To include Universal support plus:
A continuation of collaboration between home and school which adds to the universal provision already in place.
Where appropriate complete an Early Help Assessment (Professional Choices) and or Pastoral Support Plan to gather information and refer onto other support agencies.
Educational settings should provide developmentally appropriate provision
- Outdoor activities e.g. forest school, scooters/bikes, football, trim trails, digging, gardening, running
- SEMH group interventions e.g. Talkabout, socially speaking, Time to talk, Emotional Literacy Support Assistants, Nuture groups, SEAL
- Parent and Family Support Advisor
- Circle of friends
- ‘Help me’ card/ ‘time out’ card/exit card
- Activities to support emotional regulation e.g. Zones of Regulation (Kuypers) and the Incredible 5-point Scale (Dunn-Buron)
- Aone-page profilecreated by parent carers or teaching staff, along with the CYP, to give a snapshot of a CYP likes, dislikes, strengths and areas where they might need a bit more support
- Identify a key person to talk about worries and support with problem solving
- Model, coach and reinforce skills for collaborative group work
- Teach CYP specific behavioural skills (e.g. how to ask for help)
- Now and next boards
- Planned, regular ‘meet and greet’ that involves key adult(s) which is recorded on a support plan and is provided with a specificoutcome in mind
- Elements of universal provision would be considered SEN support when it is personalised to the CYP and is delivered on a one to one or small group basis
- EBSA (emotionally based school avoidance) guidance Emotionally Based School Avoidance (EBSA) –Information, Guidance & Resources | Support Services for Education
- Nurture group Home -NurtureUK
- Team around the School https://professionalchoices.org.uk/early-help/tas/
- Team Around the Family Early Help Assessment (EHA) and Supporting Documents –Professional Choices
- Access to the Partnership Panel and support through the pupil referral units (links to schools below)
- Explore alternative provision, Alternative Provision Directory (somerset.gov.uk)
- Individual Visual timetable/now and next boards
- Buddying www.forestschoolassociation.org
- Adult support where required/ Key adults
- Therapy (play, art, lego etc)
- Parent and Family Support Advisor (Level 2) Family Intervention Service Worker (Level 3)
- Temporary hybrid timetable Guidance for using Part Time Timetables.docx (live.com)(AV1 robots (SSE website) with clear intentions to increase this over time and through the APDR process https://www.supportservicesforeducation.co.uk/Services/5586
- Use of scripts, consistent language. (Comic strip conversations, social stories (Carol Gray) https://www.autism.org.uk
- Developmentally appropriate alternative provision with clear SMART (specific, measurable, achievable, realistic and time limited) goals (Somerset AP document)
- Reasonable adjustments to behaviour policy
- Worry box/worry monster/ book of worries
- Have jobs for the CYP to complete to add in extra movement opportunities
- Low stakes tasks to build resilience –split tasks into smaller chunks so that CYP can complete tasks more frequently
- Adapt/personalise the environment. Resources prepared for short activities –option B. Own working space with peers
- Controlled choices within timetable
- Social skills support with adult intervention
- Classroom transition support –music, important job, snack time either side of break, pre-warning, visual timetable
- CYP prepared for the days events where possible –and supported visually -strategy for unexpected changes –whoops card, visual timetable
- Support the process of relationship repair –the relate –rupture –repair cycle
- Personalised curriculum
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