SEN support in schools
Schools must follow the graduated approach – assess, plan, do, review – when supporting pupils with SEMH needs. This ensures that help is tailored, monitored, and adjusted as needed.
Identification
- Identify pupils who show persistent emotional or behavioural difficulties that affect learning.
- Use observations, assessments, and feedback from staff, parents, and the pupil.
- Consider wider factors such as home circumstances, attendance, and wellbeing before deciding on SEN support.
Assess
- Gather detailed information about the pupil’s strengths and challenges.
- Use a range of assessment tools and classroom evidence.
- Involve parents and carers in the assessment process.
- Seek advice from external professionals if needed.
Plan
- Agree clear, achievable outcomes with parents, carers, and the pupil.
- Set short-term targets that are specific and measurable.
- Decide what support will be provided, who will deliver it, and when.
- Record the plan and share it with all staff involved.
Do
- Implement the agreed support in the classroom or through targeted interventions.
- Ensure staff understand their role and responsibilities.
- Adapt teaching methods and routines to reduce stress and promote positive behaviour.
- Maintain regular communication with parents and carers.
Review
- Review progress regularly against the agreed outcomes.
- Adjust support if the pupil is not making expected progress.
- Involve parents, carers, and the pupil in the review process.
- Consider additional specialist input or an Education, Health and Care (EHC) needs assessment if progress remains limited.
