What should a SENCo review when supporting a pupil following a significant traumatic life event?

Involve the SENCo when should a senco review when supporting a pupil following a significant traumatic life event is persistent, severe, worsening, affecting attendance or safety, or remains unclear after appropriate classroom teaching and adjustments.

Start with the pupil's experience

Talk with the pupil in a way they can access and ask what makes school easier, harder or more tiring. Gather the family’s knowledge and compare this with classroom observation, work samples, attendance or participation patterns and the pupil’s response to previous support. For traumatic life events, the same outward behaviour can have very different causes, so a description of the difficulty is more useful than an assumption about motive.

Apply this principle specifically to should a senco review when supporting a pupil following a significant traumatic life event. 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.

What school can do

For should a senco review when supporting a pupil following a significant traumatic life event, 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.

For should a senco review when supporting a pupil following a significant traumatic life event, 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.

Keep expectations ambitious and realistic

The practical test in this case is whether support for should a senco review when supporting a pupil following a significant traumatic life event changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Apply this principle specifically to should a senco review when supporting a pupil following a significant traumatic life event. 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.

Work with families and other professionals

The practical test in this case is whether support for should a senco review when supporting a pupil following a significant traumatic life event changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Review the response to should a senco review when supporting a pupil following a significant traumatic life event 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.

How to review impact

For should a senco review when supporting a pupil following a significant traumatic life event, 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.

Apply this principle specifically to should a senco review when supporting a pupil following a significant traumatic life event. 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.

Questions for the SENCo

Apply this principle specifically to should a senco review when supporting a pupil following a significant traumatic life event. 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.