SEMH WHATS IN A NAME Designated Teachers Workshop

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SEMH – WHAT’S IN A NAME? Designated Teachers’ Workshop March 2020

SEMH – WHAT’S IN A NAME? Designated Teachers’ Workshop March 2020

SEMH – Initial thoughts • 2014/15 SEND Code of Practice • BESD, EBD, SEBD

SEMH – Initial thoughts • 2014/15 SEND Code of Practice • BESD, EBD, SEBD • Removal of behaviour • Addition of Mental Health

Behaviour, feelings and needs You probably think you know me

Behaviour, feelings and needs You probably think you know me

What’s behind the behaviour

What’s behind the behaviour

Behaviour/Mental Health • Distracted by the debate • Social/emotional development - consistent aspect •

Behaviour/Mental Health • Distracted by the debate • Social/emotional development - consistent aspect • CLA are at high risk of delayed social/emotional skill development due to early experiences • Early experiences impact on brain architecture – possible to remodel • Teenage years: a time of synaptic pruning, a window of opportunity • Underlying need and/or forerunner of poor MH is likely to be poorly developed social/emotional skills

SEND Code of Practice The SEND code of practice defines social, emotional and mental

SEND Code of Practice The SEND code of practice defines social, emotional and mental health in the following way: • “ 6. 32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. ” Department for Education & Department for Health, 2015

Definition of Special Educational Needs (SEN) A child of compulsory school age or a

Definition of Special Educational Needs (SEN) A child of compulsory school age or a young person has a learning difficulty or disability if they: (a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post 16 institutions.

 • A pupil has a learning difficulty or disability that calls for SEN

• A pupil has a learning difficulty or disability that calls for SEN provision, namely provision that is different from and additional to that normally available to pupils of the same age. [6. 14] • … making HQT normally available to the whole class is likely to mean that fewer pupils require such support. The Children & Families Act 2014 / SEND Code of Practice

Whose job is it? Teaching Standards 2012 - Standard 5 A class teacher must

Whose job is it? Teaching Standards 2012 - Standard 5 A class teacher must adapt teaching to respond to the needs of all children. • Know how to differentiate appropriately • Have a secure understanding of the barriers that can inhibit learning and how to overcome these • Demonstrate and awareness of social, physical and intellectual development and know how to adapt teaching to support pupils at different stages of development • All teachers are accountable for all pupils attainment, progress and outcomes and they will be aware of pupils capabilities and prior knowledge and plan teaching to build on these.

Relationships “By building a child’s social and emotional capabilities we enable children to be

Relationships “By building a child’s social and emotional capabilities we enable children to be happily engaged with others and with society, and to learn, to develop fully, to attain and to achieve. ” The Allen Report, 2011 • The nature of a child’s primary attachments to caregivers lay the foundations for socio-emotional well-being and therefore children’s capacity to learn • Secure attachment relationships correlate strongly with higher academic attainment, better self-regulation and social competence • Educators themselves need to establish an attachment-like relationship with their pupils, particularly with challenging and vulnerable pupils, in order to enhance learning opportunities for all

Mental Health/Wellbeing for All • WHO definition - “Mental health is defined as a

Mental Health/Wellbeing for All • WHO definition - “Mental health is defined as a state of wellbeing in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. ” • Stress container - MHFA • https: //mhfaengland. kokodigital. co. uk/frame_content. php • Wellness Plan - EHCAP • https: //www. ehcap. co. uk/content/sites/ehcap/uploads/News. Docu ments/340/Short-Coaching-Wellness-Form. PDF

Recognising and Managing Stress

Recognising and Managing Stress

5 Ways to Wellbeing • Connect • Learn • Activity • Notice • Give

5 Ways to Wellbeing • Connect • Learn • Activity • Notice • Give Daily focus in tutor time? https: //weneedtotalkaboutchildrensmental health. wordpress. com/2019/01/11/weavin g-well-being-into-the-fabric-of-secondaryeducation-starting-where-schools-are-now/

Importance of self-care

Importance of self-care

References • Abdinasir, K (2019) Making the Grade: How Education Shapes Young People’s Mental

References • Abdinasir, K (2019) Making the Grade: How Education Shapes Young People’s Mental Health. Centre for Mental Health • Brooks, F (2014) The link between pupil health and wellbeing and attainment. Public Health England, London: 2014 • Cowburn, A. & Blow, M (2017) Wise Up: Prioritising Wellbeing in Schools. Young Minds and National Children’s Bureau • Education and Department of Health (2015) Special educational needs and disability code of practice: 0 to 25 years. Available at: https: //www. gov. uk/government/publications/send-code-ofpractice-0 -to-25 (Accessed: 20 Feb 2020).

Further reading and resources • https: //beaconhouse. org. uk/resources/ • https: //choices. somerset. gov.

Further reading and resources • https: //beaconhouse. org. uk/resources/ • https: //choices. somerset. gov. uk/025/education/what-to-expectfrom-education/ Core standards for SEMH • http: //www. supportservicesforeducation. co. uk/Article/56434 EPS SEMH Toolkit - updated April 2018 • https: //www. cypsomersethealth. org/ Wellbeing Framework – whole school approach. Also worth looking at for training opportunities • https: //www. annafreud. org/on-my-mind/ advice and guidance plus section on self-care • https: //weneedtotalkaboutchildrensmentalhealth. wordpress. com/ 2019/01/11/weaving-well-being-into-the-fabric-of-secondaryeducation-starting-where-schools-are-now/