Social, Emotional and Mental Health

SEND Graduated Response Toolkit

Meeting needs in Social, Emotional and Mental Health

The video materials below explore some of the issues around meeting the needs of children and young people with Social, Emotional and Mental Health needs. 

The following pathway will help you to plan a graduated response to meet the needs of children and young people with Social, Emotional and Mental Health difficulties.

High quality teaching and differentiation that meets the needs of all children

What might I do?

Develop a whole school approach to the wellbeing of all children

Oldham’s Graduated Response recognises that teaching staff are well placed to notice when children and young people may be struggling. The approach is graduated because the amount of support that each child in Oldham needs to thrive is likely to be different and may need to be monitored. The framework can be used to identify and review the effectiveness of the current strategies that your school use to support wellbeing.
 

This framework identified 8 key areas that can be targeted to support wellbeing in schools. Implementing these principles helps to create a culture where everyone’s mental wellbeing is valued. They also act as ways to promote positive wellbeing. This is known as a Whole School Approach to Emotional Health and Mental Wellbeing.

Share concerns with parents

  • Try to understand what is underlying the presenting difficulty in terms of immediate and wider environmental triggers and past experiences in the home or educational setting, awareness of other possible causal factors e.g.
  • Develop sound knowledge of the children and relationships
  • Use person-centred tools to elicit pupil voice e.g. good day / bad day. (see PC toolkit)
  • Agree personal targets with pupil and ensure pupil understands 1) how he/her will be able to achieve them, and 2) how you will support him/her
  • Share agreed strategies with staff to ensure fair consistent approach.
  • Develop a one-page profile

School Approaches to develop emotional well-being

Consider Peer support e.g.

  • Guardian angels
  • Playtime buddy
  • Circle of friends - inclusive-solutions.com
  • Lunchtime clubs
  • Homework clubs

Use Solution focussed approaches to problem solving.

Teach emotional literacy

Inclusive Classrooms  and environments

  • Create and plan opportunities to develop social skills in whole-class and group activities - YouTube
  • Ensure you have consistent routines and boundaries / positive learning environment - YouTube
  • Use classroom checklists and audits which help you to consider quality SEMH differentiation and inclusive classrooms.
  • Have realistic expectations and offer positive specific feedback
  • Ensure school has a differentiated behaviour policy and the use of rewards/ incentives and sanctions is clearly understood and appropriately differentiated according to need.
  • Provide a calm and secure learning environment (not too stimulating)
  • All efforts are recognised and praise is clearly articulated so that learners know and internalise measure for success.
  • Structure learning tasks with visuals e.g. visual timetable / task planner to chunk steps in a task / first…next board etc - YouTube
  • Use social stories - autism.org.uk
  • Agree acceptable noise levels (noise thermometer) and remind the pupils frequently about optimum levels for learning
  • Ensure resources / are well organised / tidy / well labelled and easy to access
  • Prepare pupils for change
  • Offer quiet zones / time out /safe spaces - responsiveclassroom.org
  • Consider flexible playtimes/ breaks that offer more structure and predictability – using interventions for pupils as necessary
  • Consider class pets/  responsibility /jobs
  • Class responsibility /jobs
  • Biophilia hypothesis – blue or green outdoor spaces. https://islandpress.org/books/biophilia-hypothesis
  • Raise pupils awareness of the ‘social focus’ e.g. “Today I’m looking for good team work / sharing of resources etc”
  • Plan co-operative learning opportunities i.e. partner working / talking buddies / team games
  • Team games
  • Where appropriate use Lego Therapy - YouTube
  • Access to physical activity and movement e.g. Zumba / Active 8 /daily mile/ Healthy Body , Healthy Minds/ Wiggle time / purposeful movement breaks etc

High Quality teaching (HQT) aims to set high expectations for all pupils and provide them with the teaching that meets their needs. The Oldham Inclusion Framework recommends that the whole school is trained in High Quality Teaching strategies for SEMH needs. Yorkshire Inclusion Service have outlined many High Quality Teaching Strategies specifically for children with SEMH needs.

Babcock LDP Educational Psychology Service has developed a reference toolkit of interventions, that have been used to support High Quality Teaching (HQT) for children with SEMH needs in Devon. A summary of research for each intervention is also provided. 

School-based programmes of social and emotional learning can potentially help children and young people acquire skills that positively impact their wellbeing and learning. This can be implemented through high quality teaching in lessons such as Personal Social Health and Economic Education (PSHE).The PSHE Association has published advice for teachers on teaching about mental health and wellbeing on their website: Mental health (pshe-association.org.uk)

Cohort studies (Cole et al., 2019; Tejerina-Arreal et al., 2020) have found that young people with poor mental health were more likely to be excluded and to have experienced ill-effects from exclusion. Therefore, working to reduce exclusion rates can have benefits for this group of young people. The Anna Freud Centre have written practical guidance for schools that may help to inform your strategy for responding to children with SEMH needs that are at risk of exclusion. The discussed strategies cover reviewing additional support, engaging parents and carers, and monitoring and keeping track of exclusions.

School exclusion : Mentally Healthy Schools The Oldham Inclusion Framework suggests that schools should monitor and review all of their exclusions collaboratively with their SENCo.

Gloucestershire Local Authority have developed a review process called a Pastoral Support System (PSP) that they have used to monitor and review progress with pupils at risk of exclusions. This is available at Guidance for schools.

Research 

Child and adolescent mental health trajectories in relation to exclusion from school from the Avon Longitudinal Study of Parents and Children - Tejerina‐Arreal - 2020 - Child and Adolescent Mental Health - Wiley Online Library

‘Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience’ (ox.ac.uk)

Positive relationships and a sense of belonging to a school appear to help promote pupil wellbeing and discourage risky behaviours. Therefore, school policies that promote these values and clearly communicate behavioural expectations may be particularly helpful for children with SEMH needs. Behavioural reward and sanction systems that recognise a differentiated behaviour policy for children with SEMH needs may help to create this ethos.
Below is an example of a differentiated behaviour policy that Goldwyn School created for supporting the behaviour of pupils with SEMH needs:

The Oldham Inclusion framework recognises that behavioural polices need to be inclusive of children with additional needs. The inclusion statement on page 8 of the National Curriculum NC framework document - FINAL (publishing.service.gov.uk) outlines principles of inclusive practice that can be applied to school behaviour policies.

This article explores the impact that a behavioural policy had on pastoral care in one secondary school:

Teachers that are supporting children with SEMH needs are likely to face difficult, stressful situations in this role. Ensuring that these practitioners have access to supervision could help to support their own emotional wellbeing. Barnardo’s Scotland have published a report on the use of supervision in educational settings, where they asked teachers about their experiences of supervision.  Supervision in Education - Healthier Schools For All - Main report_0.pdf (barnardos.org.uk)

There is no universal definition for what supervision is. Its purpose varies depending on the people involved and the purpose of the discussion. Clinical Supervision might involve teachers meeting regularly to reflect on their practice with the intention of the supervisee learning and developing their teaching practice. This provides an opportunity for the supervisee to reflect upon things they are currently experiencing in their role and would like to explore more. The UCL Centre for Inclusive Education have written a detailed summary of what supervision is, and how it can be constructed and implemented in schools. This is available at:
Embedding Professional Supervision in schools:SENCO SUpervision framework (ucl.ac.uk)

There are lots of different models of supervision that can be used to create different forms of discussion. The University of Sheffield have summarised some of these models in this presentation: Models of supervision ISW 2022 (sheffield.ac.uk)

A trauma informed approach can help to contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. The Rees Centre at The University of Oxford are currently evaluating the impact of a whole school approach to attachment and trauma in several local authorities. Their website has lots of resources about trauma informed approaches for schools Alex Timpson Attachment and Trauma Awareness in Schools Programme — (ox.ac.uk)

Use verbal and visual prompts to support and encourage children with SEMH needs. For example, a visual timer might be used as a visual strategy to support task concentration. Similarly, visual worksheets could be used to help practice identifying emotions. Twinkl have a bank of free visual resources about emotions and wellbeing at: SEMH Resources |Social, Emotional and Mental Health | Twinkl

Establish a robust whole school approach to pastoral care that can effectively identify and support children with SEMH needs. The following resources may be useful way to start reflecting on school pastoral care.

Hearne, Campbell-Pope, House and Cross (2006) reviewed what school pastoral care systems have been used in Australia, the United Kingdom, Canada, and America: Pastoral care in education (ecu.edu.au)

The Department for Education website shares some case studies of school pastoral care systems:  Supporting wellbeing - GOV.UK (www.gov.uk)

The Public Policy Institute for Wales have shared a framework for schools targeted at defining what effective pupil support in Welsh secondary schools looks like: Effective-Pupil-Support-in-Secondary-Schools

Requesting an EHCP assessment 

Where, despite the school having taken relevant and purposeful action to identify, assess, and meet the SEN of the child or young, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment. 

Code of Practice 6.63 

The code of practice says that SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. 

Have there been regular reviews showing how the teacher, working with the SENCO, has revised the SEN Support plan in light of the child /young person’s progress and development- agreeing on any changes to support and outcomes in consultation with the parent /carer and pupil on what is working well, as well as what needs to be changed?  

Are difficulties severe and persistent despite high-quality teaching, regular attendance and specific targeted intervention over time?  

Refer to Oldham guidelines for requesting an EHCP assessment 

Further resources to support EHC planning 

SEMH staff training and CPD

Providing staff at your school with resources and training on SEMH may help to provide more knowledge that can support them in their role.

There are many free, informative resources that can help to support teaching and continuing professional development of social, emotional, and mental health needs. Several resources that might support this learning are:

Contact the Oldham Mental Health in Education Team to discuss and review your universal strategy for mental health and wellbeing. They can be contacted via email at wholeschoolapproach@oldham.gov.uk  

Desired outcomes: 

These must be realistic and be specific to the pupils starting levels and expectations for the group.
An example might be:

  • Listens calmly to the teacher and /or others in class and responds by putting his/her hand up, or
  • Demonstrates less anxiety and feels safe in following instructions on first time of asking.

Preventative Services you may request

Research suggests that there are many risk factors for social, emotional and mental health (SEMH) needs. These include harmful events and circumstances that a child may have experienced in their family or society. Similarly, there are situations and characteristics that promote good emotional wellbeing – protective factors. These social factors should be identified and a Team Around the Family (TAF) referral should be completed if appropriate.

A TAF includes all members of a specific family and people they work with from health, education, and social care organisations. By bringing everyone together the TAF aims to understand what is working well for the family, and what might be helpful to improve.

Primary Outreach Service
Emmett Patel      
E.Patel@kingslandschool.org

Healthy Young Minds
For consultation/advice please contact the duty worker on 0161 716 2020
www.oldham.gov.uk/earlyhelpreferral

  • Advisory Teaching Team (QEST) 
  • Educational Psychology Team
  • Mental Health and Wellbeing Team 
  • Early Help
Risk factors Protective factors

An intellectual disability

Communication difficulties

Chronic health conditions

Academic failure

Low self-esteem

Overt parental conflict including domestic violence

Family breakdown (including where children are taken into care or adopted)

Inconsistent or unclear discipline

Hostile and rejecting relationships

Failure to adapt to a child’s changing needs

Physical, sexual, emotional abuse, or neglect

Parental psychiatric illness • Parental criminality, alcoholism or personality disorder

Death and loss – including loss of friendship
Bullying including online (cyber)

Discrimination

Breakdown in or lack of positive friendships

Deviant peer influences

Peer pressure

Peer on peer abuse

Poor pupil to teacher/school staff relationships
Socio-economic disadvantage

Homelessness

Disaster, accidents, war or other overwhelming events Discrimination

Exploitation by criminal gangs and organised crime groups, trafficking

online abuse

sexual exploitation

Extremism leading to radicalisation

Other significant life events

Secure attachment experience

Outgoing temperament as an infant

Good communication skills, sociability

Being a planner and having a belief in control

Humour

A positive attitude

Experiences of success and achievement

Faith or spirituality

Capacity to reflect

At least one good parent-child relationship (or one supportive adult)

Affection

Clear, consistent discipline

Support for education

Supportive long term relationship or the absence of severe discord

Clear policies on behaviour and bullying

Staff behaviour policy (also known as code of conduct)

‘Open door’ policy for children to raise problems

A whole-school approach to promoting good mental health

Good pupil to teacher/school staff relationships

Positive classroom management

A sense of belonging

Positive peer influences

Positive friendships

Effective safeguarding and Child Protection policies

An effective early help process

Understand their role in and be part of effective multi-agency working

Appropriate procedures to ensure staff are confident to can raise concerns about policies and processes, and know they will be dealt with fairly and effectively

Wider supportive network

Good housing

High standard of living

High morale school with positive policies for behaviour, attitudes and anti-bullying

Opportunities for valued social roles

Range of sport/leisure activities

SEN Support

When would you move to SEN support?

Where a pupil is identified has having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle; Assess, Plan, Do, Review

Code of Practice 6.44

Where there is a lack of adequate progress despite identified and targeted differentiation. 

Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances. 

This can be characterised by progress which; 

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap
Further resources for targeted interventions

How might you put in place an SEN support plan?

The teacher and SENCO should agree in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review

Code of Practice 6.48

  • What has the assessment identified as particular areas of need? 
  • What has the assessment told you about strengths and needs, barriers to and gaps in progress? 
  • What is the child’s view? 
  • What is the parent/carer view? 
  • What outcomes are you looking for? 
  • What are the identified changes and additional interventions? 
  • What are the adaptations needed to achieve the identified outcomes? 
  • How will these will be evaluated? 

What does an SEN support plan look like and how can it be implemented?

The class teacher should remain responsible for working with the child or young person on a daily basis. They should work closely with any teaching assistants or specialist staff involved… the SENCO should support the class teacher in the further assessment of particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Code of Practice 6.52

If a child or young person is behaving in a manner which is unsafe, the school has a responsibility to address the safety risk by using a care and support plan. You can download examples of care and support plans below.

For more specific support in dealing with behaviour difficulties you can download the graduated response to behaviour and SEMHD framework from the SEMHs team.

A good SEN Support Plan should include the following; 

  • Outcomes
  • Actions
  • Who is responsible
  • By when 

A good SEN Support plan may include a provision map or personalised timetable for the pupil showing frequency and duration of specific interventions 

Interventions should be well founded and evidenced based. 

Interventions should last a minimum of 6 weeks 

Information on researched interventions can be found at:- 

Reviewing outcomes using a person-centred approach

Refer to Person Centred Toolkit for further guidance on choosing appropriate person-centred tools to help gather the information needed.)

The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents.

Code of Practice 6.54

The SEND Code of Practice suggests that the progress towards meeting planned outcomes should be tracked and reviewed regularly, at least termly. 

What does good support look like? 

What is ‘reasonable’ in terms of a balance between individual/small group and whole class access? 

Take each outcome:

  • What has specifically been done in relation to the outcome? i.e. smaller hopefully SMARTER outcome 
  • Baseline - this could be a behaviour, a feeling or a skill
  • Intervention
  • Evaluation
  • Next outcome

Requesting an EHCP assessment

Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young, the child or young person has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.

Code of Practice 6.63

The code of practice says that SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes.

Have there been regular reviews showing how the teacher, working with the SENCO, has revised the SEN Support plan in light of the child /young person’s progress and development- agreeing on any changes to support and outcomes in consultation with the parent /carer and pupil on what is working well, as well as what needs to be changed? 

Are difficulties severe and persistent despite high-quality teaching, regular attendance and specific targeted intervention over time? 

Refer to Oldham guidelines for requesting an EHCP assessment

Further resources to support EHC planning