Page 12 - What?! No Consequences?! A Neuroinclusive Approach to Follow-Up

“ High expectations, high

support

6. Bespoke Provision
Map

5. Coaching Programme Team meeting of SLT, SENDCO, HoY and
Team meeting of SENDCO, HoY or HoH
any relevant external professionals to scope
and any relevant external professionals
then with child and parent / carer to plan.
to scope possibilities. If at home,
Pre-scheduled following Coaching Plan
4. Coaching Plan 30 – 40 minutes pre-scheduled then 2, 4 or social worker and relevant external
meeting. 30-40 minutes at least twice,
6 stepped programme at least twice a week professionals.
ideally three times a week.
with specialist practitioner. Parent / carer to Once available options known, session
An initial 2-week programme and then
3. Coaching Time 45 minutes pre-scheduled with HoY or attend at end of final session. with child and parent / carer to plan.
45 minutes pre-scheduled. In school
stepped if required to a 4-week then 6-
HoD & SEND/Pastoral & parent/carer.
context would be with Pastoral Lead and week programme.
Focus to plan goals, a Pathway to
2. Coaching 30-45 minutes to look in detail at HoY or HoH and parent/carer/key worker. Delivered by Specialist Practitioner in
Independence and action to reach the
20-30 minutes to look in more detail
Focus to prioritise and plan goals and
goals.
Conversation strengths and barriers. To take place scope a Pathway to Independence along school or parent/carer/coach in the home
at strengths and barriers. To be
context.
scheduled and take place with
1. Coaching 5-10 minutes with the adult who was separate from the event with adult at with action to reach goals.
scene & HoY or HoD.
adult present at scene and HoH or
5 – 10 minutes with the adult
Prompt present at scene; to take place at a HoD in school context.
present at the time.
separate time from the event itself. Parent/carer to attend for last 5
To take place at a separate time
A quick minute or two with adult at from the actual event so that minutes to discuss ways to practice
Less than a minute to help the child
at home.
get back on track with the current
scene focused on what could help to get expectations kept high.
back on track.
task, whether at home or school, in
a way that is:
‘Good for me, good for you, good for
“ Insistent, persistent, consistent,
everyone’
with a bucketful of kindness.