Key adult and safe base plan template
A key adult and safe base plan names one trusted adult, fixed check-in times and a calm place the pupil can go to, with a back-up for when the key adult is away. For an anxious pupil it turns an unpredictable school day into one with a few reliable anchors.
A4 PDF · part of the free Calm Classroom pack · print as many as you need
How to use it
Choose the key adult by relationship, not by job title. A teaching assistant the pupil already trusts often works better than a senior leader.
Agree the back-up adult and how the pupil reaches the safe base before you need it, and tell the staff who teach them. A plan only works if the cover teacher knows it too.
What’s on it · Primary (Reception to Year 6)
One page that turns the soft start into a shared, written agreement — complete it with the child so it survives a supply teacher and means the same thing to you, the child, the parent and the SENCo.
- My key adult is: ……………… My back-up adult is: ………………
- When we talk: morning check-in at ……… · home-time check-in at ……… · and any time I show my card.
- Where I find them: ………………
- My soft start looks like: (a job, a quiet activity, the same way every day) ………………
- My safe space / base is: ……………… (chosen for dignity — the library corner, the pastoral area — not a 'time-out for being naughty') A calm adult who's there: ………………
- My exit card: ☐ I have one. When I show it, I can go to my safe base — no questions, no explaining, and I'm expected back.
- My link to home (transitional object) (toy, photo, something of a parent's): ……………… (I keep ………; Mum/carer keeps ………)
- What we do if my key adult is busy: ………………
- Reviewed on: ………
What’s on it · Secondary (Years 7 to 11)
One page that turns the arrangement into a shared, written agreement — complete it with the student so it survives a busy timetable and means the same thing to you, the student, the parent and the SENCo.
My key adult is: ……………… My back-up adult is: ……………… When we meet: start-of-day check-in at ……… · end-of-day check-in at ……… · and any time I show my card. Where we meet: ……………… My safe space / base is: ……………… (chosen for dignity — the library, a pastoral zone — not labelled 'Learning Support', somewhere others use for ordinary reasons) My exit / time-out card: ☐ I have one. When I put it on the desk I can walk to my base — no questions, no explaining, never a sanction, and I'm expected back. My quieter route / timing between lessons: ……………… Reviewed on: ………