May have difficulties with social and emotional development which may lead to or stem from:

How we adapt teaching to ensure access to the curriculum

How we provide support and intervention for those with identified needs

• Social isolation
• Behaviour difficulties
• Attention difficulties (ADHD)
• Anxiety and depression
• Attachment disorders
• Low self esteem
• Issues with self-image

Providing support – having a designated adult to work with the pupil

Having a calm area where the child can have ‘time out’.

Children are encouraged to work with others within a small group with the support of an adult

Children are encouraged to share their ideas with others and adults model how to take turns, share and negotiate with their peers.

Consistent routines/boundaries and expectations of behaviour

Being sensitive to the needs of individual children, taking into account their personal circumstances.

Being sensitive to any resources being used.

A place for time out- Calming Corner

Small group ‘Circle Time’

Home School Behaviour Books

Friends for Life, No Worries programme

Refer to outside agencies as appropriate eg bereavement counselling, BeeU (CAMHs)

Advice followed from BeeU (CAMHs) or other agencies

Extra visits to Secondary Schools

Supporting families with multiagency involvement

During unstructured times support staff and supervisors made aware of the needs of specific children.

Mabel the school dog- focused timeout sessions

Carefully planned seating arrangements both in and out of school

Calm learning environment

Sensory items when required

Brain and active breaks

Whole school awareness days

Daily mindfulness sessions

Parent information- inclusion