Through the graduated approach to SEMH universal support is given through the behaviour policy; all staff use a given strategy which is to first name the behaviour, secondly give direction and thirdly choice which leads to a change in this or a consequence.
To improve outcomes for our children with SEMH we have a pastoral team and learning mentors who work closely with our SENCo to offer social groups, 1:1 support, lunchtime and unstructured time provision and in-class support for our children.
Within our time out area is a comfy chair and sensory timer. Identified students are issued with a pass that enables to access this time out zone. They set the sensory timer to 10 minutes and complete the ‘emotic’ sheet before returning to their lesson.
Every morning we have all teachers and attending students complete a ‘reading aloud’ activity. Some students choose to read aloud; lots don’t choose to. We record on a sheet who does choose to read. If students don’t want to read, they are able to sit and doodle/colour in mandalas etc.
These relaxation sessions are provided for children who find transition from home to school in the mornings tricky but also for children wo are anxious or stressed because of something that is happening in their lives at the moment. The sessions are held in the school community room and we have cushions and soft lighting as well as relaxing music.
Emotional development is the main area of need for many of our pupils. Within school we have a learning mentor and a pastoral manager who provide support, but it can be hard to measure the impact and to identify what support is needed.
The Check In Check Out behavior system is part of a set of strategies known as PBIS, or positive behavior intervention and supports. These strategies try to take a positive approach to discipline by giving students the tools and strategies they need to feel supported in the classroom.