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Current Profile of Need / Barriers to Learning (Support in Place (SEMH…
Current Profile of Need / Barriers to Learning
Communication and Interaction
Can struggle to understand English and need instructions to be broken down / repeated / spoken slowly
Billy doesn't like adults to raise their voice and prefers to be spoken to calmly
Finds it difficult to communicate his needs and emotions; this can be problematic when irate as it is then difficult to understand Gabriels
I enjoy being praised and told when i've done something right
Billy struggles to interact with peers and maintaining friendships
Finds it difficult to follow / conform to school rules and expectations; will often follow his own agenda
Social, Emotional and Mental Health
Gabriels responds well to tactile feedback to help him self-regulate. For example, he likes to have a soft teddy for this.
Billy does not like getting changed for PE
Can become very angry when told off; becomes angry very easily with often no obvious trigger
Can struggle to understand the use of 'safe hands' when playing with other children
Billy needs to be given space and 'think time' when in a heightened state
Billy can throw objects, hit, kick, bite and spit at staff nearby. Also has slammed doors, thrown furniture and hit out at other children. This can often be unprovoked
Unstructured times can often trigger aggression and fall outs with pupils; can lead to yellow cards which
Gabriels can find it difficult to see the perspectives of others and will refuse to accept / see blame in himself
Cognition and Learning
Billy works better with adult support to scaffold / chunk his learning
Maths is Gabriels favourite subject and most enjoyable part of the day
Billy needs his work to be broken down for him
Becomes easily distracted and will distract others
Can often choose not to participate in lesson; phonics was often a lesson he would refuse to engage with
Attention span is very low and likes to seek movement in the classroom
Support in Place
Pop up tent in place for a safe space or quiet time
Gabriels does not attend assembly and instead uses the Ipad for quiet time
Comes into the classroom before the other pupils so he can be calm and settled during times when anxieties may be heightened
Chooses a friend for playtime and dinnertime to spend time with
TA remind Gabriels daily of expectations, routines and continually provided positive behaviour reinforcement
Close parent / home liaison and communication to ensure consistency and running dialogue of positives for Gabriels as well as times / days when he is struggling
Regular check ups with Mr Allon
SEMH service involved (Advice 19.10.19) which is being followed by school
EP visit completed. Awaiting advice.
Regular movement breaks
Physical and Sensory
Risk assessment in place (December 2019) detailing support measures to keep Gabriels and others safe as he is a safety risk when agitated or stressed
Refuses to get dressed for PE; often refuses to take off his shoes and socks (this can also happen at home for bed)