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What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

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Social, emotional and mental health (ordinarily available)

In addition to the quality first teaching expectations outlined in Section 1, additional provision and interventions maybe required. Examples of presenting needs and suggested strategies are given below as a starting point for your planning and classroom practice. For more specialist advice, please see the social, emotional mental health section of the SEND Toolkit.

A pdf of the ‘ordinarily available inclusive practice’ guide can be downloaded from the main OAIP page. For more specialist advice, please see the communication and interaction section of the SEND Toolkit.

Top Tips:

  • Consider what the behaviour may be communicating. Are there any unmet communication or social, emotional needs?
  • Try to sensitively get the child or young person’s views on what is happening for them to gain a clearer understanding of the behaviours in context.
  • Look at the history. When did the behaviour start to change? What are the triggers?
  • Liaise and collaborate with home to understand the wider picture.
  • What is working well for the child? Is there a positive key person is place for the child? What robust system supports the relationship?
  • Keep notes of concerns and liaise with designated professionals, e.g. SENCO, key person, designated safeguarding lead.
  • Be aware of any prescribed medication, feedback any changes or concerns to the parent carers so they can discuss with their GP to rule out health issues.
  • Model pro-social behaviours and acknowledge them in children and young people. Pro-social behaviours are considered to be positive, helpful and intended to promote social acceptance and benefit other people or society, such as sharing and co-operation.
  • Facilitate the implementation of specialist advice, for example substitutes for self-harming behaviours such as elastic bands.

Child or young person’s identified barriers and / or needs: