Key Principles for supporting SEMH:

• Adults should show curiosity and wondering aloud about the presenting behaviour and
  should model the use of restorative language, problem solving and behaviours we want to
  see.
• A team of families and professionals should work together to support the child/young
  person at school, in the community and at home.
• Provide positive role modelling and implement the SEND Pledge Values to support
  preparing for adulthood at the earliest opportunity.
• Engage parents/ carers in regular dialogue and support home school agreements.
• All children and young people should be greeted/welcomed into the setting.
• Behaviour to be often seen as communication.

Strategic leadership will support SEMH needs by:

• Senior leaders across the partnership to identify patterns and themes with curiosity so that
  changes can be made to better support this needs.
• Senior leaders to review and monitor curriculum offered in terms of quality of teaching and
  appropriateness of the curriculum.
• School leaders should ensure that all staff are given time to read and plan for the identified
  needs of children and young people within their setting.
• School leaders designate roles and responsibilities within the school for SEMH, giving an
  equal balance to all aspects of Social, Emotional and Mental Health needs. This includes
  sharing knowledge and training for staff as appropriate.
• A chronology must be created of low-level presenting concerns. This should contribute to
  systemic analysis, planning and action for children and young people.
• Making reasonable adjustments to the implementation of school policies and procedures to
  support the young person; communicating and monitoring this to the wider staff team.
• Behavioural expectations and responses must be subject to adaptation and reasonable
  adjustment (Equalities Act) in line with the child/young person’s SEND and with contextual
  safeguarding in mind.