Page 8 - 10 Stage Detailed Evaluation 2024 2025

GET BRAIN FIT: FILL UNMET NEEDS/BUILD SKILLS AGREEING EXPECTATIONS PREP4BEST

When a child struggles, adults do everything possible to help them fill their unmet needs and Adults agree expectations WITH children. Adults give time before tasks to consider how children can be at
build their skills, so they gradually start to do better. their best and what support they might need to do well.
These expectations are related to what would help all people to feel safe,
Adults know there aren’t miracles - it will take time for children to change and improve – adults happy and able to be at their best (pro-social and pro-learning behaviours – Adults have a way of remembering to do Prep4Best with children
show patience as well as insistence, persistence and consistence.
‘Good for me, Good for you, Good for everyone). before tasks such as a slide, visual or piece of music which signals
Adults make sure that children who are struggling significantly have regular scheduled time for it is ‘Prep4Best’ time.
coaching with a named adult. Adults discuss expectations regularly and before new tasks so that children
Adults work with children to really find out which cups are empty, which ‘Feel Good Chemicals’ learn that being prosocial / pro-learning is different in different places and Adults teach children to use the language of Prep4Best
need substituting in helpful ways and the skills needing to be built – adults are ‘Curious not for different tasks e.g. in the cloakroom, playground, lunch hall, class. themselves. They say things like: “For meto do really well in this
Furious’ during these sessions and help the child to feel good and do better. … I need….”
Adults discuss expectations with children in a way that helps them to
Adults help the child to notice their strengths, ‘Bright Spots’ and when they are ‘at their best’ consider the needs of others, gain a firmer understanding of the purpose of The Prep4Best tool sequence is displayed in classrooms and
before launching into exploring difficulties.
different boundaries and develop a strong sense of right and wrong. Through shown at the start of some lessons, particularly when introducing
Adults help children to make their own plans for improvement (rather than giving plans TO this, adults help children to develop an internal moral compass which lasts something new or less familiar.
them)–though they do sometimes have to suggest ideas, especially for younger children, and help beyond the watch of an adult and the school gates.
put it together. Adults know that children developing their own plans with the guidance from People hear adults saying: “Who thinks they might find that
adults is important to secure their motivation for change and their ‘buy-in’. Adults recognise that if rules are simply given to a child, they are not then difficult?” or “Who finds it hard to … like that?” and “What could
Adults record these plans with children in a way that the child can understand and use so they are educated on understanding the why or supported to consider the needs of help you to manage it better?”
able to take charge of tracking their progress (see our Individual Plan templates). others.
One would hear adults working with children to think through
Adults create a Pathway to Independence with the child, knowing they should be heading towards Adults show that they recognise that some children will find it incredibly how they can do well and at the same time consider the needs of
feel great without all the extras in the end. difficult to keep to the expectations agreed due to their own high needs and those around them.
Adults plan in times with the child to review whether the plans have made any difference and lagging Executive Function Skills. As a result, adults use pre-mortem and
decide next steps. Prep4Best to help children plan how to do well ahead of time and have a e.g.: “We are visiting the theatre. For everyone to feel safe,
If adults think the parents have the capacity to help, they work together with the child to decide better chance to succeed. Adults ask questions such as: content and able to be at their best, how do you think we should
we act / talk?”
the plans.
“Who feels they are going to find keeping to that expectation really hard?”
“What could help you manage it better?” “What could you do to manage It would be clear from what adults say and do that adults believe
educating children to be able to do the right thing and want to is
well?” and “What support do you need?”
important – not just telling them
Adults would not put a child on an emotional roller coaster – one in which everyone is excited One would not hear adults talking about ‘rules’ and deciding boundaries One would not see adults launching into unfamiliar activities or
when the child finds it easier and manages well and then everyone is sad and disappointed when without speaking with children about them. Adults would not respond with events without first carrying out ‘Prep4Best’.
they find it harder and don’t manage so well. “Just do what you are told.” Adults would know this would work well in the
Instead, adults are positive and supportive yet in quite a matter-of-fact evidenced based way. short term but wouldn’t educate children to become thoughtful, law abiding One would not hear or see adults expecting every child to
citizens in the future. manage to keep to agreed boundaries without some form of
Adults praise children from the inside out - using ‘You must feel really proud of the progress you preparation – it would be clear from my practice that adults
have made in’ instead of ‘I am so proud of you and the progress you have made.’
One would hear adults using language such as ‘pro social’ and pro learning’ recognise that some children have higher needs and poorer skills
E.g. “You must feel great that you managed to stay Steady Swan today, took breaths and and phrases such as “How would we all need to be for this session to be to manage stressors and may therefore need to prepare ahead of
remembered to ask a partner to help. Keep practising and you will start being able to do this even ‘Good for adults, good for you and good for everyone?” time and think through the additional support required.
at the trickiest of times!”
When children track their progress, adults make it clear that this isn’t good or bad or a ‘behaviour
chart’ but just knowing if the strategies, scaffolds and skills practice is working – just like a doctor
checks progress to see if a medicine is working.