Social, Emotional and Mental Health- Key Stage 1 

SKILL WHAT TO DO 
Identifying and supporting need 		ASKING FOR HELP 
Starting Assess, Plan, Do, Review 		WHEN MORE HELP IS NEEDED 
Targeted support 
Social and Interpersonal Skills 
 
Relationship		Classroom: 
Use circle Time & PSHE Lessons sessions to explore emotions, friendships, empathy, and conflict resolution. 
 
Use of stories, role-play, and discussion to model positive relationships. 
 
Tailored narratives to help children navigate social cues and responses. 
 
Visual aids (e.g., emotion charts, friendship rules) to reinforce expectations. 
 
Group tasks and games that encourage turn-taking, sharing, and teamwork. 
 
Teacher-facilitated interactions to model and scaffold social behaviour. 
 
Teachers help children label and regulate emotions during social interactions. 
 
Use of “feelings boards” or morning check-ins to promote emotional awareness. 
 
Whole school: 
Clear ethos that promotes respect and inclusion. 
 
Consistent language and expectations across all staff. 
 
Equips staff with strategies to support children’s social development. 
 
Promote a trauma-informed approach across the school. 
 
Celebrations of diversity, kindness weeks, and assemblies focused on values. 
 
Displays and resources that reflect positive relationships and emotional literacy. 
 
Use a whole-school approach embedded in PSHE lessons (e.g.,  Jigsaw PSHE) 		Identify and complete appropriate assessments to establish a greater understanding of the child’s  needs and inform group interventions, for example: 
Boxall Profile. 
Child and Youth Resiliency Measure. 
The Strengths and Difficulties Questionnaire (SDQ). 
Emotional Literacy Assessment 
 
Offer small group interventions to promote positive peer interactions including: 
Time to Talk. 
Circle of Friends. 
FRIENDS for Life. 
S. S Grin. 
Nurture Groups
Social Awareness and Understanding Classroom: 
Provide planned opportunities to learn and practise social and emotional skills during structured activities, e.g. role playing. 
 
Use stories and other stimuli that generate problem solving around different social situations, modelling and practising the use of skills. 
 
Prepare children for changes to activities/routines/ staffing. 
 
Provide a plan and support for unstructured and/or transition times where needed. 
 
Utilise visual timetables/schedules. 
 
Use role play/verbal rehearsal before activities to reinforce behavioural expectations and reduce anxiety. 
 
Use Restorative practices to support conflict resolution 
 
Guided conversations about fairness, kindness, and inclusion. 
 
Model reflective questioning: “How do you think they felt when that?” to support perspective taking. 
 
Emphasis on choice rather than control and “take up time” to respond to choose whenever possible.  
 
Whole school: 
Promote a culture that promotes empathy, respect, and inclusion through assemblies, displays, and school rules. 
 
Whole-school themes (e.g., “Kindness Week”) to reinforce social awareness. 
 
Activities that raise awareness of differences (e.g., neurodiversity, cultural backgrounds) in age-appropriate ways. 
Adults modelling respectful, empathetic interactions. 
 
Staff use inclusive/ neuroaffirmative  language and highlight positive social behaviours. 
 
Staff to place emphasis on choice rather than control and “take up time” to respond to choose whenever possible.		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs and inform group interventions, for example: 
Boxall Profile. 
Child and Youth Resiliency Measure. 
The Strengths and Difficulties Questionnaire (SDQ). 
Emotional Literacy Assessment 
Blob Tree. 
 
Offer small group interventions to promote positive peer interactions including: 
Talkabout social skills 
Social Stories  
Time to Talk. 
Circle of Friends. 
FRIENDS for Life. 
S. S Grin. 
Nurture Groups. 
 
Access ELSA Social Skills resources		In consultation with relevant outside agencies (e.g., Educational Psychology Service or Tameside specialist Outreach Service; TSOSS) provide 1:1 tailored intervention planned to enable the child to meet specific targets in relation to peer integration/ friendships
Managing Emotions 
 
Emotional Awareness, Understanding and Regulation 		Classroom: 
  
Create a calm, positive and nurturing      classroom environment (see: ATRCM observation and planning schedule or classroom wellbeing toolkit) 
 
Use whole class approaches to teaching emotional regulation strategies, e.g. Go Noodle. 
 
Use designated spaces with sensory tools, breathing prompts, and visuals to help children self-regulate 
 
Look for opportunity to mindfulness and include short, regular practices to build self-regulation and focus through techniques like “bubble breathing” or “rainbow relaxation.” 
 
Incorporate movement breaks and breathing exercises to help pupils manage their emotional states (see: Moodboosters. Use emotional validation strategies when upset, angry or distressed, e.g. an Emotion Coaching  approach to support attuned relationships. Also, including routines where children identify and share how they feel using visual aids. 
 
Discuss and model feelings and emotions often, using a wide vocabulary of feelings and emotions words. 
 
Create displays focused on developing emotional vocabulary (see: Zones of Regulation) 
 
Staff should aim to use distraction techniques and re-direction when a child is becoming dysregulated.  
 
Whole school: 
A behaviour policy underpinned by a clear ethos and values. 
 
Shared language around emotions used by all staff. 
 
Implement mindfulness on a whole school level (see: Teach dots (3-6) – Mindfulness in Schools Project) 
 
Displays, assemblies, and routines that promote emotional understanding.   
Staff knowledge around, trauma-informed responses to emotional dysregulation (see: UK Trauma Council or Beacon House for resources and guidance on Childhood Trauma and The Brain, Childhood Trauma and PTSD, Traumatic Bereavement. 
Staff are equipped to support children through co-regulation. 
Embedded practices around emotional regulation and explicitly teach de-escalation and self-management strategies. (e.g., Zones of Regulation) 
Implement a whole school approach to mental health and wellbeing (e.g., Emotionally Friendly Schools) 
Gain pupil feedback to inform the  
whole school approach (see: https://www.birmingham.ac.uk/schools/social-policy/departments/health-services-management-centre/mental-health-and-wellbeing-with-children) 
 
Staff to have an awareness of child development and key concepts that influence this (e.g., attachment) 
 
Implement an evidence-based framework to help develop a holistic, whole-school or college approach to mental health (see: 5 Steps to Mental Health and Wellbeing – free framework | Anna Freud) 
Look at creating safe spaces in school. 
Look at implementing whole school opportunities to complete activities to support mental health (see: 5 ways to get children moving for their mental health | Place2Be and the Daily Mile) 
Access websites such as ‘MindEd’ for information around mental health. 
Follow guidance around supporting mental health in schools (see: Mental health and behaviour in schools) 
 
Support available for staff working with learners with SEMH via group or individual supervision or debrief sessions. 		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: 
Boxall Profile. 
The Strengths and Difficulties. Questionnaire (SDQ). 
Superflex Program. 
Blob trees. 
 
Use appropriate emotional awareness and regulation workbooks or programs within individual or a small group, such as: 
Think Good, Feel Good. 
Starving the Anxiety Gremlin. 
Starving the Angry Gremlin. 
Managing our feelings KS1 | Y1 RSHE (PSHE) Lesson Resources | Oak National Academy 
Zones of Regulation 
Colour Monster 
 
Assign a key adult/ team of adults for daily check ins. 
 
Complete worksheets/booklets with pupils around CBT style input (see: WeHeartCBT) 		Work with a group of key staff to identify the individual profile of the child to gain an understanding of their individual triggers, observable behaviours, as well specific escalating and de-escalating adult responses. Contact Educational Psychology Service, for support. 
 
Teach self-calming techniques, such as breathing, visualisation or repetitive, soothing or calming activities (colouring, play dough, theraputty). Ensure access to these activities at all times through use of a ‘calm box’. 
 
Use gentle praise when self-calming strategies are attempted, even if unsuccessful. 
 
Use the Incredible 5-Point Scale to aid emotional self-regulation. Adults to understand the arousal curve and the arousal continuum to support the child. 
 
Utilise specialist therapeutic interventions, e.g. play therapy, art therapy. 
 
Seek support from the relevant services within Tameside and signpost with information, see: Children and Young People Mental Health Support – Tameside MBC 
Reducing Anxiety Classroom:  
Use soft lighting, calm colours, and tidy spaces to reduce sensory overload. 
Keep routines consistent and use visual schedules to support transitions. 
 
Introduce simple techniques like: 
Deep breathing (“smell the flower, blow the candle”) 
Butterfly hugs 
Grounding games (e.g. “5 things you can see…”) 
Practise these regularly, not just in moments of distress. 
 
Provide emotion cards, worry monsters, or check-in boards to help children express how they feel. 
 
Use stories and puppets to explore common worries and model coping. 
 
Acknowledge children’s feelings through techniques such as Emotion Coaching and help them name and understand their emotions. Use phrases like “It’s okay to feel nervous. Let’s take a breath together.” 
 
Prioritise connection with key adults, consistent staffing, and warm greetings. 
 
Use circle time and play-based activities to build trust and belonging. 
 
Focus on effort and progress rather than outcomes. 
 
Consider ways to support children transition throughout school 10 Tips For Successful School Transitions – TeacherToolkit 
 
Whole school: 
Use visual timetables and clear daily routines to reduce uncertainty. 
 
Prepare children for changes in routine with advance warnings and visual cues. 
 
Provide CPD on recognising signs of anxiety in early years and KS1. 
 
Train staff in emotion coaching, low-arousal approaches, and attachment-aware practices. 
 
Create designated calm corners or sensory spaces in classrooms and shared areas where children can go to self-regulate. 
 
Implement programmes like Zones of Regulation  or Colour Monster emotional awareness and coping strategies. 
 
Offer workshops or resources for parents/ carers on supporting anxious children, including routines, sleep, and separation anxiety. 
 
Use stories, puppets, or songs in assemblies to explore feelings, bravery, and calming strategies. 
 
Implement whole school approaches to support managing anxiety and encourage positive wellbeing (e.g., SCHOOLS | The Worry Wizard or Emotionally Friendly Schools) 
 
Look at ways to support staff wellbeing through whole school approaches (see: early-years-staff-wellbeing-resource-130721.pdf) 
 
Follow governments guidance around supporting mental health and managing behaviours in school (Promoting children and young people’s mental health and wellbeing) 
 		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: 
The Strengths and Difficulties Questionnaire (SDQ). 
 
Use stories and therapeutic metaphors to teach about feelings and normalise feelings of anxiety, 
e.g. Margot Sunderland books. 
 
Consider Cognitive Behavioural approaches to group work provided over specified period of time e.g.: 
Starving the Anxiety Gremlin. 
Starving the Angry Gremlin. 
FRIENDS for Life. 
 
In cases of suspected Emotional Barriers to School Attendance (EBSA), please see the below information: 
https://padlet.com/spectrumgaming/barriers-to-education-1bnrx2lf6iwfck52. Resources to support this include:  
School wellbeing 
cards 
Ideal school 		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example: 
Schools and Students Health Education Unit  (SHEU) surveys. 
 
Provide a daily check in with a key adult/ team of adults. 
 
Allow engagement with a neutral task or complete an assigned ‘job’ at school to reduce feelings of anxiety. 
 
Implement a RAMP – Reducing Anxiety Management Plan (contact Educational Psychology Service for further information). 
Self-esteem/ self- efficacy Classroom: 
Embed a whole class growth mindset approach coupled with effective differentiation. 
 
Implement whole class activities that encourage identification of strengths, e.g. creating visual reminders of their strengths through posters, certificates, stickers. These can be collected in a ‘Good to be Me’ or ‘All about Me’ book. 
 
Offer opportunities for children to take on jobs and responsibilities in class and school. 
 
Consider language around praise that focuses on effort, persistence and strategy (e.g., “I noticed how hard you worked on that problem!”). 
 
Model self-talk that reinforces resilience (e.g., “This is tricky, but I can try a different way.”). 
 
Use opportunities for partner work to foster collaboration and mutual encouragement. 
 
Implement lessons on resilience (see: Beano resilience lesson plans | Resources | YoungMinds) 
 
Staff should use solution-focused approaches to highlight strengths, build confidence and support achievable steps toward positive change. 
 
Whole school: 
Train staff in growth mindset principles and embed them in assemblies, lessons, displays, and communications. (see: Mindset Kit | Resources for growth and learning mindsets ) 
 
Use consistent language across the school to reinforce effort and perseverance. 
 
Celebrate non-academic achievements (e.g., kindness, resilience, improvement) in weekly assemblies or newsletters. 
 
Use certificates or “Star of the Week” awards that highlight personal development. 
 
Share strategies with parents/ carers to reinforce positive self-beliefs at home. 
Ensure the curriculum reflects diverse backgrounds and abilities so all children feel seen and valued. 
 
Use stories and role models that show overcoming challenges and celebrating uniqueness. 		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs, for example, the Boxall Profile. 
Identify and complete appropriate assessments to establish a greater understanding of the whole class/ whole school’s needs, for example: 
Pupils Attitudes to Self and School (PASS) 
 
Utilise resilience-based frameworks and interventions such as the Boing Boing Framework or Resilience Doughnut. 
Offer small self-esteem groups as a supportive way of building children’s confidence and self-esteem. 
 
Plan out self-esteem-building exercises as part of a group to enable children to receive positive messages and acceptance from one another. 
Ideas for activities can be found within Emotionally Friendly Schools) Also, available on the ELSA support website. 		Identify and complete appropriate assessments to establish a greater understanding of the child’s needs. 
 
Assign a key adult/team of adults to provide daily opportunities for the child to talk through successes and achievements experienced that day.  
 
Plan daily opportunities to spend time identifying and building on strengths with an adult, on a 1:1 basis, e.g. make a strengths jar, use the finding hidden treasures approach (Ioan Rees, 2005)