How can a SENCo review support for coping with losing a game?

The same visible difficulty can arise from language demands, uncertainty, prior experiences, attention, memory, sensory load, skill gaps, relationships, fatigue or a mismatch between the task and the support available. Look for patterns across people, places and times of day, and compare difficult moments with occasions when coping with losing a game goes more successfully.

Bring together four sources of evidence

Review coping with losing a game using pupil voice, family information, classroom observation and concrete school evidence such as work, attendance, prompt levels or participation. None is sufficient alone. Look for convergence and for important differences between settings.

Check implementation before judging impact

Apply this principle specifically to can a senco review support for coping with losing a game. Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Make a decision

Review the response to can a senco review support for coping with losing a game using a short before-and-after comparison. Look across more than one occasion and include the pupil’s view where possible. A strategy is worth keeping when it produces a meaningful improvement in the intended outcome, not merely because adults feel busy or the pupil appears compliant.

Keep the response proportionate

For can a senco review support for coping with losing a game, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.

Further reading