1. OXSIT WORKSHOP – improving SEMH provision
7th July 2016
OXSIT WORKSHOP – improving SEMH provision
IMPROVING ATTAINMENT - REDUCING EXCLUSION
A Schools and Learning traded service

2. Provision for learners with SEMH

3. Managing challenging behaviour
What are the current challenges for you in your role?

4. Model how to learn with energy, openness and focus
Kind
Sometimes tough
Confident
Respected
Original
Bothered
In Control
Interesting
You
Fair
Present
Adaptable
Funny
What would learners say about you?
Model how to learn with energy, openness and focus
Make it relevant to the learners

5. CONTEXT and ETHOS
Exclusion *-----*-----*-----*-----*----* Inclusion Behaviour *-----*-----*-----*-----*----* Engagement Additional *-----*-----*-----*-----*----* Alternative Individual *-----*-----*-----*-----*----* Team Support *-----*-----*-----*-----*----* Independence Reactive *-----*-----*-----*-----*----* Proactive

6. THE problem…?
'The endemic problem that we have had for far too long is that we are looking at the child and what is wrong with the child, not looking at what is wrong with the learning environment. Anyone who ran a business by trying to decide what was wrong with their customers rather than what was wrong with their services would soon be out of business.’ Behaviour and Discipline 2011

7. The journey of a child through school
Nursery /EYFS
Primary KS1 / KS2
Secondary KS3 / KS4
Post 16
Education Inclusion Specialist outreach Early identification of need
Therapeutic support Ethos Inclusive provision …

8. Take a learner – What was their story. What did we learn
Take a learner – What was their story? What did we learn? What did you change?

9. Identifying Risk Factors / Building Resilience
Identify / Assess / Provide Monitor Assess Impact Train / Build Capacity / Work in Partnership

10. Building character and resilience
Outcome: Being resilient, knowing how to persevere, how to bounce back if faced with failure, and how to collaborate with others. How – review of PHSE

11. Working together…..

12. How we do it…
Consistent approach (behaviour policy and Behaviour for Learning Guidance)
Inclusive approach – meet the needs of individual learners e.g. reasons for being late?
Solution focused approach
Working as a team around the child (family, all staff, SENCO, other agencies)

13. Developing positive relationships:
Model the behaviour we want to see
Praise the behaviour we want to see
Keep the focus on primary behaviours
positively correct
consistently apply the rules
use verbal and non-verbal communication
listen to pupils and respecting their opinions
remaining relaxed but vigilant (pre-empt unacceptable behaviour)
Human being is more a verb than a noun, each of us is unfinished, a work in progress

14. ISP KNOW THE PLAN
CHECKLIST FOR RISK OF EXCLUSION

15. CARD SORT ACTIVITY Take 3 learners with SEMH needs
CASE STUDY
CARD SORT ACTIVITY Take 3 learners with SEMH needs

16. Provision for learners with SEMH needs Summer 2017

17. Make your Elephant fly!

18. Jo Hatfield Jo.Hatfield@Oxfordshire.gov.uk
Conference 2016
Jo Hatfield
A Schools and Learning traded service