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I work with children, young people and families SEMH Strategies SEMH the Early Years Strategies

SEMH the Early Years Strategies

Mother and young Daughter putting on make up

The child has little or no positive sense of self and others. They need support with social interactions, managing their feelings; understanding behaviour expectations; developing self-confidence and self control.

What can adults do?

  • Model positive interactions.
  • Narrate the child’s positive actions during play e.g. ‘I think that tall tower you built is amazing – you’ve worked really hard’. ‘It made you smile when you followed Ben on the slide – you are both having fun’ let the child know that you value them as an individual.
  • Talk with parent/carer about sharing photos from home e.g. a favourite day out, family members, pets – interests that can be shared at the setting with others.
  • Identify and support peer play focusing on shared interests.
  • Support the child to take photos and create a photo book of their likes and dislikes.

    Tools and Resources

  • Book and attend training focusing on Promoting Positive Behaviour
  • Early years and childcare training schedule - West Sussex County Council Provide a camera for the child to express their likes and dislikes through images..
  • Listening to Young Children - The Mosaic Approach Alison Clark and Peter Moss.
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    The child needs support with transitions during the session e.g. becomes anxious, angry, reverts to repetitive play.

  • Discuss with parent/carer and speech and language therapist to find out what resources will be appropriate to support the child’s understanding. Some children will understand objects of reference rather than photos e.g. a plate to signify snack time, a nappy for nappy change, a book for story etc.
  • Monitor transitions during the day and review practice to identify if there are unnecessary transitions that would impact on any child e.g. all children lining up to wash hands at the same time – can this be staggered/managed in a different way.
  • Create visual prompts to warn of changes to routines and/or gather ‘objects of reference’ that will be used consistently by all adults.
  • Consider staff deployment to manage ‘flashpoints’ during the session.
  • Plan time for visits to the next room or to another setting/school if the transition is a significant one. Provide time for the child to get to know their next key person.

    Resources / Tools

  • Objects of reference Natural gesture
  • Signing
  • Create photo prompts Create a visual timetable
  • Consider using Supported Transition Pack [Including all children - West Sussex County Council]
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    The child appears to be ‘in a world of their own’.

  • Establish the child’s personal space boundaries e.g. some children do not respond to the adult sitting too close.
  • Partner the child and tune into’ their interests, follow their lead.
  • Maintain awareness of the child’s personal boundaries - join in and mirror/imitate the child’s vocal sounds and actions.
  • Whilst copying their play, using the same or similar resources, use simple language to narrate the play e.g. ‘splish’, ‘splash’, ‘brrm’.
  • Use mirror play to engage the child. Play peekaboo; make faces in front of the mirror.
  • Reflect on observable behaviours e.g. the child may like to sit under the table – the adult could do the same – what is the child getting from the experience? Can this be provided in other ways to provide variety in their play?
  • Plan time to partner the child’s play.

    Tools / Resources

  • Small tents to provide personal spaces.
  • Provide the same or similar resources as the child.
  • Plastic mirrors for children to hold and investigate.
  • FREE Beacon House Resources
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    You observe the child may display withdrawn or isolated behaviours.

    What can adults do?

  • Make sure all adults are aware of their reactions to the observed behaviour – avoid fighting fire with fire! A calm and sensitive approach gives the child more opportunity to learn from the support.
  • Arrange a home visit (where possible). Find out what the child likes to play with and duplicate this in the setting where possible.

    Tools / Resources

  • Private voluntary and independent early years settings can request support from an Early Years and Childcare Advisor. Click here for more information .
  • FREE Beacon House Resources
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    You observe the child may display challenging, disruptive or disturbing behaviours – which may impact on their learning or the learning of other children.

    What can adults do?

  • Use STAR observations to identify triggers to the child’s actions.
  • Talk to parent/carer – do they experience the same/similar behaviour actions at home? Is the child getting enough sleep? Does s/he manage to eat breakfast/lunch before attending their session?
  • Find out what helps to soothe/calm the child at home.
  • Review routines, practice and provision in the setting – are there changes that could be made to support all children? E.g. avoiding having all the children line up to use the toilet and wash hands at the same time. Consider is the child hungry? Does the snack need to be available longer during the session?

    Tools and Resources

  • Consider making an application for Inclusion Funding, refer to application guidance.
  • STAR observation.
  • Beacon House Resources
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    You observe the child may need intensive support to keep safe due to self-harming or anxious behaviours.

  • Discuss the support available through the family and an Early Help plan.
  • Ensure all adults use consistent strategies – share any additional planning for the child with the staff team.
  • Discuss with the child a safe quiet environment when they are feeling overwhelmed e.g. a small tent, a box of familiar toys, a favourite book/activity, sensory toys.
  • Provide emotional language. When the child is calm name their emotions and those of others in a natural way in the learning environment.
  • Through support to the child find alternative ways for the child to express their anger e.g. using their words, showing an adult.

    Tools / Resources:

  • Signpost the parent to support from their local Children and Family Centre
  • Information on starting an Early Help plan with the family.
  • FREE Beacon House Resources
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    You observe the child may respond to adults/other children with significant challenging physical and verbal interaction; or overly sexualised behaviour.

    What can adults do?

  • Model ways of managing interactions with others e.g. using visual prompts such as timers, moving to another experience while they wait for their turn, being able to use their voice to say ‘stop’ or ‘no’ rather than using physical communication.
  • Contact your local Early Years and Childcare Advisor for further advice and guidance.
  • Some children self soothe by rubbing their genitals. Distract to other experiences
  • If the child’s behaviour is overly sexualised – refer to MASH for advice and guidance – record the incident using facts not interpretation.

    Tools / Resources

  • Talk to the child’s school if they are due to transition, to arrange a transition meeting to create a plan with the parent/carer and school. View transition pack available here.
  • FREE Beacon House Resources
  • Training on our Local Offer.
  • SEN Support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges

    Download the PDF version of the Graduated Approach

    • Related pages

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