Social, emotional and mental health

SEMH needs affects everyone at different points and at different times of their lives.  When working with young children in the early years, staff should be mindful of age-appropriate developmental milestones as some behaviours are part of normal development.

Children and young people who have difficulty with their social and emotional development may have immature social skills and find it difficult to make and sustain healthy relationships.  These difficulties may be displayed through the child becoming withdrawn, isolated, experiencing changes of mood as well as through challenging and disruptive behaviours.

Staff should be aware of the impact of a child’s personal circumstances as this could also impact a child’s presentation.  Factors such as bereavement, trauma, neglect, home life and limited life experiences could have a detrimental effect on a child’s SEMH.  Some children may also have recognised disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Early years settings should have clear processes to support children, including how they will manage children with SEMH needs, so they do not adversely affect other children. 

It is important that the staff working with challenging children and difficult situations are supported to manage their own well-being and recognise the need to support each other. Children who are distressed need adults who are regulated.  Although, settings should be mindful of consistency for children and the importance of routine; staff need to support each other and recognise when they may need to step back and allow a colleague to step in.  Children deserve to be considered with unconditional positive regard and have every activity/day as a fresh start.

The setting must have a graduated response to working with pupils with SEMH so that low level concerns do not escalate too quickly thus causing an inappropriate response.

Approaches used must be evidence based (see the SEMH training offer, as well as seeking support from other services below).

Resources available to schools:

  • Refer to the Local Offer for information about local charities and organisations offering support
  • SEMH Service
  • The Rise Project
  • The 5 Rs Local Authority CPD package
  • The Mental Health Trailblazer – Senior Mental Health Leads training
  • Early Help
  • Educational Psychology
  • Children and Young People’s Service
  • Outreach support from the ASAP panel

Range 1: Social, emotional and mental health

  • The child seems generally able to participate in the day-to-day life of the Early Years environment.
  • The child may present with some difficulties settling into the setting seemingly due to emotional and/or social needs, but these are not evident every day and the child responds to soothing from a trusted adult/a clear routine/other quality first teaching strategy (see third column).
  • The child may display emotional distress and seek out adults for reassurance and attention on occasion, but this does not seem widely different from most other children.
  • The child occasionally needs adult support with co and self-regulation.

Assessment and planning

  • The focus is on early identification of potential SEMH needs. This will be through use of the early learning goals, in particular the personal, social and emotional development and the communication and language strands.
  • Setting to liaise with the family/ carer and gather information relating to the child’s history and current needs and strengths. Offer a space to discuss any changes to family circumstances, such as experiences of change and/or trauma.
  • Termly/ half-termly (as appropriate) review of child’s progress in relation to the EYFS.
  • Use of Early Years Assessment Screen as best practice to support small step approach to learning.
  • Observation by practitioner and SENDCo to assess next steps in liaison with parent/carer.
  • Refer to the LA’s graduated approach to supporting SEMH development for services and support at each level. Understanding and Developing Social, Emotional and Mental Health Skills (SEMH) | Newcastle Support Directory
  • Refer to the LA’s graduated approach to supporting SEMH development for services and support at each level. Understanding and Developing Social, Emotional and Mental Health Skills (SEMH) | Newcastle Support Directory

Teaching and learning strategies

  • Quality first teaching supports the SEMH needs of the children.
  • Refer to Universally Available Provision for strategies and interventions.
  • There should be consideration given to how interventions can be supported/transferred into the family home.
  • Staff’s training needs and gaps to be identified and training to support children’s SEMH needs and strengths to be planned in. Areas might focus on trauma informed practice, supporting children’s friendship development and so on.
  • Staff are trained in evidence – informed/based interventions to promote emotional regulation and/or social development in the Early Years.
  • Staff might use a ‘coaching’ model to support each other’s good practice at the classroom level.
  • At the family level, are family signposted to community activities, such as local parks, playgroups, sensory play and so on?
  • Is physical and outdoor play suggested to parents and carers as something central to promoting children’s wellbeing?
  • See Appendix 1 for questions to consider. 

Appendix 1

Range 1 – Quality first teaching

Questions which staff should consider include:

  • Do children in the class have opportunities for expressing how they feel in a safe and non-judgemental environment? Does the setting regularly use ‘Circle Time’?
  • Is behaviour viewed as having a communicative intent?
  • Is the behaviour/anger iceberg used when considering children’s behavioural responses?
  • Are children involved in the development and evaluation of social emotional and mental health support strategies in class?
  • Have the social engagement and behaviour of class groups been monitored, and appropriate interventions planned that can be delivered within class through the curriculum?
  • Are behavioural and social expectations within the class clear, consistent and embedded i.e. is an ethos of kindness observable in the behaviour of the children?
  • Is praise and positive reinforcement frequently available to all children? Do all children view this as attainable?
  • Are the instructions in the classroom clear, concise and consistent?
  • Are visual resources used with intent and purpose?
  • Is Makaton/gesture used to support children with communication difficulties?
  • Does the environment provide ‘time out’ and calm zones for children to relax and self – soothe/be supported to feel soothed?
  • Are there flexible grouping arrangements which allow for buddy support / good role models / focused teaching/ varied social interaction?  
  • Are children who are meeting, and exceeding classroom expectations frequently noticed and praised, as appropriate to individual need?
  • Is there a positive classroom climate in which children 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 children to take some responsibility within lessons?
  • Are Social and Emotional Learning skills explicitly taught, for example self-awareness, self-regulation, social awareness, and relationship skills?
  • Are there a range of opportunities for creativity within the curriculum for children to experience success and/or explore their emotions and feelings in a safe environment, for example in Art, Drama and Sports?
  • Are positive Social and Emotional behaviours modelled?
  • Is specific and focused praise given to good Social and Emotional Learning? 

Range 2: Social, Emotional and Mental Health Needs

  • The child’s emotional needs may be such that they benefit from regular refocusing from familiar staff to be able to participate in the day-to-day life of the early years setting.
  • The child’s emotional needs are such that they can seem worried and/or distressed on entering the setting and/or during other transitions.
  • The child may find it difficult to seek comfort from familiar adults and/or to self – soothe, due to some gaps in their emotional development.
  • The child benefits from adults’ checking in and reassurance, more often than other children, due to their need for extra attention, emotional warmth and/or certainty.
  • The child may be developing skills in recognition and communication of emotions, such as sad and happy. 

Assessment and planning

  • SENCo involved in ongoing observation as EYFS profile shows child is not making expected progress towards age related expectations in the area of SEMH.
  • Collaboration with family to discuss the child’s experiences in the home and community and how to coordinate support and monitoring.
  • Clear assessment relating to the impact of the intervention strategies to guide next steps.
  • Setting to supplement usual systems of assessment and planning with additional observations, and across a range of contexts e.g.,
    outdoors, lunchtime. Progress to be monitored as part of a ‘plan, do, review’ cycle.

Teaching and learning strategies

  • The use of extra adult observation and assessments to enable monitoring and planning against clear targets.
  • Increased differentiation of activities and materials to reflect developmental and language levels, and a focus on implementing key learning outcomes.
  • Additional adult support may be required for some activities (group and individual), and to implement support plan targets or EYFS targeted areas.
  • Staff training needs are analysed and gaps in their knowledge of supporting children with SEMH needs are planned for.  
  • Consider implementing a Consistent Approach Plan so all staff are aware of ways to support the child to have a good day and ways to support the child when they are struggling to regulate.

Range 3: Social, Emotional and Mental Health Needs

  • The child’s emotional needs are such that they may show signs of avoiding engaging in the environment. They benefit from regular support from familiar staff to be able to participate in the day-to-day life of the early years setting.
  • The child may take risks in their environment and with others and need support to keep themselves safe.
  • The child’s emotional needs are such that they may show signs of distress and dysregulation when faced with new people, places, events or when unsure what is going to happen.
  • The child may seem anxious and/or worried on a day-to-day basis and may display signs of hypervigilance.  
  • The child may find it hard to form relationships with children and adults, despite support.
  • The child may seem withdrawn and avoid interactions with other peers.
  • The child may display some difficulties in sharing, turn taking and social interaction even with a higher level of support from an adult.

Assessment and planning

  • Observations, EYFS developmental assessment and Early Years Assessment Screen identifies on-going needs and delayed progress in relation to age related expectations.
  • SENCo involved in ongoing observation. Discuss with the family whether they would like some support from Early Help/setting’s family support worker/Family Partner.
  • Consider use of an adapted timetable to meet the child’s needs.
  • Support plan with SEMH SMART targets in place, if moving to SEND support level from quality first teaching, otherwise continue with EYFS developmental records, taking account of specialist advice where appropriate
  • Supervision/consultation with school Educational Psychologist and/or specialist teachers, including those specialists in the Early Years.
  • Consult with the SEMH Service.
  • Consider referral for further investigation of needs (in Neurodevelopment, SALT, OT, Health Visitor, School Nurse). 

Teaching and learning strategies/curriculum and interventions

  • In collaboration with the SEMH service, identify gaps in staff’s knowledge of interventions to use at the targeted and universal levels. Staff should be able to access supervision/ emotional support with a professional, such as an Educational Psychologist, Early Years specialist or Mental Health Lead or emotionally available adult to discuss alternative implementation of approaches.
  • Family support is offered and an open dialogue about how to collaborate to promote the child’s wellbeing is planned in and reviewed, as per earlier ranges. The family may have some ideas about what works and what does not to support the child’s wellbeing and relationships at home and in the community.
  • Family, settings/ schools and any other professionals involved (for example family support worker, Speech and Language Therapist etc) should discuss the developmental stage which the child is working in, and discussion about delays are transparent. The Early Years Assessment Screen can be used to assess.

Range 4: Social, Emotional and Mental Health Needs

  • The child’s emotional needs may be such that they avoid engaging in the environment and require regular support from familiar staff to be able to participate in the day-to-day life of the early years setting.
  • The child may seem very distressed at times and may find it hard to see others’ points of view when they are feeling this way. It can be hard for staff and family to always know what triggers for dysregulation may be.
  • The child may lack confidence and seem to put pressure on themselves. This can mean that they can feel distressed/ disappointed/ shame when they struggle to stay regulated due to their emotional needs.
  • The child may seem anxious, hypervigilant or withdrawn for a lot of the time.
  • The child can speak to familiar adults outside of the setting but may only communicate through gestures and be unable to speak freely to adults and/or peers within the setting.
  • The child may feel the need to seek control in their context and/or interactions.
  • The child may find it hard to trust key adults and so struggle to relax into and enjoy interactions with adults as they try to support them. 
     

Assessment and planning

  • Support plan with SMART targets takes account of specialist advice and details additional adult input in relation to staffing ratios for specific time periods. At least termly/ half-termly reviews with key stakeholders and family/carers towards these targets.
  • Consider applying for Access and Inclusion Funding via the Local Inclusion Panel (Reception age children).
  • The setting and family may consider referring the child to the ASAP panel for further support, advice and or funding.
  • The family/carers will also need support and to be involved in understanding how the child’s emotional needs affect their presentation. 

Teaching and learning strategies/curriculum and interventions

  • Planning of evidence-based interventions involve all advising agencies and reflect very clear multi agency strategies and approaches.
  • Increased focus on individualised planned interventions, trained adult attention and support for individual/ group activities following specialist advice.
  • Continued involvement of family and the child in understanding, monitoring, and planning.
  • The child needs a safe designated area within the context of the setting which allows the child to undertake individualised activities and make progress with their learning

Range 5: Social, Emotional and Mental Health Needs

  • The child may seem distressed/anxious and hypervigilant most of the time and their engagement in the setting / with peers may be minimal.
  • The child may require a high level of intervention from adults including specialist support to address their unmet and/or underdeveloped social and emotional needs.
  • The child may be dysregulated to the point where they need a high level of direct and intensive support from a key adult to feel emotionally secure and physically safe. 

Assessment and planning

  • Specialist advice is implemented and regularly reviewed and reflected in their plans in consultation with their family/carers.
  • There may be a risk management plan to keep the child and others safe.
  • Consideration given to application for an Education Health and Care needs assessment on basis of levels of development and complexity of need. Next steps to be determined in consultation with relevant professionals and parents/carers.
     

Teaching and learning strategies/curriculum and interventions

  • More frequent multiagency reviews to work through ‘plan, do review’ cycles.
  • Intervention planned at the family and school levels and measured against SMART targets.
  • Continued prioritising of the child’s voice.
     

Social, Emotional and Mental Health: PfA Outcomes and Provision

Please note, some neurodiverse individuals may not show some of the skills below due to differences in the area of social communication and/or a preference for their own company. This should be noted throughout any assessment and provision planning.

Employability/Education

  • Child will have the social and emotional skills and resilience required to be able to adapt to change and new environments.
  • Child will be able to regulate basic feelings; developing skills such as waiting to take a turn in an activity or when wanting to share news with an adult.

Independence

  • Child will develop a growing awareness of independent living skills through real-world play (kitchens, DIY, cleaning).
  • Child will be able to sit alongside peers to access mealtimes and snack times, developing the skills to pass out plates, cutlery and cups to their peers and to take a turn to serve themselves and others.

Community Participation

  • Child will have social skills necessary to facilitate shared play and interaction with peers, developing a growing awareness of friendships to support emotional wellbeing and self- esteem.
  • Child will be able to recognise indicators of basic feelings in peers (happy and sad) and with support and modelling will respond accordingly at their developmental level (giving a hug to a peer who is crying for example).
  • With prompting, child will begin to develop an awareness of basic social conventions in interaction with other, for example, using please and thankyou when asking for or receiving things from others

Health

  • Child will attend necessary dental, medical and optical checks following parental direction and supervision.
  • Child will cooperate with self-care and personal hygiene routines with prompting and adult support as required.
  • Child will show awareness of basic feelings and will have the support and strategies required to promote resilience and emotional wellbeing.
     

Child will have hopefully reached expected outcomes in relation to EFYS ELG upon transition from Reception to Year 1 with specific reference to Personal, Social and Emotional Early Learning Goals: Building Relationships, Managing Self and Self-Regulation. 

Provision: Please refer to detail provided within the Teaching and Learning Strategies and Curriculum/Interventions sections of the Early Years Ranges Guidance on Social, Emotional and Mental Health.

Information from https://childrenandfamiliesnewcastle.org.uk/
Printed on January 11th 2026
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