Ordinarily Available Inclusive Provision (OAIP)

• Whole-school inclusive practices and staff training foster a positive climate and enhance mental health and wellbeing.
• Schools should first focus on promoting flourishing in all pupils and nurturing positive staff-family-student relationships before adopting behavioural approaches.
• Trauma-informed, relationship-based methods encourage compassion for children and young people.
• A nurturing, inclusive classroom with strong teacher-pupil and peer relationships benefits all students.
• Parent training equips caregivers with skills for positive communication, clear expectations, constructive behaviour management, emotional regulation, and problem-solving.
• Behaviour management systems set expectations, offer immediate feedback, and use rewards to reinforce motivation and reduce behaviours perceived as challenging.
• Use behaviour-specific praise (e.g., “I liked how you raised your hand and waited your turn.”).
• Provide opportunities for active participation through hands-on and discussion-based activities.
• PSHE includes coaching personal strategies like relaxation and emotional regulation.
• Task sequencing supports understanding, confidence, and skill progression while reducing cognitive overload.
• Mindfulness training reduces stress, depression, and anxiety among children and young people.

What Might We Notice?

• Low mood, sadness, or withdrawal from activities and peers. 
• Frequent tearfulness, irritability, or anger. 
• Loss of interest or motivation in schoolwork or hobbies. 
• Physical symptoms (e.g. headaches, stomach aches) with no clear medical cause. 
• Changes in appetite, sleep, or energy levels. 
• Expresses feelings of hopelessness, worry, or being overwhelmed.
• Avoids school or disengages in lessons.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Work collaboratively with the family and pupil to explore underlying reasons for unhappiness or stress. 
• Build positive relationships with key adults in school. 
• Provide opportunities for peer interaction and a sense of belonging. 
• Explore the pupil’s learning profile to identify and address any underlying learning needs.
• Teach and model emotional literacy (e.g. naming feelings, discussing coping strategies). 
• Use the PSHE curriculum to address wellbeing and resilience. 
• Allow breaks and access to safe spaces when needed. 
• Use resources such as the Zones of Regulation to support emotional awareness and coping strategies .
• Provide enjoyable, low-demand activities to help re-engage the pupil. 
• Normalise talking about feelings and seeking help. 
• Use visual supports (e.g. emotion charts, worry boxes) to help express and manage feelings. 
• Maintain regular home-school communication to monitor wellbeing. 
• Be alert to safeguarding concerns and follow school procedures.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Regular check-ins with a trusted adult (e.g. mentor, ELSA, school counsellor).
• Evidence-based interventions for emotional wellbeing (e.g. ELSA, CBT-informed groups, mindfulness).
• Individual or small group sessions to develop coping skills and resilience. 
• Referral to external agencies (e.g. CAMHS, MHST, Educational Psychology) if concerns persist.
• Personalised support plans with clear strategies and review points.
• Flexible timetabling or reduced demands during periods of high distress. 
• Support for reintegration after absence (e.g. gradual return, buddy system).
• Access to safe spaces or time-out cards. 
• Involve parents/carers in planning and reviewing support.
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Frequent or prolonged absence from school due to emotional factors. (e.g. anxiety, stress, low mood).
• Expresses distress about attending school (e.g. physical symptoms, pleading to stay home).
• Avoids lessons, certain subjects, or social situations. 
• Withdraws from peers or staff; appears isolated or disengaged.
• Sudden drop in attendance or punctuality.
• Family reports high levels of distress about school.

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Work collaboratively with the family and pupil to explore and address underlying causes of non-attendance. 
• Gather information from multiple sources (e.g. pupil, family, staff, attendance records) to understand patterns and triggers.
• Maintain regular, supportive contact with the pupil and family during absence. 
• Create a welcoming, low-pressure environment for return to school. 
• Develop a gradual, flexible reintegration plan tailored to the pupil’s needs and preferences. 
• Provide opportunities for success and positive experiences on return (e.g. preferred activities, safe spaces). 
• Use a key adult or mentor to provide emotional support and check-ins. 
• Normalise and validate feelings of anxiety or worry; avoid punitive responses to absence. 
• Use visual supports (e.g. timetables, social stories, transition plans) to reduce uncertainty.
• Involve the pupil in planning their return and setting achievable goals. 
• Promote peer support and a sense of belonging (e.g. buddy system, group activities).
• Monitor for safeguarding concerns and follow school procedures.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Daily check-ins and relationship building with a trusted adult. 
• Targeted interventions for anxiety, emotional regulation, or social skills (e.g. ELSA, CBT-informed groups, mentoring).
• Reduced or flexible timetable with a view to gradually increasing attendance. 
• Personalised support plan with clear strategies, review points, and agreed adjustments. 
• Access to safe spaces or time-out cards during the school day. 
• Regular review meetings with family and professionals to monitor progress and adapt support. 
• Referral to external agencies (e.g. CAMHS, MHST, Educational Psychology) if concerns persist.
• Use of remote learning or alternative provision as a temporary measure if needed. 
• Involve parents/carers in planning and reviewing support.
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Frequent complaints of physical symptoms (e.g. headaches, stomach aches, nausea, soiling) with no clear medical cause.
• Symptoms often occur before or during school or specific lessons.
• Regular absences or requests to go home due to feeling unwell.
• Symptoms may worsen during times of stress or change (e.g. transitions, tests, social situations).
• Medical investigations do not identify a physical cause.
• Family or pupil expresses worry about health despite reassurance
• Quality First Teaching (Adaptive Teaching / Inclusive Practice)

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners.

• Keep a log and analyse patterns to identify triggers for symptoms.
• Gather information from the pupil and family about when and where symptoms occur.
• Work collaboratively with parents/carers and health professionals to understand the full context.
• Provide a calm, predictable classroom environment and prepare for changes in routine.
• Allow access to safe spaces or time-out cards when symptoms arise.
• Use visual supports (e.g. schedules, checklists) to reduce anxiety and uncertainty.
• Teach and model emotional literacy and coping strategies (e.g. naming feelings, relaxation, breathing exercises).
• Encourage regular attendance and participation in a supportive, non-punitive way.
• Normalise talking about worries and physical feelings.
• Provide opportunities for enjoyable, low-pressure activities to re-engage the pupil.
• Monitor for safeguarding concerns and follow school procedures.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Keep a log and analyse patterns to identify triggers for symptoms. 
• Gather information from the pupil and family about when and where symptoms occur. 
• Work collaboratively with parents/carers and health professionals to understand the full context. 
• Provide a calm, predictable classroom environment and prepare for changes in routine. 
• Allow access to safe spaces or time-out cards when symptoms arise. 
• Use visual supports (e.g. schedules, checklists) to reduce anxiety and uncertainty. 
• Teach and model emotional literacy and coping strategies (e.g. naming feelings, relaxation, breathing exercises). 
• Encourage regular attendance and participation in a supportive, non-punitive way. 
• Normalise talking about worries and physical feelings. 
• Provide opportunities for enjoyable, low-pressure activities to re-engage the pupil. 
• Monitor for safeguarding concerns and follow school procedures.

What Might We Notice?

• Signs of anxiety or depression (e.g. persistent low mood, withdrawal, hopelessness, excessive worry). 
• Evidence or disclosure of self-harming behaviours (e.g. unexplained injuries, covering arms/legs, references to self-injury).
• Concerns about substance misuse (e.g. changes in behaviour, physical symptoms, disclosure).
• Possible eating disorder (e.g. rapid weight change, preoccupation with food, avoidance of eating, excessive exercise).
• History or disclosure of trauma, abuse, or significant loss.
• Family or peers raise concerns about wellbeing or safety

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Be alert to warning signs and changes in behaviour; take all disclosures seriously.
• Follow school safeguarding and child protection procedures immediately if there are concerns about safety. 
• Work collaboratively with the pupil, family, and relevant professionals to understand and support needs. 
• Maintain a non-judgemental, supportive, and open approach; normalise talking about mental health. 
• Provide a safe, predictable environment and access to trusted adults. 
• Allow access to safe spaces or time-out cards as needed. 
• Use visual supports and resources (e.g. emotion charts, worry boxes) to help pupils express feelings. 
• Promote positive coping strategies and emotional literacy (e.g. relaxation, mindfulness, self-care).
• Reduce academic and social pressures where appropriate; be flexible with expectations. 
• Maintain regular communication with parents/carers (unless this would increase risk).

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Regular check-ins with a trusted adult (e.g. mentor, ELSA, school counsellor) 
• Referral to external agencies (e.g. CAMHS, Eating Disorder Services, Substance Misuse Services, Social Care, Educational Psychology) as appropriate 
• Personalised support plan with clear strategies, risk assessment, and review points 
• Multi-agency meetings to coordinate support and share information 
• Targeted interventions for emotional regulation, resilience, and coping skills (e.g. CBT-informed groups, trauma-informed approaches) 
• Access to safe spaces or time-out cards as needed 
• Support for reintegration after absence or crisis (e.g. phased return, buddy system) 
• Involve parents/carers in planning and reviewing support (unless this would increase risk).
• Monitor and review progress using APDR cycles

What Might We Notice?

• Frequent outbursts, aggression, or defiance (verbal or physical) towards staff or peers.
• Disruption to lessons or refusal to follow instructions.
• Destruction of property or risk-taking behaviours. 
• Withdrawn, oppositional, or controlling behaviours. 
• Behaviour may escalate in response to stress, change, or perceived unfairness. 
• Behaviour may mask underlying needs (e.g. anxiety, communication difficulties, trauma). 
• Patterns of behaviour that impact learning or relationships.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Adopt clear and consistent expectations and boundaries 
• Gather information to understand what the behaviour is communicating (e.g. ABC charts, pupil voice, historical information) 
• Identify antecedents and triggers and implement proactive strategies (e.g. support during transitions) 
• Use relational and restorative approaches to build trust and repair relationships 
• Promote wellbeing and resilience through whole-school approaches (e.g. PSHE, Zones of Regulation, 5-point scale).
• Teach and model emotional regulation and problem-solving skills.
• Provide regular opportunities for success and positive feedback.
• Establish a safe space in the classroom or school for regulation. 
• Use distraction, de-escalation, and co-regulation techniques when needed. 
• Monitor your own regulation as an adult and seek support if needed. 
• Provide reasonable adjustments and flexibility within agreed school policies. 
• Use choices to give the pupil some control over outcomes. 
• Normalise talking about feelings and mistakes.
• Work closely with parents/carers to ensure consistency. 
• Monitor for safeguarding concerns and follow procedure.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Targeted interventions to develop social skills, emotional regulation, and alternative ways to express needs (e.g. ELSA, social skills groups, anger management).
• Regular check-ins with a key adult to support emotional wellbeing and behaviour.
• Individual support plans with proactive and de-escalation strategies. 
• Risk assessment and risk management plans where appropriate. 
• Multi-professional meetings with staff and families to review strategies and progress. 
• Referral to external agencies (e.g. CAMHS, Educational Psychology, Behaviour Support) if concerns persist.
• Personalised use of reinforcements and self-monitoring strategies (e.g. cards, checklists, report cards).
• Access to safe spaces or time-out cards as needed.
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Frequent calling out, fidgeting, or off-task behaviour in class.
• Seeks attention from adults or peers through minor disruptions.
• Interrupts lessons or distracts others.
• Difficulty waiting turn or following group rules.
• Behaviour may escalate when anxious, bored, or seeking connection.
• May use humour or avoidance to divert from tasks.
• Patterns of behaviour that impact learning or classroom climate.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Focus on reducing anxiety and understanding the function of the behaviour. 
• Use flexible and creative rewards and consequences (e.g. “catch them being good”). 
• Provide positive reinforcement of expectations through verbal scripts and visual prompts. 
• Give non-contingent attention (e.g. regular check-ins, praise for effort) to reduce need for disruptive behaviours. 
• Monitor behaviour to identify patterns and exceptions. 
• Provide a safe space or calm area for regulation. 
• Offer sensory or regulatory breaks as needed. 
• Use clear routines and visual timetables to support predictability. 
• Teach and model self-regulation and social skills (e.g. waiting, turn-taking, asking for help). 
• Provide structured opportunities for movement and engagement (e.g. brain breaks, active learning).
• Work with parents/carers to ensure consistency in strategies and expectations.
• Monitor for safeguarding concerns and follow procedures.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Ensure all staff use agreed strategies consistently to support the pupil.
• Timetabled sessions with a key adult to develop secure relationships. 
• Nurture group or small group activities to support social and emotional development. 
• Direct work with pastoral staff (e.g. ELSA, mentor) to build self-regulation and engagement. 
• Targeted interventions for attention, self-regulation, or social skills (e.g. Attention Autism, Zones of Regulation). 
• Personalised support plans with clear strategies and review points.
• Access to safe spaces or time-out cards as needed.
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Refusal or reluctance to follow instructions from adults.
• Argues, negotiates, or challenges boundaries set by staff.
• May ignore, avoid, or walk away from adults when given directions.
• Becomes distressed, angry, or withdrawn when asked to comply.
• Behaviour may escalate in response to perceived unfairness, anxiety, or sensory overload.
• Patterns of non-compliance that impact learning or relationships.
• May comply with some adults but not others.
   

Quality First Teaching / Adaptive Teaching

School staff should use their judgement to choose what works best for their pupils and setting, and according to the ages and stages of the learners

• Identify patterns and triggers that may cause stress or anxiety (e.g. past experiences, sensory differences, emotional regulation needs). 
• Be clear, consistent, and calm in giving instructions and setting boundaries. 
• Use routines and structures to reduce anxiety and make expectations predictable. 
• Focus on positive reinforcement (e.g. praise, rewards) for cooperation and positive behaviour. 
• Model respectful, active listening and cooperation as an adult. 
• Offer choices where possible to give the pupil a sense of control.
• Use visual supports (e.g. schedules, prompt cards) to reinforce expectations. 
• Teach and model strategies for emotional regulation (e.g. breathing, self-talk, Zones of Regulation). 
• Collaborate with parents/carers to ensure consistency across settings. 
• Monitor and adapt strategies based on the pupil’s progress and needs. 
• Remain patient and avoid escalation; use de-escalation techniques if needed. 
• Monitor for safeguarding concerns and follow procedures.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Ensure all staff use agreed strategies consistently to support the pupil.
• Timetabled sessions with a key adult to develop secure relationships. 
• Nurture group or small group activities to support social and emotional development. 
• Direct work with pastoral staff (e.g. ELSA, mentor) to build self-regulation and engagement. 
• Targeted interventions for attention, self-regulation, or social skills (e.g. Attention Autism, Zones of Regulation). 
• Personalised support plans with clear strategies and review points.
• Access to safe spaces or time-out cards as needed.
• Regular review and adaptation of support using APDR cycles.
• Complete sensory profiles or checklists if underlying issues relate to sensory differences; adapt the environment accordingly.
• Pastoral support or intervention (e.g. ELSA, mentor) for emotional regulation, using tools like the 5-Point Scale or Zones of Regulation. 
• Agreed behaviour plan or pupil passport consistent across all staff and parents. 
• Risk assessment and management plan if needed. 
• Targeted interventions for social skills, emotional regulation, or anxiety (e.g. social stories, CBT-informed groups). 
• Regular review and adaptation of support using APDR cycles. 
• Involve parents/carers in planning and reviewing support.
• Referral to external agencies (e.g. CAMHS, Educational Psychology, Behaviour Support) if concerns persist.
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Difficulty trusting adults or forming secure relationships.
• Heightened anxiety, hypervigilance, or emotional dysregulation.
• Strong reactions to separation, transitions, or changes in routine.
• May seek excessive reassurance or, conversely, reject support.
• Difficulty managing emotions, impulse control, or behaviour.
• May display controlling, withdrawn, or attention-needing behaviours.
• History of trauma, loss, or disrupted care.

Quality First Teaching (Adaptive Teaching / Inclusive Practice)

• Provide predictable routines and clear expectations to create a sense of safety. 
• Use relational and trauma-informed approaches (e.g. PACE: Playful, Accepting, Curious, Empathic).
• Offer reparative opportunities using natural consequences and restorative practice. 
• Increase support during transitions and separations; use transitional objects if helpful.
• Provide structure around free time and unstructured activities. 
• Model and teach emotional regulation strategies (e.g. breathing, self-talk, Zones of Regulation). 
• Use concrete, rhythmic, and sensory activities to support regulation (e.g. counting, colouring, movement). 
• Acknowledge and validate feelings; avoid punitive responses to distress. 
• Maintain a key adult relationship for check-ins and emotional support. 
• Support gradual development of independence and resilience. 
• Work closely with parents/carers and external professionals to ensure consistency. 
• Monitor for safeguarding concerns and follow procedures.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Carefully planned transitions when starting a new setting or class; check history and provide extra support 
• Additional monitoring for at-risk pupils (e.g. those with disrupted family life, trauma, or care experience) 
• Individual support plans with proactive and relational strategies 
• Access to trauma-informed interventions and attachment programmes (e.g. ELSA, Thrive, Five to Thrive) 
• Regular check-ins with a key adult who is emotionally and physically available 
• Holistic support including Early Help, TAF meetings, and multi-agency working 
• Referral to external agencies (e.g. CAMHS, Educational Psychology, Social Care) if concerns persist 
• Use of visual supports and social stories to prepare for changes and support understanding 
• Regular review and adaptation of support using APDR cycles.

What Might We Notice?

• Withdrawn from peers or group activities; prefers to be alone,
• Rarely contributes to class discussions or avoids group work.
• Appears anxious, shy, or reluctant to engage.
• May be overlooked by staff or peers; “invisible” in the classroom.
• May have difficulty making or maintaining friendships.
• Displays low mood, sadness, or lack of confidence.
• May be new to the setting, have EAL, or have experienced recent change or loss.

Quality First Teaching (Adaptive Teaching / Inclusive Practice)

• Gather information to identify underlying reasons for withdrawal or isolation (e.g. curriculum, social, emotional, or language needs).
• Use peer support strategies (e.g. buddy system, peer coaching, group work). 
• Provide regular opportunities for success and positive feedback. 
• Flexible grouping and seating to encourage interaction with a range of peers. 
• Explicitly teach and model social skills (e.g. greetings, turn-taking, joining in). 
• Create a welcoming, inclusive classroom climate; celebrate diversity and difference.
• Offer structured opportunities for participation (e.g. roles in group work, paired activities). 
• Provide safe spaces or quiet areas for breaks or regulation. 
• Use visual supports (e.g. social stories, visual timetables) to reduce anxiety. 
• Work with parents/carers to understand the pupil’s background and needs. 
• Monitor for safeguarding concerns and follow procedures.
   

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Small group targeted support to develop social skills and confidence. 
• Adult support to apply skills in a range of contexts (e.g. playground, clubs). 
• Nurture groups or friendship groups to build relationships. 
• Regular check-ins with a key adult to provide encouragement and support. 
• Personalised support plan with clear strategies and review points. 
• Referral to external agencies (e.g. EAL support, Educational Psychology, CAMHS) if concerns persist. 
• Involve parents/carers in planning and reviewing support. 
• Monitor and review progress using APDR cycles

What Might We Notice?

• Struggles to form or keep friendships; may have few or no close friends.
• Finds it hard to join in group activities or conversations.
• May misinterpret social cues or intentions of others.
• May be overly passive, withdrawn, or, conversely, dominating or intrusive.
• May experience frequent fallouts, arguments, or social rejection.
• Displays low confidence or anxiety in social situations.
• May be vulnerable to bullying or social isolation.

Quality First Teaching (Adaptive Teaching / Inclusive Practice)

• Use nurture groups or small group activities to support social and emotional development. 
• Model and teach social skills (e.g. sharing, turn-taking, conflict resolution, perspective-taking). 
• Provide differentiated opportunities for social interaction (e.g. buddy systems, circle time, paired learning, role play).
• Gather information about positive relationships and use this to build wider social skills. 
• Provide dedicated time with a key adult for relationship-building and support. 
• Use restorative approaches when relationships break down. 
• Explicitly teach and reinforce empathy and understanding of others’ feelings. 
• Create a classroom culture that celebrates diversity and inclusion.
• Use visual supports and social stories to teach social expectations and routines. 
• Monitor for safeguarding concerns and follow procedures.

SEN Support

School staff should use their judgement to select what works best for their pupils and setting, applying the ‘graduated approach'.

• Nurture group or small group activities to support social and emotional development. 
• Direct work with pastoral staff (e.g. ELSA, mentor) to develop social skills and confidence 
• Targeted interventions for social communication and relationship-building (e.g. Socially Speaking, Talkabout, Lego Therapy). 
• Personalised support plan with clear strategies and review points. 
• Regular check-ins with a key adult to support social inclusion. 
• Referral to external agencies (e.g. Speech and Language Therapy, Educational Psychology, CAMHS) if concerns persist. 
• Involve parents/carers in planning and reviewing support. 
• Monitor and review progress using APDR cycles