Social emotional development should be understood as a foundation for child development.
Ensure the Top Tips for an inclusive learning environment are in place as part of Ordinarily Available Provision.
Engage in the Emotionally Friendly Settings process.
Arrange relevant training for school staff from external support services where needed (e.g. attachment, trauma, Emotion Coaching).
Contact the EY SEND team for information about support that can be accessed. Email: EY.SEN@bury.gov.uk.
My Happy Mind can support with building resilience and creating a culture of positive mental wellbeing.
Consider how to create a calm environment (e.g. organisation of the space, seating and group dynamics). Be mindful that children learn best when in an active or stationary in a position that suits them.
- Clear boundaries and routines are in place, supported by visuals g. visual timetables; Now and Next Boards; objects of reference; simple visual rules are displayed (e.g. good sitting).
- Provide a safe environment for exploring emotions and reasons behind them.
Children are aware of boundaries and are sensitively corrected when these boundaries are crossed. Staff have a wide variety of reward systems that focus on both on external and internal rewards. Staff sensitively choose the right reward system as and when needed according to their knowledge of the child.
Hold detailed transition meetings between key staff members and family and update on any changes. Key staff to visit the child in their known room/setting prior to transition where they will feel most settled and in a routine.
The children’s attention is gained in a consistent and positive way. For example, attention-grabbing signals may help such as the use of a song or musical instrument at a transition point.
Children are prepared for changes to activities, routines or staffing in advance (e.g. using visuals).
Use a structured approach to micro transitions from one activity to the next to support children who struggle with micro-transitions, this may include:
- Music
- Songs
- Countdowns
- Sand-timers.
Ensure adults’ expectations are appropriate, for example ensure children are not expected to wait for long periods e.g. at snack time or lunch time.
Apply a Growth Mindset approach as a whole setting. See Birth to 5 Matters . Model a growth mindset. Help children to see mistakes or failures as stepping-stones for learning. Help children see there is more than one answer to a problem. Demonstrate openly how adults do not get everything right.
Consideration of clear and coordinated response to critical incidents (e.g. critical incident policy/identification of a nominated lead for the setting).