How can SEMH needs be supported by Quality First Teaching?

Teachers to consider the following:

• Are the instructions in the classroom clear, concise and consistent? 
• Are expectations in the classroom clear and regarded as fair by the young people? 
• Are there flexible grouping arrangements which allow for buddy support / good role models / focused teaching/ varied social interaction?  
• Are young people who are meeting, and exceeding classroom expectations frequently noticed and praised, as appropriate to individual need? 
• Is there is a positive classroom climate in which young people generally receive more praise than correction, and are given specific praise for appropriate behaviour as well as for academic work? 
• Are resources to teach SEMH age appropriate, inclusive and relevant? 
• Are there opportunities for young people to take some responsibility within lessons? 
• Is targeted and planned support from Teaching Assistants in the classroom organized and supervised by the classroom teacher? 

Recommended texts to read regarding how adults respond to children's behaviour:  

• When The Adults Change, Everything Changes
• How to talk so kids will listen and listen so kids will talk

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