Social, emotional and mental health

Level 7-10 strategies to support highly specialised interventions

High quality teaching, targeted and specialist strategies, approaches and adaptations for pupils should be implemented and supplemented

approaches that place a high emphasis on finely graded and practical tasks which provide opportunities for frequent repetition and reinforcement
identified specialist skilled individual support across the curriculum
intensive use of key-working approaches to ensure the child has a trusted adult to offer support, withdrawal or time to calm down during vulnerable times
personalised reward systems known to all staff who have contact with the child, implemented consistently across the curriculum
time-limited intervention programmes with familiar staff who have knowledge, skills and experience to address the child’s specific needs, may include withdrawal or time to calm down
access to resourced provision on or off site
mental health - planned programmes of intensive therapeutic intervention involving multi-agency approaches. Consideration given to an environment that ensures the safe emotional well-being and development of the individual
regular access to appropriately trained support
there is a specialist Integration pathway which can support settings to support children with particular behavioural difficulties. Please contact your early years specialist teacher to discuss this with them
at levels 9-10, the child is accessing special Social Emotional and Mental Health provision, where appropriate

the pupil is supported in mainstream activities that they do attend
off-site activities, meet and greet, delayed start time, adjustment to access arrangements
at secondary, this may look like home learning tutoring or e-learning platform usage outside of the physical school environment
access to a completely bespoke timetable, designed to mitigate possible triggers which leads to increased success with regard to engagement, access and resilience
the pupil is taught for a significant amount of the time in small groups or individually outside of the mainstream curriculum and away from the mainstream class, where they are able to experience success supported by a member of staff.

planned opportunities are provided for the pupil to be included with peers where the pupil is able to experience success

planned programmes of intensive therapeutic intervention involving multi agency approaches
the pupil has access to key 'safe' staff with experience and training in meeting the needs of students with SEMH, working on modified holistic curriculum tasks and key skills – including structured interventions as advised by external agencies

daily implementation of approaches towards meeting the individual’s SEMH targets which have been identified through the use of appropriate assessment data, e.g. Boxall, SDQ
access to specialised SEMH provision – alternative provision, therapeutic support services, counselling, vocational provision etc may be considered alongside advice from other agencies/ professionals
there is agreement from outside agency professionals, local authority representatives and staff that the pupil requires access to specialist provision for their SEMH needs
staff should consider and implement as appropriate
- a high staff: pupil ratio enabling access to a personalised holistic curriculum
- specific, specialist provision to target identified SEMH needs
small group working with highly skilled staff
planned opportunities to access specific individual programmes of support, where the pupil’s needs allow them to do so, are used to target particular outcome
a placement or environment that ensures the safety of the individual and others
requires constant therapeutic intervention and likely to require some hospitalisation with access to a range of appropriate multi agency support and strategies