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How to develop a more therapeutic whole school approach to managing behaviour

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 Consider those demonstrating withdrawn as well as more challenging behaviours.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

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