Use a visual strategy to support communication about emotional regulation in the classroom. This could be Zones of Regulation (a book is available at cost) or the Incredible 5-point Scale (a book is available at cost)
• A one-page profile created by parent carers and teaching staff, along with the child and young person, to give a snapshot of the child and young person’s likes, dislikes, strengths and areas where they might need a bit more support
• Provide an individualised visual timetable for the task, lesson and/or across the whole school day
• Classroom transition support – use music, important job, snack time either side of break, pre-warning, buddy to move to a different classroom, leaving lessons early/late to move when it is quieter
• Make reasonable adjustments to behaviour policy
• Use a worry box in the classroom so the child and young person can express their needs safely
• Use a keeping in mind strategy such as the invisible string. More information can be found on Patrice Karst’s website
• Give warnings and/or preparation and allow discussion for any changes to the school day or for any school trips. Visual support might be helpful here such as pictures of any change or new place
• Personalise the environment – for example, provide your own workspace if this is preferable for the child and young person
• Additional adult support is likely to be required in the classroom to embed and support the use of some of these strategies

Interventions outside of the classroom

Important considerations for interventions outside of the classroom:

• selecting the right intervention to meet the needs of the child and young person and the skills you wish for them to develop
• the balance of interventions taking place outside of the classroom with time spent in the classroom
• the number and type of intensive interventions the child and young person can reasonably manage
• small group or individual interventions should run at least weekly for 6 to 10 weeks before reviewing. It can be beneficial to have a break in intervention for several weeks to allow for the consolidation of skills
• interventions should have clear aims and outcomes to be achieved at the end of the intervention period. Outcomes/aims should be reviewed regularly as part of the APDR cycles

Interventions outside of the classroom

• A continuation of the collaboration between home and school to ensure pupil views and parent carers are central to the APDR process. This should include a team around the child/family approach which might also include regular meetings, phone calls/emails
• Individualised ELSA (Emotional Literacy Support Assistant) Intervention which teaches specific emotional regulation and/or social skills. More information is available on the ELSA website and training is available in Somerset from the Educational Psychology Service
• Small group interventions aimed at developing social skills or communication such as Talkabout, socially speaking, Time to talk
• Circle of Friends Intervention is aimed at developing understanding and collaboration within a class or peer group. More information can be found on this Inclusive solutions page
• Outdoor interventions such as weekly forest school, gardening, sports
• Nurture Group Provision. Further information can be found on this Nurture UK page
• Identify a trusted key person(s) to talk about worries and support with problem-solving. A key person would need to be available regularly (at least weekly but planned to meet the child and young person’s needs) to meet with the child and young person. They may also need to be available on an ad hoc basis for support when required during the day

Alternate Provision

• Explore alternative provision. School is the best place to learn for the majority of children and young people. Schools can use alternative provision to prevent exclusions and/or to support pupils to re-engage in their education
• Temporary hybrid timetable Guidance for using Part Time Timetables. This might include AV1 robots with clear intentions to increase this over time and through the APDR process

More information

See our Social, Emotional and Mental Health (SEMH) – How can I find out more? page for assessments, learning strategies, provisions and suggested training.