Page 1 - EA Leader Implementation Checklist

EMPOWERMENT APPROACH CHECKLIST: MAKING SURE EA IS IMPLEMENTED ROBUSTLY IN 2023- 2024

R: Need to establish A: Needs further improvement/ practise G: Sorted and done well across the school
CRITERIA RAG
1. Every adult uses the Prep4Best slide as a visual reminder and starts each day off with a 1 minute Prep4Best so that
children have the best chance to predict what may go wrong and prepare to do well (could play the animation too).
2. All staff agree expectations and use the Prep4Best slide before every new or less familiar task (rather than launching
in to it without children first thinking through what they might find hard & how to make sure they feel and do well).
3. There are systematic plans that ensure children are taught to understand their brain and how to feel and be at their
best. This is reflected in the language of adults and children and within display in the classroom.
4. Every child has a laminated copy of the 5C Need prompt (folded to stand up on table or bottom part printed on
reverse), and staff help all children to practise communicating their need rather than chucking their prickles /
running from their prickles. There is a (private) list of children who still find this hard and they are given extra
teaching / practise before/after school until they can – every member of staff knows rehearsal is key.
5. There is a system for communicating to parents so they can support (where they have capacity) in filling unmet
needs and building skills and they know what the school is doing to help.
6. There is a space on weekly planning documents for staff to consider EF skills needed for lessons ( By reflecting on these,
the goal is that staff become more familiar and weave them into classroom life in their language e.g. “We are about to work in teams. This will need flexible thinking – you may
need to be flexible & give up a bit of what you want so that everyone in the team has their ideas included. Someone at 0 for Flexible Thinking skills might say “No. It has to be
only my idea!” Someone at 10 for Flexible Thinking Skills would say “Let’s see how we can join our ideas together so it is good for everyone AND we have a quality story!”; “We
are about to get some musical instruments out. This needs good impulse control. Someone at 10 for Impulse Control skills will be able to hold the urge to touch the
instruments whilst I am talking and wait until I say you can play. Who may find that hard? What could you do to prevent things going wrong? (E.g. sit out of reach)). Etc. etc.
7. There is a system to ensure that all children who are struggling know (and are working hard to build) their EF skills –
they know what they can already do well, what strategies help them and which skills need more work to strengthen.
8. Parents know which EF skills their child is strong at and which they are working to strengthen. Where they have
capacity, parents help their child to strengthen their skills using the EF Parent Top Tip sheets.
9. There is a system for recording and communicating to parents so they can support (where capacity) in building
missing skills and filling unmet needs
10. All staff and children are taught how to Respond in the Moment (Calm, Connect, Support). There is a visual
reminder of this (e.g. on staff lanyards). Staff know they can also be definite and have high expectations – they are
compassionate but not permissive.
11. There is a clear system all staff follow so that any child unable to keep to classroom expectations is taken (with
kindness) to a space where they can do well. This means other children can learn in disrupt-free environments and
the school is calm and orderly. There would then be a meeting with the child to design a Coaching for Change plan.
The system protects the child’s self-concept – it does not blame or shame. It is carried out in a matter of fact and
calm way but keeping high expectations: “I notice it is still hard for you to … (name skill). That isn’t good for
everyone so we need for you to (e.g. learn in a different place)”
12. There is a clear system for follow-up which is known and followed consistently by all staff. Staff explain that the
child is not in trouble or naughty – they just have skills that are not yet strong enough to manage and it is very
important they are supported to build those skills.
When a child does not keep to expectations, Coaching Conversations always take place if the child has not
managed to get back on track quickly or it is more serious or keeps happening. The adult dealing with the issue
follows-up (they don’t just pass it on), with support if needed. There are systems to ensure Coaching Conversations
always take place, are recorded (so seen as important (see Coaching Conversation slip)) and are of high quality
(e.g. each year group hold them in one classroom with leads supporting until staff feel confident and are skilled).
13. There is a system for Repair so children are educated to become socially responsible and emotionally intelligent
citizens. There are visual prompts / signs so children know it is Repair Time and expect it to take place because they
know that making amends is important (even if they find it hard to feel empathy now).
14. There is a clear process known by all staff for when a child is not making progress after several Coaching
Conversations so that Coaching for Change (more intensive coaching and intervention) is initiated. SEND plans: any
child struggling has a specific plan which addresses unmet needs and missing skills.
15. There is a schedule of CPD in the approach included in induction so there is high levels of understanding,
knowledge and skills amongst all staff (we will soon be launching a self-study learning platform to make it easier to
train all new staff in the approach where they can complete modules at times to suit them and the school.
16. There is a schedule of monitoring by school leaders so there is accurate evaluation of how well staff are using the
approach, with a process for support those not yet confident in all aspects (see self-evaluation audit tool).