SEMH needs are when pupils have severe difficulties in managing their emotions and behaviour. They may show inappropriate responses and feelings to situations; often feeling scared, anxious and misunderstood.  This means that they have trouble in building and maintaining relationships with peers and adults; struggle to engage with learning and to cope in the classroom without additional strategies and interventions.   Whole school Behaviour Policy should be revisited at least annually and reflect strategies and systems followed.  

RELATIONSHIPS ARE KEY AND NEED TIME TO BUILD EFFECTIVELY 

• Connect before correct ”I can see you are really angry…. “   “ I understand why you feel..” 

• Understand the pupils triggers and apply strategies to support these

• Consider the wellbeing of individual members of staff supporting individual pupils

• When things go wrong reject the behaviour not the child 

• Agree a calm down area and allow pupil to remove themselves – may use a symbol/card/ sign to indicate this 

• Reflect on incidents when the pupil has totally calmed – this maybe several hours later or even the next day  - use emotion coaching /restorative justice 

• Identify changes of routine, use visual timetable ( some pupils need more prep than others)

• Give pupils the opportunity to share their own views  - pupil voice 

• Trusted person to check in with pupils throughout the day 

• Visual reminders of expectations and rules – revisit frequently  

• Set tasks with clear goals, outputs and timescales – use task ladders to break down tasks into achievable chunks and give clear expectations around how long they have 

• Teach the pupil specific behavioural skills and  language eg how to ask for help, how to reward themselves and recognise own successes eg use social stories 

• Ensure each lesson is a fresh start /new opportunity 

• Ensure you catch the pupil being ‘good’ and praise them, emphasize positives in front of others

• Devise a private signal system to let the child know when they are off task or behaving inappropriately 

• Focus on start and end of the day; meet and greet/positive rewards, 2 stars and a wish, the highlight of  the day

• Ensure regular sensory breaks through the day/lesson. Allow fiddle toys but teach the appropriate rules and they will need a safe place to store them. Legitimise movement by getting pupil to take a message, collect an item etc.. 

• Find out what they know /strengths and ensure they have opportunities to demonstrate these to maintain self-confidence 

• Use postit notes for comments/questions rather than shouting out/interuptions 

• Give them responsibilities in the classroom /around school to increase their confidence and raise self-esteem 

• Play calming music where appropriate 

• Make expectations for behaviour clear and explicit by giving clear targets, explanations and modelling

• Use visual timer to measure and extend time on task – start small and praise 

• Communicate positively with parents – consider when/where/how – diary? 

• Use a calm, quiet, clear and consistent voice