We use a whole class assessment to identify needs. This provides a holistic framework; created and put on our assessment tool (Classroom monitor), for children who show limited progress; highlighted via monitoring systems, to address reasons why.
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.
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.
Through our transition work in the summer term, we gather SEN/safeguarding/SEMH information from primary schools in order to RAG-rate pupils before they arrive with us. This enables us to highlight our vulnerable pupils to all staff at the beginning of the year and put in place target interventions – we review and amend this list throughout the year.