Schools should ensure that policies (at all levels) are followed through within the school and it is evident within their practice. For example, the school uses a clear behaviour policy that is applied to most children or young people, and where necessary it is differentiated for children or young people with SEND, particularly those with Social, Emotional and Mental Health (SEMH) needs.

Policies and plans are in place and shared to support children or young people’s SEMH needs. These should give clear guidelines around adult responsibilities in supporting the child or young person.

School staff actively collaborate with parents, carers, and key people to try to best understand children or young people’s SEMH needs.

School staff include children or young people and parents in planning and review of ‘assess-plan-do-review’ cycles.

Schools make use of therapeutic approaches or interventions as part of a clear ‘assess-plan-do-review’ cycle. If identified as an area of need, the school’s leadership team consider developing in-school resources and training to upskill their staff so that they are well skilled at managing the needs of children or young people with SEMH.

Leadership teams provide opportunities for work shadowing and team teaching to share good practices among school staff.

School staff should follow the graduated approach when identifying children or young people’s specific targets. These targets should be regularly reviewed so that progress can be monitored. School staff make use of assessments to inform the next steps (see Assessments in Resources).

Adults in school implement advice from specialist services and ensure that all personnel working with the child or young person are aware of this.