Environment
Intent
•Learners with social, emotional and mental health needs may demonstrate increased levels of behaviours linked to fear, anxiety and attachment difficulties. A safe, nurturing environment will begin to provide learners with the security to achieve.
•Adaptations to the working environment as required, such as a quiet or distraction-free area within the classroom for individual work where needed. Teachers adapt the physical classroom environment to create a calm, predictable environment which is accessible to all learners. Environments and resources are tailored to the needs of the learner, providing stimulating and engaging learning experiences at a level where pupils feel safe and challenged.
•A calm and structured learning environment with nurturing classrooms that promote emotional health and wellbeing. Classrooms are communication-friendly environments. There is specific support for targets which promote emotional health and wellbeing. The classroom is organised in a way that takes into consideration the impact of sensory information and environmental factors on emotional wellbeing.
•Opportunities for small group work and collective learning within the usual classroom planning and management, targeting key areas related to SEMH. Varied social groupings for learning to support learning and opportunities to build effective relationships.
•Access to a safe and consistent space within the school environment for de-escalation, regulation and/or reflection. To provide safe spaces where pupils can develop self and co-regulation strategies, minimising the need for physical intervention and minimising the impact of behaviours that challenge.
•Learners have an environment to meet social/play needs, where learners can meet their physical needs and an environment where outdoor learning can promote confidence and challenge.
•Regular opportunities for staff to reflect on and share their practice in relation to meeting children’s social, emotional and mental health needs.
Implementation
•A safe and secure learning environment.
•Multi-agency working, including social care and CAMHS.
•Inclusive, multi-sensory learning environments
•Therapeutic spaces integrated within each classrooms, including: sensory space, movement spaces, quiet spaces
•Fully equipped outdoor learning environment including outdoor learning
•Trauma Informed Schools embedded within the curriculum offer.
•An enhanced level of targeted individual support with support staff to address specific individual need.
•A responsive adult to provide additional support in class where necessary, to enable social coaching opportunities, and individual support where necessary and in a timely fashion, such as when the pupil is starting to become dysregulated.
•Access to adults who have accessed training around attachment and understand how a child’s early experiences impact on their current emotional well-being.
All spaces should be welcoming, and their use should be strategically planned and included within personal education plans. No spaces should be used as seclusion and their use as part of any intervention should be recorded and be in line with SPT behaviour policy.
Impact
•Learners will make personal and academic progress within a safe environment.
•A multi-agency approach will lead to measurable impact.
•Pupils are able to learn in an inclusive environment alongside their peers. Individual needs are met and bespoke learning offers can be managed.
•Parents and pupils will share positive reflections of the impact of the school.
•When engaged at the correct level, using motivating resources linked to preferred learning styles, children are significantly less likely to display behaviours that challenge.
