- Ensure increased dialogue with parents/ carers.
- Create family transition plans to ensure families can support transition.
- Assess, plan, do, review.
- Monitoring the impact of intervention.
- Identifying those early SEMH needs when they show early signs of escalating
- Schools should have regular involvement of external agencies. Make referrals to appropriate external agencies and act on recommendations (ideally with consent).
- Include parents/carers in the creation of the relational care plan
- Ensure key record keeping is in place (and connected to other support plans) to support the child or young person e.g., ABC records, Personalised Learning Plans.
- Organise interventions (e.g., anger management, CBT, draw and talk) for a specific and measurable period and then monitor and review impact.
- Organise resources and identify training needs
- Upskill staff in the needs of SEMH young people
- Ensure appropriate level of involvement of specialist pastoral staff e.g. Intervention for Thrive, SEAL, ELSA.
- Implement effective transition programmes between phases and providers.
- Consider individualised programme of work based on child’s interests
- Consider partnership provision with alternative curriculum providers
- Organise individualised programmes e.g., adapted timetables, added provision outside the classroom, etc.
- Consider the appropriateness of a managed move or Section 29 direction
- Bring case for peer support at the relevant risk of exclusion meeting
View and/or download the Social, Emotional & Mental Health Needs Toolkit
