Jotmans Hall Primary School

Supporting Children
with Behaviour,
Emotional & Social
Difficulties
Policy
Approved by the Full Governing Body
Summer Term 2010
1

Supporting children with Behaviour, Emotional and Social Difficulties

To support those children who have BESD the school uses a variety of approached:
Social, Emotional Aspects of Learning (SEAL)
SMART Thinking
Promoting Positive Behaviour: The Essex Approach
A Nurture Group
The aims of these strategies are to support the inclusion of the most vulnerable pupils in the school
those with BESD and to ensure that these pupils are given the best opportunity to be successful with and
alongside their peers. In order to do this their strengths must be understood, highlighted and built upon,
at all levels of support: whole school, class, groups and individual.
The Code of Practice provides a framework to support children with BESD. The stages of assessment
identified in the code present a framework for schools to respond to the continuum of childrens needs.
Therefore the school recognises that any child may have BESD either throughout or at any time during
their school career.
The school also recognises that as well as a continuum of need there is a continuum of emotional and/or
behavioural difficulties. This continuum can be summarised in the following points.
1.
2.
3.
4.
5.
6.

Minor inappropriate behaviours such as talking out of turn and testing established boundaries.
One-off occasional incidents.
Behaviour that can be easily modified within the environment in which it occurs.
Persistent or substantial inappropriate acting out or withdrawn behaviour.
Behaviour that will take considerable time to modify within the environment in which it occurs.
Seriously uncooperative or withdrawn behaviour which frequently impairs the normal development
and quality of life for the individual, their peers and those charged with their care and control.

By following a whole school approach the school recognises that points 1 to 3 will be alleviated in the
majority of cases.
As individual behaviour does not happen in a vacuum certain strategies may include changing the
classroom environment for example

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Regrouping groups.
Making groups smaller.
Changing seating arrangements.
Considering how instructions are given.
Providing a checklist of equipment the pupil may need.
Introducing a visual task sheet.
Teaching and rehearsing appropriate routines.
Giving early warnings about changes in routine.
Give me 5 procedures.
Hand signals.

Raising Self-esteem.
1.
2.
3.
4.

The boast board

Achievement mobiles.
The most important person in the world.
Riddles

5.
6.
7.
8.
9.
10.
11.

Smile contest
Star of the week/day
All about me booklet
The friendly box
Circle time / golden time
Parachute games
Gold awards

Exploring feelings and supporting conflict resolutions

1.
2.
3.
4.
5.
6.

My monsters and Clowns

Travel sheets
Castaway
Animal sheets, Masks, Worrying adults
Duck and Seal Thermometers and Pass cards
Conflict resolution The 5Ws and The Video strip

Improving social communication skills and encouraging friendships

1.
2.
3.
4.
5.
6.
7.
8.

A class friendship book / discovery book

A friendship tree
Making friends activities
Telephone activities
Assertive responses to name calling activities
Celebrating differences activities
Strategies fro playing games successfully
Role-play

Advice on these strategies can be found in Promoting Positive Behaviour: The Essex Approach and
SMART Thinking.
By using the Essex Stages of Assessment and SMART Thinking the school aims to bring about change in
points 4 to 6.
If a Teacher considers the behaviour of a child to have reached point 4, they need to request permission
from the Childs Parents or Carers (Appendix 1 Inclusion Policy), to ask for advice and support from the
Inclusion Manager. The Teacher also needs to complete Appendix 2 Inclusion Policy)
The following information can used by the Inclusion Manager and Class Teacher to identify the support a
child needs:
1. Foundation Stage Profiles.
2. Class Teachers records of learning and A4 APP grids
3. P scale Assessing Pupil progress Grids for reading, writing and mathematics (Appendix 3 see
Inclusion Policy)
4. Checklists for Speaking and Listening, Attention. Independent and Organisation Skills, Social and
Emotional Development. (Appendix 4 See Inclusion Policy)
5. Key Stage 1 SATS results
6. A3 Assessing Pupil Progress grids, termly assessment data and Target Tracker data.
7. Boxhall Profiles (Appendix 5 see Inclusion Policy)
8. EBSD observation sheets (Appendix 6)
9. Reading and Spelling Ages

10.
11.
12.
13.

Speech and Language Checklists SALF and SPALT. (Appendix 7 see Inclusion Policy)
Fine and gross motor skill assessments / Handwriting assessments
Reports from Outside Agencies and MAAG.
SENCAN threshold grids for placing a child on ESA / ESA+ and SIP (Appendix 8)

Essex School Action

A Child is placed on Essex School Action if they have been receiving differentiated learning
opportunities and they:

Presents persistent emotional or behaviour difficulties that are not moderated by the behaviour
management techniques usually employed in the school.
Is frequently (daily) moderately disruptive within the classroom.
Has difficulties with concentration, organisation, and task-focused behaviour.
Whose own learning and that of others is affected by the childs behaviour.
Who has low self-esteem difficulty in offering praise or encouragement to peers, placing little
value on own work or that of others.
Whose behaviour is significantly withdrawn refusing to take part in group activities, frequent
solitary play, occasionally (less than weekly) appearing upset.
Who has difficulty with the language of feeling.
Who has difficulty managing behaviour in emotional situations.
Who experiences difficulty in their relationships frequent (daily) challenging of adults and
children, difficulties with social communication skills, including forming and maintaining
friendships, difficulties with social skills, with adults and/or
peers

Placing a child on Essex School Action Plus

Where a child has a Behaviour, Social and Emotional Difficulties and:
Their behaviour takes considerable time to modify within the environment in which it occurs;
Within the classroom they have difficulties with concentration, organisation, and task-focused
behaviour. If they need adult support to organise tasks and equipment and usually sustains work for less
than ten minutes (or less for younger children);
There are significant discrepancies in academic performance their verbal contribution is at a higher
National Curriculum Level than written work, their performance is better in practical than literacy-based
activities, their reading age is below the expectation for their age;
There is continual (more than twice per day), moderately disruptive behaviour in large or small groups.
They have low self-esteem difficulty in accepting praise or finding good things to say about
themselves, placing little value on their own work or that of others, reluctance to recognise difficulties,
difficulty offering praise or encouragement to peers;
They have weekly non verbal expressions of emotions refusing to speak to others for long periods of
time, running away from or to certain places when upset and or minor self-harm, irrational fears,
significantly with drawn behaviour;
They have difficulty with relationships seriously uncooperative or withdrawn behaviour, very frequent
inappropriate challenging of adults and children, behaviour which frequently puts the safety of self and
others at risk, difficulty in making and maintaining relationships, a victim or perpetrator of bullying,
difficulties with peers, difficulties in applying rules and turn taking, difficulties with conventions of
politeness, too much or too little eye contact, invading others body space, inappropriate or unsuccessful
social interaction, isolation from peers, sometimes needing adult support with group activities, daily
solitary play, frequently seeking social and / or emotional support from adults.
Where a child has a disability and the support needed is of a greater level than the support provided at
Essex School Action.

If a child is to be supported through the Essex Stages of Assessment, the Class Teacher, Inclusion
Manager and Parent/Guardian will meet to discuss:
The childs placement on ESA or ESA+
The support to be provided through Provision Mapping, an Individual Education Plan, Healthcare Plan or
Nurture Group Plan. If a child has a physical disability, their needs will be met through a Healthcare Plan.
The objectives and strategies to be used to support the child.
Support from Outside Agencies
A childs Individual Education Plan or Health Care Plan only records that which is additional to or
different from the differentiated curriculum plan, which is in place as part of provision for all children.
Specified Staff will discuss the pupils assessment results with the pupil plus the targets and strategies.
Depending on the evolving maturity of the pupil, they will be invited to the planning and review meetings
with their Parents/Guardian and encouraged to voice their opinion.
Where a child with identified SEN/LDD is at serious risk of disaffection or exclusion a Pastoral Support
Plan will be instigated. The Pastoral Support Plan is not used to replace the graduated response to special
educational needs.
Looked After Children will have their own Personal Education Plan.
Reasonable steps are taken to identify children with BESD as soon as possible and to provide appropriate
learning support.

The following pages contain the following information.

Individual Education Plans
Nurture Group Plans
Pastoral Support Plan

Procedures for supporting pupils with BESD

Individual Education Plan are displayed on the next 3 pages.

Jotmans Hall Primary School DCSF 5211

ESA / ESA+ / SIP

Name:
Year:

D.O.B:

Teacher:

Date placed on SEN Register and Stage:

IEP started:
NC levels see attached
sheet.
Provision Map attached.
SMART Target

(Small, measurable,
achievable, realistic
timed)

Review:

Main areas of concern: Cognition and Learning / SLD / MLD / PNI /

Sensory and or Physical / SEBD / C&I / Fine & Gross Motor Skills /
Memory & Processing Skills / Literacy / Numeracy / Other :
Criteria

Interventions
Based on Provision Map
Intervention List.
Specific resources
See Appendix 13 and 14
for interventions and
resources

Support

Frequency and staff

who are to provide
support

Childs view:
Parent/Carers view:
Staff Present
Outside Agencies:

Jotmans Hall Primary School DCSF 5211

Nurture group
ESA / ESA+ / SIP

Name:
Year:

D.O.B:

Teacher:

Date placed on SEN Register and Stage:

IEP started:
NC levels see attached
sheet.
Provision Map attached.
SMART Target /
Nurture group.
Targets to be taken
from Boxhall Profile

Review:

Main areas of concern: Cognition and Learning / SLD / MLD / PNI /

Sensory and or Physical / SEBD / C&I / Fine & Gross Motor Skills /
Memory & Processing Skills / Literacy / Numeracy / Other :
Criteria

Interventions

Support

Nurture Group
Strategies

Childs view:..

Parent/Carers view:

Staff Present:

Outside Agencies:

Pastoral Support Plan

7

Jotmans Hall Primary School DCSF 5211

ESA / ESA+ / SIP

Name:
Year:

D.O.B:

Teacher:

Date placed on SEN Register and Stage:

PSP started:
NC levels see attached
sheet.
Provision Map attached.
SMART Target

Review:

Main areas of concern: Cognition and Learning / SLD / MLD / PNI /

Sensory and or Physical / SEBD / C&I / Fine & Gross Motor Skills /
Memory & Processing Skills / Literacy / Numeracy / Other :
Criteria

(Small, measurable,
achievable, realistic
timed)

Interventions
Based on Provision Map
Intervention List.
See Appendix 13 and 14
for interventions and
resources

Support
Frequency and staff
who are to provide
support

Childs view:
Parent/Carers view:
Staff Present
Outside Agencies:

BSED Procedures.
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Whole School
Behaviour Policy
PSHCE
Class Strategies
SEAL

SMART Thinking

Integrated Working Champion

Effective Communication & Knowledge
Child & Young Person Development
Safe Guarding & Welfare
Supporting Transitions
Multi- Agency Working
Sharing Information

SEN Procedures
IEP ESA / ESA+ /
SIP
C&L / PNI / SEBD

Contact Point
NK / NR / PL
Tier 2 & 3 support
Stage 3 & 4 support

Pastoral
Support

Outside Agencies
EP / Specialist Teachers /
TASCC /
School Nurse / Speech &
Language / Occupational
Therapy / Physiotherapy

CAF
Lead Professional
CAF Registration
MAAG

Tier 1
Listening Partner
School Counsellor
ESA IEP / PSP
SEAL

Tier 2
Trouble Tree /
Individual Therapy
Nurture group
CAF / MAAG
ESA+ - IEP / PSP

Tier 3
CFCS
Child protection - SET
LAC
Nurture Group ESA+ /
SIP / PSP

SEN Procedures - Stage 1 Social, Emotional and Behaviour Difficulties - Stage 2 ESA / PSP - Tier 1
Initial Concerns by Parent/Carer Class
Teacher / Class LSA

Contact
Point IM
& HT & FM

Initial meeting with Parent/Carers Class

Teacher

SEBD observations Class Teacher, Class

LSA,
SEN LSA, & Nurture Group Staff
consulted / Pen Portrait & Action Plan

Class Teacher, Class LSA, SEN LSA,

Nurture Group Staff to look at observations
and decide level of support.

Referral to
Outside
Agencies CT &
IM
Tier 1 Agencies

SEN LSA copies of

IEP / PSP to
Parent/Carers
Class Teacher / Childs
SEN file / Class SEN File
& box

C) Planning meeting
SEN LSA and CT
IEP/Provision Map
/PSP written
SMART Targets

Placement on

ESA
C) Continue
ESA / IEP / PSP
support

Placement on
ESA+
Stage 3

Class
Behaviour
Strategies

Placement in
Nurture
Group or
Request for
Statutory
Assessment
Stage 4

SEN LSA to
update SEN
Register & inform
Inclusion Manager

Support no longer needed at

ESA.

A) IEP/PSP Review &

Planning meeting
Parent/Carer Class
Teacher, SEN LSA & pupil

SEN LSA to
support with
resources and
strategies

B) IEP/PSP support
up to 1 hour of
individual support
from Class Teacher
and Class LSA
Weekly sheets

C) Review, observations and assessment of

progress - CT & Class LSA Support from SEN
LSA & Nurture Group Staff SEN/PSP
criteria / Pen Portrait & Action Plan twice a
year in line with whole school Parent/Carer
meetings.
Year 6 transition review summer term.

Move to ESA+ support

Inclusion Manager
consulted
Stage 3

10

SEN Procedures - Stage 1 - Social, Emotional and Behaviour Difficulties - Stage 3 ESA+ / PSP Tier 2
Initial Concerns by Parent/Carer Class
Teacher / Class LSA
Or decision from Stage 2

Initial meeting with Parent/Carers Class

Teacher

Contact
Point IM
& HT & FM

Referral to
Outside
Agencies - EP,
CAF, MAAG ,
Tier 2 IM &
CT

SEBD observations Class Teacher, Class LSA,

SEN LSA, & Nurture Group Staff consulted.
Pen Portrait & Action Plan

SEN LSA copies of IEPs

/ PSP to Parent/Carers
Class Teacher / Childs
SEN file / Class SEN File
& box / Outside Agencies
& EP

C) Planning meeting
IM, SEN LSA and CT
IEP/Provision
Map/PSP written
SMART Targets

Placement on

ESA+ / PSP
Inclusion Manager, Class Teacher, Class
LSA, SEN LSA, Nurture Group Staff to look
at observations and decide level of support.

Placement in
Nurture
Group or
Request for
Statutory
Assessment
Stage 4

C) Continue
ESA+ /
IEP/PSP
support
IM & SEN LSA to
update SEN
Register

Move to Class
Behaviour Strategies

Move to ESA
Stage 2 procedures

A) IEP/PSP Review &

Planning meeting
Parent/Carer Class
Teacher Inclusion
Manager, SEN LSA &
pupil

SEN LSA to
support with
resources and
strategies - SEAL

B) IEP/PSP support up to 5 hours

of individual / small group support
from Class Teacher, Class LSA,
SEN LSA
CT & SEN LSA to arrange
timetable. Nurture Group Staff
sessions
Weekly sheets

C) Review, observations and assessment of

progress / Pen Portrait- IM, CT, SEN LSA,
NG staff - SEN criteria three times a
year in line with whole school
Parent/Carer meetings.
Year 6 last review = transition meeting

Move SIP and/or Nurture

group Stage 4 / Tier 2 or 3
IM & CT

11

SEN Procedures - Social, Emotional and Behaviour Difficulties - Stage 4 ESA+/SIP/PSP Tier 2 & 3

Decision from Stage 3 meeting to move to

Nurture group and/or request for a
Statutory Assessment IM, CT,

Observations by Nurture Group Staff / Pen

Portrait & Action Plan
Boxall Profile completed

Inclusion Manager / Nurture Group Staff /

Class Teacher to look at observations and
Boxall assessment

Contact
Point IM
& HT & FM

Designated LSA copies of SIP IEP

PSP & Annual Review to Parent/Carers
Class Teacher / Childs SEN file /
Class SEN File & box / Outside
Agencies

Referral to Outside
Agencies - EP, CAF,
MAAG , CFCS - Tier
2 & 3 IM & CT

Placement in Nurture
Group at ESA+ or

A) IEP SIP PSP Review &

Planning meeting 3x a year
one meeting = Annual review &
planning Parent/Carer IM,
CT, Nurture Group Staff,
Designated LSA, pupil &
Outside Agencies.

C) Planning meeting
IM, CT, Nurture Group
Staff / Designated LSA
SIP IEP/Provision Map
/ PSP written
SMART Targets

SEN LSA to
support with
resources and
strategies

B) IEP PSP SIP support 5 hours

& LA hours of individual / Nurture
Group / small group support from
Class Teacher, Class LSA,
Designated LSA - Weekly sheets &
Weekly Nurture Group meetings

SIP
C) Continue SIP
IEP PSP & Nurture
Group support
Decision re placement in Nurture Group
and/or Request for Statutory
Assessment
Inclusion Manager & Class Teacher
Appendix B and D.

IM & SEN LSA to

update SEN
Register.

If pupil does not have

a SIP request for a
Statutory
Assessment

Move to ESA+
Stage 3 procedures

C) Review and assessment of progress IM, CT, Nurture Group Staff, - Pen
Portrait & Action Plan - Designated LSA,
SEN LSA - SEN criteria & NG criteria
three times a year in line with whole
school Parent/Carer meetings.
One review = Annual review

Move to ESA Stage 2

support

12

Outside Agencies
Jotmans Hall Primary School works closely with a range of outside agencies.
The Canvey Community Centre Anti-bullying support groups come in once a year to work with specific
years. We can call on support from this organisation is we need support with anti bullying.
We have signed up to the Essex Approach for anti-bullying. See anti-bullying file for more detail.
When necessary the school will put parents in touch with other agencies, who have specialist knowledge,
e.g. Child and Family Consultation Service, Local Parent Support Groups, Health and Social Services,
Education Welfare, Child and Adolescent Mental Health Services, The Trouble Tree, School Counsellors,
Behaviour Support,. When necessary the school will seek advice from specialist outside agencies about
individual pupils, with the parents permission.
Tier 1 Services e.g. School Nurse, GP, Education and Welfare, Speech and Language Therapy,
Hearing Impaired, Visually Impaired, Physiotherapy and Occupational Therapy Services, Health
Services, Listening Partner, School Counselling Service, Local Parent Support Groups, Specialist
Teacher Services.

Tier 2 Services for example The Trouble Tree, Child and Adolescent Mental Health Services,
Behaviour Support

Tier 3 Services Child and Family Consultation Services, Social Care

If a Parent/Carer and Child needs to be referred to one Tier 2 and 3 agency a Common Assessment Form
is completed with a Parent/Carer.
When a CAF is completed the school nominates a person as the Lead Professional until otherwise decided
by the MAAG.
If a Parent/Carer and Child needs to be referred to more than one Tier 2 and 3 agency a CAF is
completed with a Parent/Carer and sent to the MAAG.
The Educational Psychology Service operates a drop in meeting once a month for schools to attend. At
these meetings advice and guidance is given to the School concerning support that can be given to a child.
Visits by the Educational Psychologist to assess a child are arranged.
Support can also be obtained by the following websites:
www.essex.gov.uk\antibullying www.essexconnexions.co.uk www.childnet-int.org
Safe Guarding
The Behaviour Policy follows the procedures and guidelines set out in the School Safe Guarding Policy.

14

Nurture Group
Nurture Group Principles
1.
2.
3.
4.
5.
6.

We understand and recognise that a childs learning is understood in a developmental context.

We strive to ensure that each classroom offers a safe base for every child.
We understand that by nurturing a child we are developing their self esteem.
We understand that a childs language is a vital means of communication with us and the world.
We understand that all behaviour is a means of communication.
We understand that the transition between different phases in a childs life has an important
role in their life.

Children are identified for placement in a Nurture Group through the SEN Procedures - Stage 1 - Social,
Emotional and Behaviour Difficulties - Stage 3 ESA+ / PSP Tier 2 and Stage 4 ESA+/SIP/PSP Tier
2 & 3.
See Appendices 5 and 6 (Inclusion Policy) for assessments.
The Nurture Group is run by two members of staff who support up to eight children who have been
identified through the EBSD assessments. The Inclusion Manager is the Line Manager for the Nurture
Group.
The Nurture Group is run for four mornings a week and the support planned for the children is planned
by the Nurture Group Staff and the Class Teachers.
See pages 20 and 23 for Nurture Group procedures.
Admission Arrangements
The admission arrangements are the same for all pupils.
Please refer to the School Prospectus and Admission Details sheet.
Exclusions
The school follows the guidelines set out in the DFEE document entitled Social Inclusion Pupil Support
Circular No 10/99 July 1999.

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