Social, emotional & mental health

• Children may be anxious, emotional and negative in their opinion of themselves.
• Children may have hyperactive, aggressive or controlling behaviours.
• Children may be demanding of adult attention, lack concentration or consistently disturb the learning of others.
• Children may be socially withdrawn or refuse to communicate.
• Children may have difficulties attending school.
• Children may have diagnosed condition such as Attachment Disorder, Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD).  

1) Universal provision (quality first teaching for all)

• Inclusion support manager has time in each classroom throughout the week.
• Three ELSA trained members of staff. (Find out more about ELSA here)
• Mindfulness time after every lunch.
• Billy the Bear has a post box for children to post their worries and concerns.
• Lunchtime club in the Pitstop.
• Sensory room available.
• Calming tents in each phase area.
• Class timetables.
• PSHE focused lessons.
• Staff/senior leaders available at break times to support where necessary.
• Transition periods between classes or schools for year 6 pupils. 

2) Targeted provision

• 1:1 or small group sessions with Inclusion Support Manager with a specific focus on children’s needs (e.g. friendships, self-esteem, listening/attention).
• In class support by teaching assistants.

3) Higher Needs provision

• Children may have 1:1 provision to help them access learning in the classroom environment.
• Access to a workstation or safe space to reduce emotional and sensory overloads.
• Children may attend outside agencies such as BEAM drop-in service or Kooth. Children may be referred to BeeU (CAMHS).
• Specific advice and resourced given by Education Psychologist (EP)