Supporting Children With EBSD Feb 2010

7/24/2019 Supporting Children With EBSD Feb 2010

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Jotmans Hall Primary School

Supporting Childrenwith Behaviour,

Emotional & SocialDifficultiesPolicy

pproved !y the "ull #overning Body

Summer $erm %'

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Supporting children with Behaviour, Emotional and Social Difficulties

To support those children who have BESD the school uses a variety of approached:

Social, Emotional Aspects of Learning (SEAL

S!A"T Thin#ing

$romoting $ositive Behaviour: The Esse% Approach

A &urture 'roup

The aims of these strategies are to support the inclusion of the most vulnerale pupils in the school )

those with BESD and to ensure that these pupils are given the est opportunity to e successful with and

alongside their peers* +n order to do this their strengths must e understood, highlighted and uilt upon,

at all levels of support: whole school, class, groups and individual*

The ode of $ractice provides a framewor# to support children with BESD* The stages of assessment

identified in the code present a framewor# for schools to respond to the continuum of children-s needs*

Therefore the school recognises that any child may have BESD either throughout or at any time during

their school career*

The school also recognises that as well as a continuum of need there is a continuum of emotional and.orehavioural difficulties* This continuum can e summarised in the following points*

/* !inor inappropriate ehaviours such as tal#ing out of turn and testing estalished oundaries*

0* 1ne2off occasional incidents*

3* Behaviour that can e easily modified within the environment in which it occurs*

4* $ersistent or sustantial inappropriate acting out or withdrawn ehaviour*

5* Behaviour that will ta#e considerale time to modify within the environment in which it occurs*

6* Seriously uncooperative or withdrawn ehaviour which fre7uently impairs the normal development

and 7uality of life for the individual, their peers and those charged with their care and control*

By following a whole school approach the school recognises that points / to 3 will e alleviated in the

ma8ority of cases*

As individual ehaviour does not happen in a vacuum certain strategies may include changing the

classroom environment for e%ample

/* "egrouping groups*

0* !a#ing groups smaller*

3* hanging seating arrangements*

4* onsidering how instructions are given*5* $roviding a chec#list of e7uipment the pupil may need*

6* +ntroducing a visual tas# sheet*

9* Teaching and rehearsing appropriate routines*

* 'iving early warnings aout changes in routine*

;* 'ive me 5 procedures*

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5* Smile contest

6* Star of the wee#.day

9* >All aout me- oo#let

* The friendly o%

;* ircle time . golden time

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+f a child is to e supported through the Esse% Stages of Assessment, the lass Teacher, +nclusion

!anager and $arent.'uardian will meet to discuss:

The child-s placement on ESA or ESAC

The support to e provided through $rovision !apping, an +ndividual Education $lan, =ealthcare $lan or

&urture 'roup $lan*+f a child has a physical disaility, their needs will e met through a =ealthcare $lan*

The o8ectives and strategies to e used to support the child*

Support from 1utside Agencies

A child-s +ndividual Education $lan or =ealth are $lan only records that which is additional to or

different from the differentiated curriculum plan, which is in place as part of provision for all children*

Specified Staff will discuss the pupil-s assessment results with the pupil plus the targets and strategies*

Depending on the evolving maturity of the pupil, they will e invited to the planning and review meetings

with their $arents.'uardian and encouraged to voice their opinion*

?here a child with identified SE&.LDD is at serious ris# of disaffection or e%clusion a $astoral Support

$lan will e instigated* The $astoral Support $lan is not used to replace the graduated response to specialeducational needs*

Loo#ed After hildren will have their own $ersonal Education $lan*

"easonale steps are ta#en to identify children with BESD as soon as possile and to provide appropriate

learning support*

The following pages contain the following information*

+ndividual Education $lans &urture 'roup $lans

$astoral Support $lan

$rocedures for supporting pupils with BESD

+ndividual Education $lan are displayed on the ne%t 3 pages*

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otmans =all $rimary School ) DS 50//

&ame:ESA . ESAC . S+$

Fear: D*1*B: Teacher:

Date placed on SE& "egister and Stage:

+E$ started: "eview:

& levels see attached

sheet*

$rovision !ap attached*

!ain areas of concern: ognition and Learning . SLD . !LD . $&+ .

Sensory and or $hysical . SEBD . G+ . ine G 'ross !otor S#ills .

!emory G $rocessing S#ills . Literacy . &umeracy . 1ther :

S!A"T Target riteria +nterventions Support

(Small, measurale,

achievale, realistic

timed

Based on $rovision !ap

+ntervention List*Specific resources

See Appendi% /3 and /4

for interventions and

resources

re7uency and staff

who are to provide

support

hild-s view:

$arent.arer-s view:

Staff $resent

1utside Agencies:

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otmans =all $rimary School ) DS 50//&urture group




+E$ started: "eview:


sheet*





S!A"T Target .

&urture group*riteria +nterventions Support

Targets to e ta#enfrom Bo%hall $rofile &urture 'roupStrategies

hild-s view:**

$arent.arer-s view:

Staff $resent:

1utside Agencies:

$astoral Support $lan7


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otmans =all $rimary School ) DS 50//




$S$ started: "eview:


sheet*





S!A"T Target riteria +nterventions Support

(Small, measurale,

achievale, realistic

timed

Based on $rovision !ap

+ntervention List*

See Appendi% /3 and /4

for interventions and

resources

re7uency and staff

who are to provide

support

hild-s view:

$arent.arer-s view:

Staff $resent

1utside Agencies:

BSED $rocedures*

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$S=E

lass Strategies

SEAL

SE& $rocedures+E$ ) ESA . ESAC .

S+$

GL . $&+ . SEBD

1utside Agencies

E$ . Specialist Teachers .

TAS .

School &urse . Speech G

Language . 1ccupational

Therapy . $hysiotherapy

Tier /Listening $artner

School ounsellor

ESA ) +E$ . $S$

SEALTier 0

Troule Tree .

+ndividual Therapy

&urture group

A . !AA'

ESAC 2 +E$ . $S$

Tier 3S

hild protection 2 SET

LA

&urture 'roup ) ESAC .

S+$ . $S$

A

Lead $rofessional

A "egistration

!AA'

ontact $oint& . &" . $L

Tier 0 G 3 support

Stage 3 G 4 support

+ntegrated ?or#ing hampionEffective ommunication G nowledgehild G Foung $erson Development

Safe 'uarding G ?elfareSupporting Transitions

!ulti2 Agency ?or#ingSharing +nformation

?hole School

Behaviour $olicy

S!A"T Thin#ing

$astoral

Support

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SE& $rocedures 2 Stage / ) Social, Emotional and Behaviour Difficulties 2 Stage 0 ) ESA . $S$ 2 Tier /

+nitial oncerns y $arent.arer ) lass

Teacher . lass LSA

+nitial meeting with $arent.arers ) lass

Teacher

SEBD oservations ) lass Teacher, lass

LSA,

SE& LSA, G &urture 'roup Staff

consulted . $en $ortrait G Action $lan

lass Teacher, lass LSA, SE& LSA,

&urture 'roup Staff to loo# at oservations

and decide level of support*

$lacement on

ESAC

Stage 3

$lacement on

ESA

SE& LSA to

update SE&

"egister G inform

+nclusion !anager

C) $lanning meeting )

SE& LSA and T )

+E$.$rovision !ap

.$S$ written

S!A"T Targets

A) +E$.$S$ "eview G

$lanning meeting )

$arent.arer ) lass

Teacher, SE& LSA G pupil

SE& LSA ) copies of

+E$ . $S$ to

$arent.arers

lass Teacher . hild-s

SE& file . lass SE& ile

G o%

B) +E$.$S$ support )

up to / hour of

individual support

from lass Teacher

and lass LSA

?ee#ly sheets

SE& LSA to

support with

resources and

strategies

C) "eview, oservations and assessment of

progress 2 T G lass LSA Support from SE&

LSA G &urture 'roup Staff ) SE&.$S$

criteria . $en $ortrait G Action $lan ) twice a

year ) in line with whole school $arent.arer

meetings*

Fear 6 ) transition review summer term*

C) ontinue

ESA . +E$ . $S$

support

!ove to ESAC support

+nclusion !anager

consulted

Stage 3

Support no longer needed at

ESA*

"eferral to

1utside

Agencies ) T G

+!Tier / Agencies

$lacement in

&urture

'roup or

"e7uest for

Statutory

Assessment

Stage 4

lass

Behaviour

Strategies

ontact

$oint )+!G =T G !

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SE& $rocedures 2 Stage / 2 Social, Emotional and Behaviour Difficulties 2 Stage 3 ) ESAC . $S$ ) Tier 0

$lacement on

ESAC . $S$

+! G SE& LSA to

update SE&

"egister

C) $lanning meeting )+!, SE& LSA and T

) +E$.$rovision

!ap.$S$ written

S!A"T Targets

A) +E$.$S$ "eview G

$lanning meeting )

$arent.arer ) lass

Teacher ) +nclusion

!anager, SE& LSA G

pupil

SE& LSA ) copies of +E$s

. $S$ to $arent.arers

lass Teacher . hild-s

SE& file . lass SE& ile

G o% . 1utside Agencies

G E$

B) +E$.$S$ support ) up to 5 hours

of individual . small group support

from lass Teacher, lass LSA,

SE& LSA

T G SE& LSA to arrange

timetale* &urture 'roup Staff

sessions

?ee#ly sheets

SE& LSA to

support with

resources and

strategies 2 SEAL

C) "eview, oservations and assessment of

progress . $en $ortrait2 +!, T, SE& LSA,

&' staff 2 SE& criteria ) three times a

year ) in line with whole school

$arent.arer meetings*

Fear 6 ) last review H transition meeting

C) ontinue

ESAC .

+E$.$S$

support

!ove S+$ and.or &urture

group Stage 4 . Tier 0 or 3

+! G T

!ove to ESA

Stage 0 procedures

"eferral to

1utside

Agencies 2 E$,

A, !AA' ,Tier 0 ) +! G

T

+nitial oncerns y $arent.arer ) lass

Teacher . lass LSA

1r decision from Stage 0

+nitial meeting with $arent.arers ) lass

Teacher

SEBD oservations ) lass Teacher, lass LSA,

SE& LSA, G &urture 'roup Staff consulted*

$en $ortrait G Action $lan

+nclusion !anager, lass Teacher, lass

LSA, SE& LSA, &urture 'roup Staff to loo#

at oservations and decide level of support*

$lacement in

&urture'roup or

"e7uest for

Statutory

Assessment

Stage 4

ontact

$oint )+!G =T G !

!ove to lass

Behaviour Strategies

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SE& $rocedures 2 Social, Emotional and Behaviour Difficulties 2 Stage 4 ) ESAC.S+$.$S$ ) Tier 0 G 3

Decision from Stage 3 meeting to move to

&urture group and.or re7uest for a

Statutory Assessment ) +!, T,

1servations y &urture 'roup Staff . $en

$ortrait G Action $lan

Bo%all $rofile completed

+nclusion !anager . &urture 'roup Staff .

lass Teacher to loo# at oservations and

Bo%all assessment

$lacement in &urture

'roup at ESAC or

S+$

+! G SE& LSA to

update SE&"egister*

C) $lanning meeting )

+!, T, &urture 'roup

Staff . Designated LSA

) S+$ +E$.$rovision !ap

. $S$ written

S!A"T Targets

A) +E$ S+$ $S$ "eview G

$lanning meeting 3% a year )

one meeting H Annual review G

planning ) $arent.arer ) +!,

T, &urture 'roup Staff,

Designated LSA, pupil G1utside Agencies*

Designated LSA ) copies of S+$ +E$

$S$ G Annual "eview to $arent.arers

lass Teacher . hild-s SE& file .

lass SE& ile G o% . 1utside

Agencies

B) +E$ $S$ S+$ support ) 5 hours

G LA hours of individual . &urture

'roup . small group support from

lass Teacher, lass LSA,

Designated LSA 2 ?ee#ly sheets G

?ee#ly &urture 'roup meetings

SE& LSA to

support with

resources and

strategies

C) "eview and assessment of progress 2

+!, T, &urture 'roup Staff, 2 $en

$ortrait G Action $lan 2 Designated LSA,

SE& LSA 2 SE& criteria G &' criteria )three times a year ) in line with whole

school $arent.arer meetings*

1ne review H Annual review

C) ontinue S+$

+E$ $S$ G &urture

'roup support

!ove to ESAC

Stage 3 procedures

"eferral to 1utside

Agencies 2 E$, A,

!AA' , S 2 Tier

0 G 3 ) +! G T

Decision re placement in &urture 'roup

and.or "e7uest for Statutory

Assessment+nclusion !anager G lass Teacher

Appendi% B and D*

ontact

$oint )+!G =T G !

+f pupil does not have

a S+$ ) re7uest for a

Statutory

Assessment

!ove to ESA Stage 0

support

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1utside Agencies

otmans =all $rimary School wor#s closely with a range of outside agencies*

The anvey ommunity entre Anti2ullying support groups come in once a year to wor# with specific

years* ?e can call on support from this organisation is we need support with anti ullying*

?e have signed up to the Esse% Approach for anti2ullying* See anti2ullying file for more detail*

?hen necessary the school will put parents in touch with other agencies, who have specialist #nowledge,e*g* hild and amily onsultation Service, Local $arent Support 'roups, =ealth and Social Services,

Education ?elfare, hild and Adolescent !ental =ealth Services, The Troule Tree, School ounsellors,

Behaviour Support,* ?hen necessary the school will see# advice from specialist outside agencies aout

individual pupils, with the parent-s permission(

Tier / Services e*g* ) School &urse, '$, Education and ?elfare, Speech and Language Therapy,

=earing +mpaired, @isually +mpaired, $hysiotherapy and 1ccupational Therapy Services, =ealth

Services, Listening $artner, School ounselling Service, Local $arent Support 'roups, Specialist

Teacher Services*

Tier 0 Services for e%ample ) The Troule Tree, hild and Adolescent !ental =ealth Services,

Behaviour Support

Tier 3 Services ) hild and amily onsultation Services, Social are

+f a $arent.arer and hild needs to e referred to one Tier 0 and 3 agency a ommon Assessment orm

is completed with a $arent.arer*

?hen a A is completed the school nominates a person as the Lead $rofessional until otherwise decided

y the !AA'*

+f a $arent.arer and hild needs to e referred to more than one Tier 0 and 3 agency a A iscompleted with a $arent.arer and sent to the !AA'*

The Educational $sychology Service operates a drop in meeting once a month for schools to attend* At

these meetings advice and guidance is given to the School concerning support that can e given to a child*

@isits y the Educational $sychologist to assess a child are arranged*

Support can also e otained y the following wesites:

www*esse%*gov*u#Iantiullying www*esse%conne%ions*co*u# www*childnet2int*org

Safe 'uarding

The Behaviour $olicy follows the procedures and guidelines set out in the School Safe 'uarding $olicy*
http://www.essexconnexions.co.uk/http://www.essexconnexions.co.uk/http://www.childnet-int.org/http://www.essexconnexions.co.uk/http://www.childnet-int.org/


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&urture 'roup

&urture 'roup $rinciples

/* ?e understand and recognise that a child-s learning is understood in a developmental conte%t*0* ?e strive to ensure that each classroom offers a safe ase for every child*

3* ?e understand that y nurturing a child we are developing their self esteem*

4* ?e understand that a child-s language is a vital means of communication with us and the world*

5* ?e understand that all ehaviour is a means of communication*

6* ?e understand that the transition etween different phases in a child-s life has an important

role in their life*

hildren are identified for placement in a &urture 'roup through the SE& $rocedures 2 Stage / 2 Social,

Emotional and Behaviour Difficulties 2 Stage 3 ) ESAC . $S$ ) Tier 0 and Stage 4 ) ESAC.S+$.$S$ ) Tier

0 G 3*

See Appendices 5 and 6 (+nclusion $olicy for assessments*

The &urture 'roup is run y two memers of staff who support up to eight children who have een

identified through the EBSD assessments* The +nclusion !anager is the Line !anager for the &urture

'roup*

The &urture 'roup is run for four mornings a wee# and the support planned for the children is planned

y the &urture 'roup Staff and the lass Teachers*

See pages 0< and 03 for &urture 'roup procedures*

Admission Arrangements

The admission arrangements are the same for all pupils*

$lease refer to the School $rospectus and Admission Details sheet*

E%clusions

The school follows the guidelines set out in the DEE document entitled > Social +nclusion ) $upil Support-

ircular &o /

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Supporting Children With EBSD Feb 2010

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