Page 13 - What?! No Consequences?! A Neuroinclusive Approach to Follow-Up

FOLLOW-UP STAGE SUMMARY

NAME DURATION WHEN WHO WHERE WHAT / CONTEXT TO USE

Level 1 support: A minute or At the time of the Adult with child at the time Wherever the child Focused on a specific problem happening right now.
Coaching less incident is at the time Keeps high expectations even for low level issues.
Prompt Peers can also be taught to a. For small, Level 1 struggles that don’t happen regularly.
give coaching prompts b. Only if the child is regulated and able to think rationally about a way to manage
better
c. If the adult can manage in that moment and feels this is only minor.
Level 2 support: 5-10 minutes Outside of the Adult who was present at A quiet space Focused on a specific minor problem that has happened that day.
Coaching actual incident – the time where everyone
Conversation later that day (if can focus Keeps high expectations and makes sure low -level issues do not persist.
possible and Peers can be taught to use
everyone calm) Coaching Conversations a. For small struggles (e.g. in school, calling out, or at home, an untidy bedroom,
to solve issues (see bedtime being an issue or not returning home at the agreed time.
Working Out Windows
(WOW) technique) For a more significant (Level 2) one-off incident e.g. hurting someone, move straight
to Level 3 Support.
Level 3 support: 20 - 30 After school - Class teacher Leader’s office or Focused on a specific problem that has happened in the last couple of days
Coaching Time minutes Scheduled with Leader to support specific location Keeps high expectations and ensures skill difficulties are addressed early.
After school parent/carer and Parent to attend at end. identified for a. For a persistent low-level problem e.g. calling out / getting distracted where
leader Parent/carer if home Coaching Time several Coaching Conversations have not led to expected progress.
context. b. For a more significant incident e.g. hitting someone / stealing.
Level 4 support: 45-minute Scheduled Member of staff with SENDCO office / Intervention focused on wider unmet needs and lagging skills for children with
Coaching Plan session to session followed specialist training pastoral room persistent or high-level difficulties.
prior to plan priorities by at least twice Parent to attend planning Ensures insistence, persistence, consistence with a spirit of support.
Coaching followed by a weekly sessions meeting at start and final a. Following two or more Coaching Times for a Level 3 or 4 incident.
Programme 2 then 4 then (ideally 3 x meeting at end of b. Also for children presenting with persistent Level 1 / 2 unhelpful responses or
6-week weekly) programme. those who have significant unmet needs (and may present with threat-based or
(Level 5 support programme If home context, it may be neurodifferent responses such as anxiety, attendance issues etc. which are less
is a bespoke parent/carer provides intrusive yet a significant barrier to achievement).
provision) coaching, or where
possible, an external
coach.