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Social, Emotional and Mental Health Needs (SEMH)

The team for children with Social, Emotional and Mental Health needs (SEMH) is part of the Advisory Teaching Service. Support is available for children and young people attending mainstream settings who are at the required stage of the graduated pathway for SEND (see criterion for requests for involvement)

6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people 
may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people 
may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

What we do:

The team supports the inclusion of young people who have a range of significant and additional SEMH needs in mainstream schools; including those experiencing:

  • persistent difficulties in acquiring literacy and numeracy skills
  • children and young people with needs relating to neurodiversity (both diagnosed and undiagnosed)
  • attention, focus, and concentration difficulties (including ADHD)
  • difficulties managing emotional regulation
  • a high level of difficulty accessing learning activities due to social and emotional needs

We are able to:

  • Provide advice and support for SENCOs and staff on setting suitable outcomes following a plan, do, review approach (Gloucestershire Graduated Pathway)
  • Provide advice and support to SENCOs and staff in terms of adaptations in the classroom, to ensure that children and young people have their individual needs met through High Quality Teaching.
  • Support transitions based on individual needs between classes, key stages and settings: taking account of existing good practice and successful strategies
  • Support children and young people who are returning to mainstream settings from Alternative Provision schools
  • Work together with staff and provide advice regarding how to plan reasonable adjustments and appropriately adapted teaching
  • Signpost resources, organisations and services which can be used to develop individualized approaches (we have an extensive range of advice sheets which cover a range of topics)
  • Attend Team Around the Child/Family meetings and contribute to EHCP Annual Reviews
  • Contribute to a multi-agency assessment of a child’s needs
  • Provide staff training (online or face to face) to cover a number of areas: this can be tailored to the needs of the setting. Bookable via GCCPlus)
  • Provide advice on a “no names” basis for settings and parents via our “Advice Helpline”  
  • Support the transition of pre-school children into mainstream schools.
    We welcome requests for involvement during term 4, for those children who meet criteria. ATS involvement will take place during term 5 and 6 and may continue in the primary setting, if appropriate. 

Who to contact

Contact Name
Rosalyn Rees
Contact Position
Lead Advisory Teacher
Telephone
01452 426014 (Forest ATS) | 01452 324376 (Cheltenham ATS) | 01452 426955 (Gloucester ATS) | 01452 583728 (Stroud ATS)
E-mail
forest.ats@gloucestershire.gov.uk

Where to go

Name
Advisory Teaching Service
Address
Dockham Road
Cinderford
Postcode
GL14 2DB