A SENCO's Guide to Consistent Whole-School SEND Responses

You know that feeling when you get three completely different responses to the same student's struggles – sometimes all in one day. One colleague escalates immediately, another waits too long, and the third handles it perfectly but can't explain how they knew what to do.

This isn't happening because your team lacks skill or care. It's the inevitable result of having no shared framework for recognising when students need different levels of support. Every colleague is making individual judgement calls in stressful moments, and those calls vary wildly depending on experience, confidence, and what else is happening that day. However, we can change this situation using one straightforward system that fits into the staff meeting time you already have.

Key Takeaways

• Implement the 3-level CAPS behaviour support framework using one 15-minute staff meeting to reduce "Should I call you?" confusion
• Train your team to spot Level 2 moments before they escalate, using simple visual cues that work for any staff member including supply teachers
• Apply evidence-based "Low, Low, Slow" de-escalation techniques that any colleague can learn in a brief practice session during existing training time
• Create clear visual guides that give cover staff and new team members immediate clarity on your school's consistent approach
• Build more consistent responses across your whole team without adding meetings, paperwork, or training sessions to anyone's workload
• Evidence your systematic approach for Ofsted with built-in monitoring that happens during your normal learning walks and SENCO activities
• Access the free SENCO Behaviour Support Toolkit which includes 5 practical resources to easily get started with any approaches which fit your whole school

Strategy 1: Getting Everyone Speaking the Same Language - The CAPS 3-Level Behaviour Support System

Does your team know when to escalate behaviour concerns?

Here's what's happening in your school when responses vary wildly: students - especially those who process the world differently - can't settle when they don't know what reaction they'll get. One day, pushing work away gets gentle understanding. The next day, it gets firm boundaries and immediate sanctions. Some of your students therefore seem constantly on edge.

The CAPS 3-level behaviour support system changes this. When your team uses consistent responses, students start to understand what kind of support they can expect. They can use their energy for learning instead of constantly scanning for threat. As part of your Quality First Teaching approach, this systematic framework ensures every student gets appropriate support exactly when they need it.

How the Levels Work for Students and Staff:

Level 1: Classroom Support

What you see: Student responding to usual strategies, able to engage with learning, following familiar routines, expressing needs in ways that work for them.

What this means: Students are accessing their learning and coping well with current demands, although they may be showing early signs of finding things more challenging.

Staff response: Continue with normal classroom strategies, use agreed individual approaches, maintain usual routines.

Why it helps: Consistent responses help students understand their communication is heard and that different ways of expressing needs are accepted.

Level 2: Additional Support Needed

What you see: Student finding current strategies less helpful, showing signs they need additional support, expressing distress or overwhelm in various ways, or indicating the environment isn't meeting their needs right now.

What this means: Students are communicating through their behaviour that current conditions feel challenging or overwhelming. They would benefit from additional understanding and support.

Staff response: Provide additional adult support, consider environmental adjustments, use agreed calming strategies, offer alternative spaces if helpful.

Why it helps: Responding to early signs of distress prevents situations from becoming more overwhelming and shows students their needs matter.

Level 3: Urgent Response

What you see: Student in significant distress, safety concerns present, current approaches not meeting their immediate needs, high levels of overwhelm evident.

What this means: Students are experiencing significant overwhelm and need immediate, skilled support to feel safe and understood.

Staff response: Call for immediate team support, prioritise safety and emotional support, create calm space, use crisis de-escalation approaches.

Why it helps: Swift, compassionate response during crisis helps restore safety and shows students they won't be abandoned when struggling most.

The CAPS visual guide shows exactly how to make these distinctions clear for any staff member, including supply teachers who've never met your students.

You can access ready-to-print CAPS visual guides and classroom resources in the SENCO Behaviour Support Toolkit - designed specifically to save busy SENCOs the hours of development time.

The 10-Minute Staff Meeting Session:

Minutes 1-2: Set the Context "We're introducing a simple system that helps everyone know when to call for support. It's about being clearer on what we're already doing well…"

Minutes 3-7: Practice with Scenarios Put these three scenarios on screen and ask: "What level?" Allow brief discussion after each:

Scenario 1: "Jamie is finding maths challenging today, fidgeting more than usual, but responding when you check in and able to continue with support." Answer: Level 1 - usual classroom support continues

Scenario 2: "Aisha has pushed her work away, said 'This is stupid,' and is starting to pace around the classroom. Other children are beginning to look over." Answer: Level 2 - call for additional support before this escalates

Scenario 3: "Marcus has thrown his pencil case, other children are looking worried, and he's shouting that he wants to go home. The classroom has gone quiet." Answer: Level 3 - urgent response needed

Minutes 8-10: Visual Guide and Questions Show your simple visual guide that will go in every classroom. Address any immediate questions: "What about when I'm not sure between levels?" (Answer: err on the side of calling for support early)

The CAPS implementation package includes meeting scripts, scenario cards, and ready-made visual guides that you can use immediately.

Why This Helps Your Students:

When responses are more predictable, students can use their energy for learning rather than trying to work out how adults will react. They begin to understand that expressing distress or struggle leads to support and understanding, not judgment. This trust is essential for all students, and particularly important for those who may communicate their needs in ways that are different from neurotypical expectations.

Rather than learning to mask their difficulties, students learn that their authentic expressions of need will be met with compassion and appropriate support.

Training Your Whole Team for Consistent Behaviour Support:

Your teaching assistants are often your secret weapon - they spot the warning signs before class teachers do because they can focus on individual students while teachers manage thirty others. Train them with this simple phrase: "I'm noticing some Level 2 signs with Jamie - shall I stay close?"

This does three brilliant things: prevents escalation, shows you value their expertise, and keeps everyone on the same page. Your TAs will feel more confident about when to step in, rather than second-guessing themselves.

Supply teachers get immediate clarity too. They don't need to know that Marcus struggles with transitions or that Aisha needs movement breaks - they just need to recognise the universal patterns. Your visual guides give them instant confidence about how your school handles different levels of need.

Strategy 2: The 5-Minute De-escalation Training That Works in Practice

Most staff members can learn to support a struggling student more effectively when they know these straightforward techniques.

Research suggests that children often respond to the emotional state of adults around them. When your staff remain calmer and use approaches that feel safe and respectful, students often feel more able to communicate their needs effectively. This isn't about having perfect words - it's about creating conditions where students feel heard and supported.

The "Low, Low, Slow" approach often works because it can communicate respect and safety. Lower your voice, lower your body position, slow your speech - these changes help show a student that you're there to understand and support, not to judge or control.

The Entering Phase (First 60 seconds):

Your staff member's first minute often sets up what follows. Train your team with this specific sequence:

Before approaching:

Take one grounding breath

Remind yourself: "I'm here to help, not fix immediately"

Check your own stress level

When approaching:

Move slowly and purposefully (not urgently)

Position yourself at an angle, not directly facing

Lower your body position if the student is sitting

Keep 2-3 metres distance initially

What to say:

"I'm here to work with you" (builds connection)

"I can see this is tough right now" (acknowledges without questioning)

NOT "What's wrong?" or "Why did you do that?" (demands explanation when thinking brain might not be available)

The Connecting Phase (5-10 minutes):

This is where understanding the psychology really helps your staff. Daniel Siegel's research shows that naming emotions can reduce their intensity - helping to calm the amygdala. Train your staff with these specific approaches:

Notice and Name:

"I can see your hands are in fists - that often happens when we're feeling really frustrated"

"Your breathing looks quite fast - that happens when our body is feeling worried"

"You've moved away from your work - sometimes that means things feel too hard right now"

Validate Without Agreeing to Behaviour:

"It makes sense that you'd feel angry about that" (validates emotion)

"That sounds really frustrating" (shows understanding)

"I can see why that would be upsetting" (acknowledges their experience)

Show Curiosity:

"I'm wondering what this feels like for you right now"

"Help me understand what would make this feel better"

"What does your body need right now?"

Simple Grounding Techniques Any Staff Member Can Offer:

Remember that sensory preferences vary greatly between individuals. Offer choices and respect if a student declines a particular approach:

Physical awareness techniques (for those who find these helpful):

"Would you like to feel your feet on the floor - notice if they feel warm or cool?"

"Some people find it helpful to press their hands together gently - would you like to try?"

"Would it help to put our hands on this table and feel how solid it is?"

Sensory awareness (adapt to individual preferences):

"Would it help to look around for three things that are your favourite colour?"

"Some people find it calming to listen carefully - what sounds can you notice?"

"Would you like to step outside and feel the fresh air?"

Simple movement (if the student finds movement helpful):

"Would you like to stretch up tall, or would you prefer to sit quietly?"

"Some people find rolling their shoulders helpful - others prefer to stay still"

"Would a slow walk help, or would you rather stay here?"

Always offer these as genuine choices, not instructions. Some students may find sensory techniques overwhelming rather than helpful, and that's completely valid. The goal is offering support in ways that feel right for each individual.

Your 5-Minute Team Training Session:

Set this up as practical rehearsal, not theory:

Step 1 (2 minutes): Have someone sit in a chair looking frustrated. Practice the approach:

Enter slowly, crouch down to their level

Say: "I can see you're having a tough time"

Wait for 10 seconds. Don't rush to fix or solve

Try one grounding technique: "Let's both take a slow breath together"

Step 2 (2 minutes): Swap roles so everyone practices both sides

Step 3 (1 minute): Quick discussion: "What felt different about waiting before trying to solve?"

This simple sequence gives any staff member - from your most experienced teacher to your newest teaching assistant - a more confident way to help when students are struggling.

This simple sequence gives any staff member - from your most experienced teacher to your newest teaching assistant - a more confident way to help when students are struggling. The free toolkit includes detailed Level 2 guidance with specific de-escalation strategies and emotional coaching techniques that you can access at oltinternational.net/senco-behaviour-support-toolkit

Why This Often Supports Students:

When adults respond with genuine curiosity and respect to expressions of distress, students learn that their experiences are valid and worthy of understanding. They begin to trust that struggling doesn't mean judgment or punishment - it means someone cares about their wellbeing. This is particularly important for students who may have experienced their natural ways of responding to the world being seen as "wrong" or "difficult."

This approach helps build genuine trust and communication skills, rather than teaching students to suppress their authentic responses to challenging situations. When implemented consistently across your school, these techniques support the inclusive environment that Ofsted looks for while genuinely improving wellbeing for both students and staff.

The de-escalation cards in the toolkit provide ready-to-use scripts for these moments, removing some pressure for staff to find perfect words when they're also managing their own stress responses.

Strategy 3: Making It Work for Real Schools - Implementation That Lasts

The best behaviour support framework is worthless if it doesn't fit your actual working conditions.

You know your school's reality: limited meeting time, staff turnover, competing priorities, and the constant pressure to keep everything running smoothly while meeting Ofsted expectations. Any new approach needs to work within these constraints, not require you to overcome them.

The key is building on what's already working rather than replacing everything. Your team already has effective strategies - this framework simply helps them use these consistently and know when to call for support.

Working Within Your Existing Meeting Structure:

Most schools can implement this using existing 15-minute slots in staff meetings or training sessions you're already running. Here's a realistic timeline that fits around your other priorities:

Month 1: Foundation (15 minutes in one staff meeting)

• Introduce the CAPS levels using your scenario practice session
• Distribute and explain the visual guide for classrooms
• Set expectation: "Try using the language for two weeks, then we'll check how it's going"
• Quick discussion: "How are the CAPS levels working? Any questions?"
• Address common issues: "What if I'm not sure between Level 1 and 2?"

Month 2: Building Skills (10 minutes in staff meeting)

• Practice de-escalation phrases using the role-play session
• Emphasise: "You're probably already doing much of this - we're just making it consistent"
• Share the de-escalation prompt cards for staff to keep handy

Month 3: Integration (10 minutes in staff meeting)

• Review what's working using real examples from your school
• Introduce basic PACE antecedent spotting: "What patterns are we noticing?"
• Plan any adjustments needed for your specific context

You're not creating extra data collection here - you're just having the conversations you'd be having anyway, but with more structure. The free PACE framework resource provides a 10-minute collaborative tool for understanding behaviour patterns and developing targeted support strategies that work in busy classroom environments.

Integrating the PACE Framework Naturally:

PACE (Positive Approaches to Classroom Engagement) works alongside CAPS by helping staff spot the early signs that suggest Level 2 support might be needed. Train your team to notice:

Antecedent patterns: "Marcus always struggles after break on Mondays" - this suggests preparing Level 2 support proactively rather than waiting for escalation.

Environmental factors: "The classroom feels overwhelming today" - simple accommodations can prevent many Level 2 situations developing.

Task-related difficulties: "She's avoiding the writing task" - catching this early with appropriate support often prevents behavioural responses.

Your team probably already notices these patterns. PACE simply gives them a quick way to share this information and plan responses.

Making It Work for Different Staff Groups:

Teaching Assistants: Your Early Warning System TAs often spot patterns before teachers do because they can focus on individual students while teachers manage the whole class. Train them with specific language:

• "I'm noticing some Level 2 signs with Jamie - shall I stay close?"
• "This feels like antecedent time - should we try the movement break?"
• "Sarah's showing her usual pre-maths anxiety - I'll get the fidget tools ready"
• Give them permission to act on these observations. This prevents problems and demonstrates their valuable expertise.

Lunchtime Staff: Focus on the essentials they need to know:

• Level 2: Student struggling, needs calm adult support - use "Low, Low, Slow"
• Level 3: Safety concern or high distress - call for immediate help
• Key phrases: "I can see this is hard" and "Let's find a calmer space"
• Put the CAPS visual guide in the staffroom with a simple note: "When in doubt, call for Level 2 support."

Cover Teachers: Classroom-Based Information Create a simple note for each classroom with essential information:

• "Level 2 strategies that work well for this class: movement breaks, quiet corner, fidget basket"
• "Students who might need proactive support: [names and simple strategies]"
• "Call the office for Level 2 support if you see pacing, work refusal, or raised voices"

New Staff: Building Confidence Quickly Pair them with experienced colleagues for the first few weeks. Give them:

• The CAPS visual guide for their classroom
• Three key de-escalation phrases to memorise
• Permission to call for Level 2 support liberally while they're learning
• Most new staff appreciate clear guidelines over being left to figure things out independently.

Addressing Realistic Concerns:

"We don't have time for extra meetings" - You're not adding meetings. You're using five-minute slots in existing sessions more effectively. Most staff appreciate clear guidance over lengthy discussions about complex cases.

"Some staff resist new approaches" - Start with willing colleagues. Success with early adopters often encourages others. Focus on how this supports their existing good practice rather than replacing it.

"What about leadership support?" - Present this as improving current systems rather than introducing something entirely new. Most senior leaders appreciate evidence-based approaches that reduce disruption and support staff confidence.

Simple Monitoring That Fits Your SENCO Role:

You don't need complex data systems to track progress. Monitor what you're probably already noticing during your normal learning walks and student support activities:

• Are staff calling for support at appropriate times during lessons?
• Do Level 2 interventions seem to prevent Level 3 situations developing?
• Are staff reporting more confidence in supporting behaviour during team meetings?
• Do individual student plans show fewer repeated incidents over time?

The toolkit includes simple monitoring approaches that take minutes rather than hours and provide clear evidence for leadership teams and Ofsted inspections.

Building Sustainability:

The approaches that last are those that feel helpful rather than burdensome. Focus on:

Starting small: Get CAPS levels working before adding other elements

Celebrating success: Notice when staff use the framework effectively

Adapting as needed: Your school's version might look different from others, and that's fine

Regular brief check-ins: Five-minute discussions in team meetings keep momentum going

This isn't about perfect implementation across your whole school immediately - it's about gradual, sustainable improvement that fits your school's reality and supports your workload rather than adding to it. When staff start saying "That's a Level 2 situation" or "Let me try some grounding first," you'll know the framework is becoming part of your school's culture.

The implementation guide in the toolkit breaks this down into manageable steps that work with typical SENCO workloads and school timetables, helping you introduce changes at a pace that supports rather than overwhelms your team.

Success Indicators You'll Notice During Your Normal SENCO Work

You don't need new data collection systems to know if this is working - you'll see changes during your usual learning walks, student support meetings, and daily interactions.

Within one term, you might notice:

In corridor conversations:

• Staff asking "Is this Level 2?" instead of "Should I call you?"
• Comments like "I tried the grounding techniques and it really helped"
• Teaching assistants saying "I spotted the antecedents and stayed close"

During your regular support calls:

• Fewer crisis situations that could have been prevented with earlier intervention
• More calls that start with "This is Level 2, and I've tried X, Y, Z"
• Students arriving for support already partially settled rather than in full crisis

In classroom observations:

• Supply teachers mentioning that your visual guides helped them know how to respond
• Staff naturally positioning themselves at an angle during difficult moments
• More consistent use of calm, lower voices when students are struggling

By the end of two terms, look for:

Student responses:

• Students expressing appreciation for feeling understood during difficult moments
• Young people saying things like "Miss helped me when I was upset" rather than "I got in trouble"
• Students becoming more comfortable seeking help when they need it
• Increased trust between students and staff, particularly among those who previously struggled to feel understood

Staff confidence:

• Colleagues approaching struggling students with curiosity rather than anxiety
• New staff asking more specific questions about individual student needs and preferences
• More conversations focused on understanding and meeting needs rather than managing behaviours
• Staff reporting they feel more confident supporting neurodivergent students

Parent feedback:

• Comments that their child feels more accepted and understood at school
• Parents mentioning their child talks about teachers who "get them"
• Fewer concerns about their child being misunderstood or seen as problematic
• Parents asking about extending similar understanding approaches at home

What you probably won't see:

• All students responding in neurotypical ways (that's not the goal, nor should it be)
• Immediate changes in how students express distress (authentic expression should be respected)
• Staff using identical responses (individual differences require different approaches)
• Students masking their difficulties to appear "compliant"
• These aren't dramatic transformations - they're the gradual shifts toward a more inclusive environment where all students feel their authentic selves are welcomed and supported.

Frequently Asked Questions

"What if a student needs different approaches to the standard CAPS responses?"

The CAPS levels stay the same, but the specific strategies within each level adapt to individual needs and preferences. Some examples might include:

• Visual supports and extra processing time for students who benefit from these approaches
• Movement breaks and sensory tools for students who find these helpful
• Clear information about what's happening next for students who need more predictability
• Emphasis on choice and control for students whose past experiences make this particularly important
• Different communication styles for students who process language differently

The framework provides consistency in when to offer additional support, while recognising that how that support looks will vary significantly based on each student's individual neurotype, experiences, and preferences. Your individual student plans work alongside CAPS, ensuring approaches honour each student's unique way of being in the world.

"How do we handle staff who say 'This is just common sense' and resist using the framework?"

Acknowledge that they're already using excellent instincts - this framework helps everyone else develop similar skills. Try this approach:

• "You're absolutely right, you do this naturally. Could you help train others in what you do?"
• Focus on how it supports newer staff and supply teachers rather than changing experienced practice
• Emphasise that it gives them backup when their usual approaches aren't working

Most resistance reduces when people see the framework supporting rather than replacing their expertise. Start with willing colleagues - success with early adopters often encourages others naturally.

"What about students who escalate very quickly and seem to skip Level 2 entirely?"

Some students do move rapidly between levels, which can happen for various reasons including past experiences that trigger strong responses, high anxiety levels, or processing differences that make transitions challenging. For these students, your approach shifts to prevention:

• Use PACE antecedent spotting to prepare Level 2 support before known triggers occur
• Build in proactive breaks during times that are typically difficult for individual students
• Have appropriate tools and calm spaces ready before potentially challenging activities
• Brief staff about early warning signs that may be subtle but are predictable for particular students

The PACE toolkit specifically helps identify these individual patterns so you can respond proactively rather than reactively.

"How do we manage this with limited support staff and tight budgets?"

Start with what you have rather than what you need:

• Level 2 often means intensifying current support, not calling additional people
• Teaching assistants can provide Level 2 support by staying close and using de-escalation techniques
• Quiet spaces don't require expensive resources - a book corner, corridor seat, or designated classroom area often works
• Consider flexible deployment of existing staff during known high-risk times

Focus on training existing staff in techniques that prevent the need for additional resources. A five-minute Level 2 intervention often prevents the 45-minute Level 3 response that ties up multiple staff members.

Getting Started This Week

These techniques work because they're based on how students actually respond to stress and support. You don't need to wait for the perfect training day or complete behaviour support overhaul - you can start building consistency with your next staff meeting.

Get your free SENCO Behaviour Support Toolkit - 5 practical resources including:

• Complete CAPS implementation guide for school-wide behaviour support systems
• Level 2 de-escalation strategies with specific techniques for challenging moments
• PACE framework for understanding and addressing behaviour patterns in 10 minutes
• Staff debrief guidance for supporting colleagues after difficult incidents
• Whole-school approach guide for consistent, effective behaviour management

These are part of the STEPS approach to whole-school SEND provision - practical tools that work in real UK classrooms with real constraints. No design work needed, no complex systems to learn.

Download the free toolkit now to give your team the clear, consistent guidance they need to support every student effectively.

When your team starts asking "What does this student need right now?" instead of "What should I do about this behaviour?", you'll know you're building the understanding, inclusive environment where every student can authentically thrive.