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Behaviour and well-being

All schools and colleges are under pressure to show how they are increasing pupil attainment and achievement. Centre to being able to drive improvements for children and young people are settings developing a whole school approach to social, emotional wellbeing.

There is a clear expectation that schools and education settings must make reasonable adjustments and ‘best endeavours’ will be made to enable the child to succeed.

In some schools and settings, staff may need support to shift how they view the child’s behaviour. This could include:

  • Supporting staff to understand that behaviour is a form of communication. A child is not being naughty – his or her behaviour is telling us we haven’t met his/her emotional or physical need in an appropriate way and/or expectations are too high.
  • Developing a whole school / setting therapeutic understanding of behaviour.
  • Developing a more positive and consistent use of language across the setting. Language scripts can support this change.
  • Modelling the use of language and strategies to shift staff culture.
  • Review behaviour policies to ensure they reflect these approaches.

The behaviour policy should reflect the needs of:

  • children and young people with adverse childhood experiences; and
  • SEMH pupils – this could specifically include a reference to SEMH needs of pupils.

The behaviour policy could be supported by an action plan/risk assessment enabling the whole school team to be consistent in approach and understanding of need.

Last updated 9 March 2021

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