Tools for Schools
Things to consider:
- Focus on looking at behaviour as a communication, not just for SEND pupils. What is the behaviour trying to say? Consider those demonstrating withdrawn as well as more challenging behaviours.
- How are seldom-heard parent carers and parent carers of disadvantaged pupils involved in the production of the school’s Behaviour policy?
- How effecting is the school’s Behaviour policy for those with sensory processing and social communication differences? Consider developing a positive policy that has therapeutic thinking at its roots.
- Co-developing a new whole school Behaviour policy will take time. As an interim solution, add a clause into current behaviour policy to say that if a child is experiencing difficulties an individual plan will be created for them.
- Share a selection of behaviour policies with staff at a meeting so they can discuss what they like / don’t like to encourage ownership and co-development.
- Considering merging individual behaviour and learning plans so staff, parent carers and pupils have one plan to follow.
- How are pupils involved in the development of their own individualised self-regulation toolkit?
- Prepare and share de-escalation scripts for staff.
- Research external resource for good practice that will influence language and restorative approaches.
- Schedule time in for staff training with clear dates so staff understand the wider plan.
- Ensure the school has a supervision system to support staff to reflect upon practice. This is particularly important for those who are supporting vulnerable children.
Last updated 6 September 2021