Professional Documents
Culture Documents
Behaviour Toolkit
September 2015
(Working Document)
PBST (Primary Behaviour Support Team)
Advisory Officer - Behaviour
tim.mellors@northlincs.gov.uk
Index
PAGES
9 OFSTED
10 Signposting
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Introduction & Rationale
This document has been written to support the North Lincolnshire Educational Psychology and
Specialist Teaching Teams publication: Special Educational Needs Support, The Graduated
Approach.
The SEN support should take the form of a four-part cycle (assess, plan, do, review) through
which earlier decisions and actions are revisited, refined and revised with a growing
understanding of the pupils needs and of what supports the pupil in making good progress
and securing good outcomes. This is known as the graduated approach. (SEN CODE JAN 15 para.
6.44)
The expectation is that two cycles of assess, plan, do and review are
completed as part of the graduated approach. The Behaviour Toolkit is for all
teaching and support staff in schools to use as a resource at the point of
Universal delivery.
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Challenging behaviour is best understood not as a need in itself, but as a consequence of unmet
needs; be those unmet social & emotional needs, unmet communication needs, unmet
physical & sensory needs, or unmet learning needs. The following principles are helpful when
thinking about any behaviour causing concern:
Behaviour is something that people do, and is not what people are
Children do well if they can
Children behave well if they can
Behaviour can change
Positive, pro-social behaviour can be learned
Behaviour does not occur in a vacuum, and its meaning can only be
understood within the context in which it occurs
There are always exceptions to challenging behaviour
The behaviour of children is often closely linked to the expectations of adults
Communication what is the child communicating through this behaviour?
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The
Behaviour Toolkit:
- Guidance for
Schools
The Behaviour Toolkit Guidance
Asking teachers to think about their own classroom practice may seem unnecessary, but we know
that even small changes in a classroom environment can make a tremendous difference to
the learning experiences of young people and can have a positive impact on their behaviour.
The Classroom Environment Audit document is designed to help teachers reflect on their
individual classroom practice, whilst acknowledging the constraints that individual teachers may
be facing in differing settings.
High quality teaching, differentiated for individual pupils, is the first step in responding to pupils
who have or may have SEN.....Schools should regularly and carefully review the quality of
teaching for all pupils including those at risk of underachievement. (SEN Code Jan 15 para 6.37)
This should include high quality and accurate formative assessments, using effective tools and
early assessment materials. (SEN Code Jan 15 para 6.38)
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Behaviour For Learning
The Classroom Environment Audit
It is the individual class teachers responsibility to manage the learning environment in such a
way that enables children to do their best. Therefore, it is sometimes necessary to go back to
basics and check the foundations of your classroom practice.
The audit tool is designed to support teachers to reflect on their strengths and to help identify
positive change and/or areas for future development. The audit may well identify opportunities for
continuing professional development and/or the need for additional support.
The outcome of the audit should be the focus of any initial discussions with the SENCo or
Pastoral Manager or Lead Behaviour teacher regarding any individual child causing concern.
Visually, the learning environment should be appealing, relate to the learning objective and be
accessible to pupils, but not over-whelming.
Furniture positioning is crucial. The class teacher should be able to scan the whole room from
their teaching position. Consider the layout of the tables and the seating plan.
Consider the acoustics in uncarpeted rooms avoid unnecessary movements e.g. have
equipment ready and available on the table. Label resources for ease of access.
If support staff are allocated to the lesson, then they should know ahead of the session what
the lesson is about and be clear about their role in that session. It is the class teachers
responsibility to make provision for all the young people in the group differentiation is the
responsibility of the class teacher.
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(iii) Curriculum
Differentiate, differentiate, differentiate! The SEN Code of Practice is clear that the
responsibility for making appropriate provision for the learning of young people with additional
needs lies with the class teacher. The match between task and pupil ability is crucial. If the task is
too hard pupils will become discouraged and disengaged. If too easy then this provides opportunity
for off-task behaviours.
Keep the teaching input at an appropriate length, thinking about the concentration span of
your pupils this is age dependent. Consider the pace of the lesson. Think about short sections
of input interwoven with short tasks. Structure the lesson with opportunities for pupils to work
both independently and collaboratively with peers. If the lesson is balanced, pupils will be more
engaged. Consider the language levels of the pupils and allow pupils time for processing
spoken language. Give opportunities for pupils to verbally discuss and rehearse responses
before providing written work.
Time management is important with respect to completing tasks. It is crucial that pupils are given
sufficient time to complete the task. Have resources available for those who finish more quickly.
Remember to give sufficient time for pupils to record their homework if it isnt recorded then the
pupil is a lot less likely to complete it.
Regularly bring all the pupils back as a group (teaching points, mini plenary) to collectively
check that their learning is progressing as you anticipated. If youve misjudged the task (and
everyone does at some point) then be flexible and amend the session as it progresses. It is better
to change the task away from the lesson plan, rather than pursuing activities which dont result in
learning taking place for the young people.
(iv) Relationships
Respect is mutual and needs to be earned by both parties. Pupils respect teachers who have
clear boundaries, are fair and consistent.
Knowing the young people as individuals is important. Even more so in KS3 and 4 where staff
have a significant turn over of young people during their working week. Make sure you are aware
of any additional information about the children. Ask the SENCo / Pastoral manager if you are
unsure.
Rewards and sanctions should be determined with the pupils so that they have ownership and
responsibility. Rewards are more effective if they are kept varied.
Be explicit about commenting on any desired behaviour you do want to see. This positively
reinforces what you want, rewards those achieving it and acts as a role model to others. Ask
yourself just what are the rewards for the young person in your class who is consistently on task
and compliant?
If a child needs managing then do so discreetly remembering to convey the message that it is
the behaviour that is not wanted, rather than the child. Avoid the use of sarcasm or shame, even in
jest.
Operate a clean slate policy so pupils know that they have the opportunity to do it differently
next time. Establish mutual regard and the pupils will be more likely to respond to your efforts to
manage their learning.
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When concerns persist about an individual pupil
Considering the pupils perspective allows a class teacher to use this information to support
managing individual pupils and the whole class dynamic. This will also help inform any
subsequent discussions around individual pupils.
It may often be clear to us why a child or young person is behaving in a certain way. For example,
if a youngster has experienced a bereavement we might anticipate the child showing signs of
sadness or withdrawal. At other times it is unclear why a child or young person is behaving in a
certain way and we may be puzzled or troubled by the behaviour being presented. It is in these
situations that we need to develop a working hypothesis. Often, when we ask children and
young people about their behaviour they are unable to explain it. This is why adults should
develop possible explanations and test these out systematically. If a working hypothesis is
correct then the strategies developed and implemented are seen to have a positive effect.
Conversely, if no change occurs then a different working hypothesis may need to be considered.
The Step by Step Guidance flowcharts give a systematic approach to how behavioural
concerns are managed (p11-16).
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Behaviour and Ofsted (Jan 2015)
Judgements focus on the following:
The extent to which pupils attitude to learning help or hinder their progress in lessons
inspectors may consider how quickly pupils settle at the start of lessons, whether they have
the right equipment, their willingness to answer questions, whether they remain focused
when working on their own, the tidiness of their work and the pride they show in its
presentation, and the overall effort they make
Pupils attitudes to school, conduct and behaviour, during and outside of lessons and their
attitudes to other pupils, teachers and other staff, including the prevalence of low-level
disruption
the schools analysis of, and response to, pupils behaviour over time, for example
incident logs and records of rewards and sanctions
rates, patterns of and reasons for fixed-period and permanent exclusions,51 and
whether they fall within statutory guidance and regulations on exclusions,52 including the
number of pupils taken off roll in the last year as a result of factors related to
behaviour, safety and attendance
any evidence of the use of unofficial exclusion or any evidence that a pupil has been
removed from a school unlawfully
A lesson achieving Good requires:
Pupils attitudes to all aspects of learning are consistently positive, including when being taught
as a whole class or working on their own or in small groups. These positive attitudes have a good
impact on the progress the pupils make.
Pupils are properly prepared for each lesson, bring the right equipment and are ready and eager
to learn.
Pupils respond very quickly to staffs instructions and requests, allowing lessons to flow smoothly
and without interruption. Low-level disruption in lessons is rare.
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Signposting
Other related information and resources are available either online or from the Primary Behaviour
Support Team are:
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Five Step School Interventions
(Overview)
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Step 5: Discussion / Referral - External Agencies
(Targeted Intervention)
Concern Concern
resolved remains
Go to Step 2
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Step 2: Information Gathering & Roles
Undertake EHA
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Step 3: Creating a working hypothesis
and initial Action Plan (AP)
AP is shared with the pupil / parents and any other agencies already involved
TAC Review AP
Parent & pupil involved
Concern
resolved no Concern
further action improved -
required maintain actions
Concern remains
Go to Step 4
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Step 4: Review and Revise
Identify further
opportunities
Second TAC meeting with Parent/Carers and for support /
pupil (as appropriate) training e.g.
Review, Revise and create 2nd AP teacher
coaching,
Implement new AP (notional 4-6 weeks)
Identify SEN
Continue EHA
costs
GO TO STEP 5
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Step 5: External Agencies
(Targeted Intervention)
Early Help
Assessment Review
Referral to the PBST (EHA)
(Primary Behaviour
Support Service)
Educational
Psychology Service
SENDAP (EPS)
CAMNET
SALT
Families Support (Speech & Lang)
Services
CAMHS
School Nurse
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The Assessment Tool
Rationale:
This tool would be an appropriate first step as part of a graduated response to a newly identified
need.
This tool is designed to be used by SENCOs, Pastoral Managers or Lead Behaviour Teachers to
gather information around a young person where there are emerging concerns about their
learning and behaviour.
It is anticipated that this document would be completed via a collaborative discussion between
people who know the pupil best. It is intended to be an assessment over time and there may be a
need to undertake further data collection to answer certain sections. The information can then help
to determine the way forward at a meeting between staff and parents/carers.
The timescale for the completion of this assessment tool is dependent on the availability of
prerequisite information such as parent and pupil views. It should take approximately 1 hour once
this information has been received.
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THE ASSESSMENT TOOL
1. Behaviour(s) causing concern at this time
It is important to acknowledge how difficult the situation may feel at this time. This initial section aims to
identify all the current concerns. However, there is a need to identify which behaviour will be prioritised for
any subsequent intervention. Ranking the behaviours will help staff to identify the prioritised behaviour.
Identify just ONE behaviour that you wish to support to change. This will be the prioritised
behaviour. The prioritised behaviour is:
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Duration (How long does it
typically last?)
Under what circumstances is (Ask colleagues for additional information. The Round Robin proforma
the behaviour least likely to available from the PBST could support this.)
occur?
Triggers: Are you able to (This can sometimes be difficult. What is your best guess?)
identify what may happen
BEFORE an incident occurs?
For example:
- something being said?
- noises?
- requests being made?
- tasks being given?
- physical proximity of others?
- other?
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How can more appropriate
behaviour be reinforced /
encouraged?
3. Wider context: What else might be happening for this young person?
This section helps identify any other factors which might be having an impact on the current situation.
Take a step back and look holistically at the wider context at home, school and in the community both
currently and historically. Check the records held on the young person, especially if they are new to your
school.
External factors: (e.g. illness, homelessness, domestic violence)
Are you aware of any external
factors (at home, school or in
the community) which may
currently be important?
School events:
Have there been any significant
school events that may have
affected the child?
(transition, different staff)
Historical events:
Anything which may be having
an ongoing impact?
(bereavement, separation etc)
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4. Strengths
Sections 1-3 have explored the current concerns in great detail. This section aims to look at what is
working well and identify exceptions to the difficult behaviour which might support a way forward
learning?
behaviour?
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What are the parent/carers views
about the current situation?
5. Possible explanations:
All behaviour happens for a reason. It is a form of communication. When thinking about an
individual young person it is useful to develop a possible explanation, or a working hypothesis,
about why the behaviour might be happening.
All children and young people function within systems (home, school, community) which interact
and overlap with each other. Therefore, information about all the factors in the young persons life
needs to be considered. Only by doing this can we begin to fully develop our understanding of
their behaviour and so formulate working hypotheses.
Adults should develop possible explanations and test these out systematically. If a working
hypothesis is correct then the strategies developed and implemented will be seen to have a
positive effect. Conversely, if no change occurs then a different working hypothesis may need to
be considered. The next section aims to support the adults to find an appropriate way forward.
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What are the possible explanations for the behaviour currently being presented?
Given the information collated in this document consider the following possible explanations. Considering
how likely this explanation is, use the scale (where 0 means very unlikely and 5 means very likely) to rate
each one. Consider the following questions/prompts:
For this young person, is negative attention better than no attention at all?
Could this behaviour be an expression of anxiety?
Does the behaviour mean they achieve a desired activity or object?
Are they able to engage with the learning? Can they see the board? Has anyone checked their vision and/or
hearing?
Could they have an unmet learning or language need?
Is the behaviour about avoiding the task or activity? Is the alternative more motivating e.g. being sent out.
Do they understand what strong emotions can do to the brain and body?
Are they not able to express how they are feeling? Do they have the understanding or vocabulary to communicate
how they feel?
Could there be an unmet sensory need?
Do they have the necessary social skills and/or social understanding to interact appropriately with peers?
Possible explanation scale Notes
To gain attention from adults 012345
Other 012345
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6. Identifying Ways forward: Planning next steps
Having identified a possible explanation for the behaviour, use this to identify a suitable way forward. For
example, if you have identified that the young person engages more constructively when they have
increased autonomy then your possible explanation is about the need to be in control. Therefore, an
appropriate way forward might be the use of closed choices i.e. the young person is offered 2 choices but
the options are determined by the adult. Remember to consider the strengths you have previously
identified and the existing systems already in place.
Completed by:
Date:
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NOTES
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Behaviour for Learning: Classroom Environment Audit
This tool is designed for self-reflection but could be used in discussion with a supportive
peer/SENCo/Behaviour Leader.
Physical Factors 1 2 3 4 5
Lighting levels and temperature are conducive to learning
Sound level in the classroom is suitable
Sufficient space for movement with high traffic zones situated away from teaching space
Furniture is arranged to best effect but pupil tables can be altered to match task demand
Teaching position allows all areas to be scanned during teaching input
Classroom displays support learning and reflect pupil diversity
Materials required for tasks are easily accessible
Classroom management
Teacher arrives at classroom before pupils and greets pupils upon arrival
Established routines for entering/leaving the room and teacher determines the seating plan
Prior liaison with support staff means that they are appropriately prepared for the lesson
Support staff are clear about their role and remit in supporting learning in the classroom
Materials are distributed and collected in a timely and orderly manner
Teacher can gain attention of whole class and is prepared to wait until this is achieved
Teacher ensures that pupils are quiet and remain seated and whilst instructions are given
Oral instructions are clear and supported with visual resources e.g. visual timetable
Strategies are used to change the pace or mood of the lesson as appropriate
Curriculum
Pupils are clear about the learning objectives
Pupils understand what is being asked of them (pupils can explain task to adult / peer support)
Teacher is aware of the individual learning needs of pupils
Pupils have access to appropriately differentiated tasks which are achievable
There is an appropriate balance between teacher input and pupil led activity
There are opportunities for both independent and collaborative working with peers
Sufficient time is given to complete tasks but extension activities are available
Lessons have a clear structure with opportunities to review learning during the session
Understanding of key concepts and task demand is reviewed throughout the lesson
Sufficient time is given to ensure that pupils understand and have recorded homework tasks
Relationships
Teacher shows interest in each student as an individual
Teaching staff demonstrate that they are knowledgeable about individual pupil needs
Pupils are encouraged to be supportive of one another
Teacher acts as a role model for positive behaviour e.g. 3:1 ratio of praise to criticism
Teacher attempts to anticipate and deal with inappropriate behaviour
Teacher manages interruptions effectively
Pupils are told what is expected of them rather than what is not wanted
Rewards and sanctions (whole school policy) are clearly understood by the pupils
Rewards and sanctions are agreed and applied consistently by all adults
Conversations around issues with individual pupil behaviour are done discreetly without the use
of shaming
A range of strategies are used to manage pupil behaviour
Positive feedback is given to those pupils displaying appropriate behaviour for learning
Criticism is constructive
Rules
Rules are displayed and understood by pupils
Rules reflect whole school policy and are consistently reinforced and applied
Rules are positively phrased
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Round Robin Pupil _______________________
Assessment of Current Situation
Which subject do you teach the child for? Tick and enter a NC level
Reading __ French __ Art __
Writing __ ICT __ DT __
Spk/List __ RE __ PE __
Maths __ History __ Music __
Science __ Geography __ PSHE __
Number of children:
Maths group ____; English Group; ____; Class group ___;
Students Progress re: IEP targets set: State subject met in or N/A.
Target 1 _______________________________________________
Target 2 _______________________________________________
Target 3 _______________________________________________
Target 4 _______________________________________________
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Round Robin Pupil _____________________
Assessment of Current Situation
Date__________________________ Teacher____________________________
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