SEMH and emotional regulation
Regulation, at the centre
Supporting emotional regulation is central to our SEND provision. Pupils benefit from predictable routines, clear expectations, trusted key adults and daily emotional check-ins.
- Predictable routines
- Clear expectations
- Trusted key adults
- Daily emotional check-ins
Regulation strategies are tailored to individual needs, alongside access to mentoring, ELSA and therapeutic-informed support.
- Mentoring
- ELSA
- Therapeutic-informed support
All support is delivered within an educational framework and does not replace clinical or medical services.
SEND and safeguarding
Safe, seen and understood
SEND and safeguarding are closely linked. Staff understand that pupils with SEND and SEMH needs may be more vulnerable and require additional support to feel safe and understood.
Increased awareness
Staff recognise increased vulnerability and respond proactively.
Joined-up systems
SEND provision is aligned with safeguarding systems.
Trusted relationships
Consistent adult relationships help pupils feel safe.
SEND provision is planned alongside safeguarding systems to ensure emotional safety, appropriate supervision, clear communication and consistent adult relationships.
- Emotional safety
- Appropriate supervision
- Clear communication
- Consistent adult relationships
Consistent adult relationships help pupils feel safe.
SENDCoSEND leadership
Needs kept at the centre
SEND provision is overseen by the school’s SENDCo, working closely with senior leaders, teaching staff and pastoral teams.
SEND leadership ensures
- Statutory duties are met
- Provision is consistent and effective
- Staff receive appropriate training
- Pupils’ needs remain central to decision-making
