Secondary R2i Resources

• If a child/ young person continues to require more targeted support, despite a strong universal provision offer, the R2i resources can be used to start unpicking their needs.
• R2i is an early identification and intervention tool and should be used at the earliest opportunity e.g. when a change in behaviour is noticed.
• Resources should not all be completed at once, they should form part of the assess, plan, do, review process. See the Flow Chart for an overview of how to use each assessment.
• Working hypotheses should be developed based on the information gathered and strategies of intervention should be linked to identified needs.
• The Summary Action Plan is a working document which can be used to record, analyse and review the information you have gathered at each stage.
• You do not need to complete all resources and the process can be paused if needs are being met.
• Strategies should be implemented consistently for at least half a term (around 6 weeks), before evaluating the impact. Strategies can then be adapted or tweaked, before moving on to the next stage if required.

• R2i is most effective as an early identification process. 
• Often secondary settings track student data to identify those that need further support and R2i assessments should be used as soon as changes in student behaviour/ data is recognised (e.g. a student has an increase in C1/ behaviour sanctions)
• Class teachers could initiate the R2i identification process through the initial concerns checklist.

• The purpose is to identify need as early as possible
• Play detective! Take a holistic and interactionist perspective
• It is a dynamic process that enables hypotheses generation at each assessment phase
• It can identify interventions and strategies that are matched to need
• It encourages team work and problem solving
• You can pause / punctuate the process if interactions/ strategies are effective. 

• Appoint an R2i Lead who is able to maintain and overview and drive R2i forward. This is most effective when the lead is a part of school SLT
• Embed R2i as a whole school approach and ensure it fits with existing systems in school for identifying need
• Have a team of key staff that are able to support with the completion and analysis of R2i assessments. This is often Head of Years or pastoral leads
• Support all staff to use R2i through regular training and workshops
  Establish problem solving groups for support, data analysis and collaboration
• Evidence impact through Summary Action Plans and case tracking.

• The Initial Concerns Assessment can be used by class teachers to initiate the R2i process and highlight young people to the R2i strategic team/ lead within school.
• The Round Robin assessment gains the perspective of a wider range of staff that interact with the young person.
• The CYP Voice Questionnaire gains the perspective of the young person. Guidance for using this resource can be found here.

• If concerns persist, further exploration is required into the young person’s Learning Environment and Developmental Environment.
• These should be completed in collaboration with wider staff to identify what is helping and hindering the young person within the school and home/community environment.

• It is important to gain the young person’s views and the views of their parents/ carers to develop a holistic overview of the young person’s strengths and needs
• The Family Views Questionnaire explores the perspective of parent/carers. Guidance for using this resource can be found here
• The My Views About School further explores the views of young people. 

• The Executive Functions Assessment can support unpicking of working memory, cognitive flexibility and inhibitory control. 
• ABC Analysis unpicks the function of behaviour and supports reflection on the triggers and consequences of observed behaviours. 

This toolkit can be used to further unpick specific SEMH needs following plan-do-review cycles from the original R2i toolkit. The toolkit provides a decision tree to help you consider whether further unpicking would be beneficial. Click here to access the toolkit.