Level 1-2 strategies to support high quality teaching
0-5
high quality teaching with a specific consideration for children with social and emotional needs. The nursery teacher is accountable for the progress of the child within the early years setting, predominantly working on modified activities
in private, voluntary, independent and child minder settings (PVICs), the SENDCo and manager is accountable for the progress of the child within the setting
assess through observation or discussion with relevant adults who work with the child (assess)
plan outcomes to support emotional wellbeing of child
actions may include; (do)
flexible grouping arrangements
some differentiation of activities and material
differentiated questioning
use of visual, auditory and kinaesthetic approaches
take time to gather as much information as possible about the child and family. Use this alongside your own observations to ensure that provision is matched carefully to the needs of the child
inclusion resources provide examples of documentation to support with observations, including initial information and one page profiles
you may also consider using tools from other areas of need. For example ECAT child monitoring tool or ICAN Talking Point Progress checker may prove useful in identifying underlying language difficulties. Language delay, and anxiety associated with this, may be the reason for the behaviour being seen in the setting.
pay particular attention to the child's involvement and wellbeing at different times of the day may prove useful. For more information see Leuven scale of Involvement.
manager or early years practitioner provides an environment that enables the child to:
feel a sense of belonging
talk about problems in a non-stigmatising way
feel safe
have opportunities to be successful and valued
develop social and relationship skills
understand the range of acceptable and unacceptable behaviours
develop an awareness of empathy
play and learn
develop an understanding of what is real and what is pretend
develop a sense of right and wrong
resolve (face) problems and setbacks and learn from them
have tasks that are differentiated and modified to promote inclusion
awareness that a child may need more time to complete tasks and that equality of access may mean that they need to do some things differently
resources and displays that support independence and social and emotional development
regular opportunities to reflect on learning with the child
transparent system of rewards and sanctions. Rules and expectations consistent across staff. Personalised reward systems in place
use and understanding of different teaching and learning styles, embed use of characteristics of effective learning and adult interactions.
clear routines for transitions
personalised reward systems covering targeted lessons and activities
careful consideration of group dynamics to enable adjustments to the learning environment
nurturing approaches to learning
offering child opportunities to take on responsibilities. For example handing out resources, tidying up, collecting or preparing snacks
share information about child’s needs or difficulties with relevant staff
sharing of advice on successful strategies and set targets. For example use of visual supports, developing organisational skills
opportunities for small group work based on identified need
time-limited group based tasks to support targeted learning
regular review of support programmes and strategies involving parents and support services (review)
a monitoring system should be in place to assess child’s need, identify outcomes, implement support and monitor and evaluate progress
termly planned reviews including the parent should take place to include the child’s voice. Referral to portage services
Lincolnshire health visitors will be able to provide support and guidance to the family around healthy eating and good sleep hygiene.
provide a camera for the child to express their likes and dislikes through images Communication Tools
consider looking in detail at your routine to analyse which parts of it children are finding difficult
listening to young children - The Mosaic Approach Alison Clark and Peter Moss
links to resources around a wide variety of topics relating to Social Emotional and Mental Health Needs in the Early years version of the 'In it Together' competency framework. This includes information about attachment, resilience and perseverance
strategic focus on building trusting and secure relationships. for example meet and greet every lesson. All teachers make time to engage on a personal level
teachers adopt an attitude of Playfulness, Acceptance, Curiosity, Empathy (PACE) to build relationships as basis for learning
make adjustments to behaviourist approach so pupil does not experience shame via classroom behaviour chart
use logical and proportionate consequences
consistently apply boundaries with empathy, using connection before correction so discipline does not risk relationship. An incident is a teachable moment. See empathic boundary setting, in training for professionals
appropriate behaviour is noticed, praised and rewarded
routine changes are explained and discussed with time to prepare for them
differentiate tasks by level, outcome, pitch or pace and group to match learning needs, concentration level, interest and motivation
consider classroom organisation, seating and group dynamics – informed by the pupil and how they feel safe
assign age appropriate jobs or tasks to help build confidence, give responsibility and take any opportunities for praise
use a behaviour diary to identify trigger points in the day so teaching staff can meet the need before it is presented
Social skills
teach social skills, through strategies such as circle time, friendship circles, discussion groups, mentoring or buddying, the PSHE curriculum
consider seating plans and social expectations during group or paired activities
increase opportunities for commentating social skills during group or paired work
Emotional regulation and self-regulation
apply the three Rs - Regulate, Relate, Reason for the pupil to strengthen resilience and capacity for self-regulation over time
parents and carers can understand the three Rs to reinforce the approach at home
provide time-in rather than time out when pupil needs co-regulating
use brain breaks within the classroom to support emotional regulation (See BOSS toolkits for regulation, in training for professionals)
teach emotional skills, through strategies such as circle time, friendship circles, discussion groups, mentoring and buddying, the PSHE curriculum
display language of emotions clearly, both in words and pictures, to assist with the development of emotional literacy. (accessible to the age in the class)
use transitional objects’ between home and school if difficulties are rooted in separation anxiety
talk aloud to model emotional vocabulary. For example I’m feeling x because…
be aware of worry indicators
stay connected during conflict with short, concise sentences to contain emotions
promote regulation with whole school mindfulness approaches
growth mindset approaches (Dweck 1999) encourage pupils to give things a go even if they get them wrong
adopt a trauma-informed approach school-wide, providing an emotionally regulating climate for all pupils
