Social and Emotional Development (General)

SKILLWHAT TO DO
Identifying and supporting need		ASKING FOR HELP
Starting Assess, Plan, Do, Review		WHEN MORE HELP IS NEEDED
Targeted support
Social and Emotional Development (General)Individual child:
Identification of key adults to build positive and trusting relationships.
Classroom/Early Years room:
Consideration is given to creating a calm environment (e.g. organisation of space, seating, and group dynamics). 
Clear boundaries and routines are in place, supported by visuals e.g. visual timetables, now and next boards, objects of reference and simple visual rules are displayed e.g. good looking, good sitting.
The children’s attention is gained in a consistent and positive way. For example, attention-grabbing signals may help such as the use of a song or musical instrument at a transition point. 
Children are prepared for changes to activities, routines or staffing in advance (e.g. using visuals).
Ensure adults’ expectations are appropriate, for example, ensure children are not expected to wait for long periods, for example at snack time or lunch time. 
Whole school/Early Years setting:
Arrange relevant training for school staff/Early Years practitioners from external support services where needed e.g. attachment, trauma, Emotion Coaching. 
A transparent system of rewards and natural consequences are in place. Rules and expectations are consistent across staff. 
Use of Emotion Coaching. Provide connection before correcting children’s behaviour through responding to children’s emotions first. 
Growth Mindset as a whole setting approach. 
Share key messages around the Five to Thrive framework in the setting using posters e.g. respond, cuddle, relax, play, talk. 
Use activities themed around the Five to Thrive framework and share these with parents/carers. 
Consideration of clear and coordinated response to critical incidents(e.g. critical incident policy, identification of a nominated lead for the setting). 
Support available for staff working with learners with social, emotional and mental health (SEMH) needs via group or individual supervision or debrief sessions.
Use of whole school/Early Years setting approaches to promote wellbeing and resilience with an emphasis on attuned relationships, growth mindset and a solution focus where possible.		Consider the following group-level emotional wellbeing interventions: 
Daily mindfulness sessions (training and resources can be provided by Tameside Educational Psychology Service (EPS) to begin mindfulness sessions with 2–6-year-olds). 
Use of tummy time and yoga. 
Planned time to complete relaxation activities in calm spaces within the setting. 
To identify an overall profile of the child, use ongoing tracking through Early Years Foundation Stage (EYFS) and other assessments, for example Ages and Stages Questionnaire (ASQ), Ages and Stages Questionnaire Social-emotional health (ASQSE) and Boxall Profile to measure and demonstrate the impact of an intervention or programme over a period of time. 
Provide a plan and support at unstructured and/or transition times for children who find these times of the day unsettling. 		Obtain and record children’s viewsusing observation, discussion with key adults and tools such as The Mosaic Approach, the Bear cards, picture sort activities (e.g. activities I like and don’t like). 
Obtain and record parental information and views. Ensure regular communication between home and school/Early Years setting (e.g. a minimum of 3 meetings with parents/carers within a 12-month period).
Consider risk and protective factors to provide a holistic understanding of the child’s needs.
Use appropriate assessment tools to identify needs early, establish a greater understanding of the child’s support needs, and inform appropriate referral to other services. For example, an ABC (Antecedent, Behaviour, Consequence) chart, Strengths and Difficulties questionnaire (ADQ), the Boxall profile or the SMILE score.
Observe and record the child’s presentation and patterns of interaction and behaviour (e.g. using an ABC (Antecedent, Behaviour, Consequence) chart across a range of varied contexts during their session to understand what they are trying to communicate and to inform possible strategies. 
Provide key adult support at specific times that have been identified as challenging for the child (e.g. morning transition, 1:1 time to build up a relationship between a child and key adult to be built into the child’s timetable). 
Ensure effective sharing of information and consistent use of strategies e.g. Use of a one-page profile. 
Offer additional transition visits and transition books before the child starts, or when moving between rooms or classes. 
Create Play Plans and adapt termly with progress against targets routinely reviewed with the Special Educational Needs and Disability Co-Ordinator (SENDCo), key adult and the child, parents/carers where appropriate. Ensure that all staff involved with the child understand the purpose of the Play Plan and can support the child to achieve their targets.
Implement appropriate interventions for children with specific individual needs. For example, ensure planned opportunities for ‘Time In’ and flexible access to a key adult or key adults. Key adult characteristic: nurturing yet able to hold firm boundaries; resilient; patient; empathic; and able to seek and accept support from another adult. 
Provide time and space for targeted support on a consistent basis (e.g. access to a smaller space to complete interventions, increased staff to child ratios for times when intensive support and interventions are being delivered). 
Refer to external agencies for additional support e.g. Tameside Specialist Outreach Support Service (TSOSS), Early Years Quality Team (EYQT), ISCAN Speech and Language Therapy (SLT), Tameside Educational Psychology Service (EPS), paediatrician. 
Use the Plan-Do-Review process to monitor the child’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used. Please refer to the Best Practice Walkthrough document.
Where the child has an Education, Health and Care Plan (EHCP), refer to described outcomes and provision and implementation. Continue to use the Plan-Do-Review process against the specified outcomes and provision. Regularly update with strategies as they are tried. Complete the Annual Review of EHCP. Please refer to the Best Practice Walkthrough document. 
Invite selected parents/carers to participate in the Incredible Years (Buy-In course).