Behaviour Support Team Rationale

BEHAVIOUR SUPPORT TEAM RATIONALE

BEHAVIOUR SUPPORT TEAM RATIONALE

At Notre Dame we place a high priority on promoting positive behaviour in all our students so that effective learning can take place.

Respect and the valuing of the individual, is one of the elements which contributes to the school’s ethos. Positive behaviour is important so that students learn respect for and tolerance of others, and are thus better prepared for adult life.

This Behaviour Support Team Rationale should be read in conjunction with the “Your Actions have Consequences” structure for managing behaviour in or outside of classrooms, and imposing sanctions where appropriate.

What is detailed here is the intention of the School to support positive changes in behaviour through ongoing behaviour management programmes. Both of these methods of managing student behaviour will be overseen by the Head of Behaviour Support and the Behaviour Support Team.

Behaviour Support staff endeavour to use an approach which encourages students to recognise the consequences of poor behaviour. For students who experience social or emotional or behavioural difficulties additional support may be required.

Behaviour Support Team (BST)

The BST meets weekly to monitor & plan the support for students experiencing a wide range of SEBD (Social, Emotional and Behavioural Difficulties), ranging from disruptive behaviour to concerns about withdrawn behaviour, non-attendance and physical/ mental well-being.

The principal aims of the BST are:

·  to co-ordinate approaches to the development of individual programmes for such students which promote self-esteem, social skills and an increased sense of responsibility which in turn promote improved behaviour and successful learning.

·  to make a major contribution to the development of whole school strategies for promoting positive behaviour and good attendance.

The format of weekly meetings:

·  Review caseload, plan and agree next steps for each student and share relevant information with staff.

·  Consider new referrals

·  Discuss any whole school issues, including policy and practice and make recommendations.

The role of Behaviour Support staff

The role of Behaviour Support staff is to:

·  Co-ordinate and collate assessment of needs for individual students.

·  These plans will make a major contribution to producing and operating individual education programme plans (Way Forward for Learning agreements – WFLA) for students referred to the Behaviour Team which set out clear targets and support strategies, together with systems of rewards and sanctions.

·  Undertake the role of key worker for students operating such programmes, monitoring and reviewing as necessary.

·  To make links with tutors, teaching staff and Heads of House so that all staff are updated with issues on behaviour.

·  Develop a range of support offered to students including intensive support for individuals or small groups.

·  Undertake additional provision and joint work with external agencies and other professionals.

·  Advise class teachers and other staff on appropriate strategies in relation to SEBD

·  Liaise with parents (in consultation with PSA & Learning Mentor)

Procedure

The decision to refer a pupil to the BST will normally be made by the Head of Behaviour Support from a referral from the Tutor, Head of Department or SLT, except in exceptional circumstances when the Headteacher may refer or a student covered by number 3 below is admitted.

Referral is made usually because existing support strategies & sanctions (Your Actions have Consequences) have not succeeded in meeting the needs of that student.

Criteria for Referral (Level 3 & 4 Intervention)

1.  Students who have been identified as experiencing social, emotional and behavioural difficulties (BESD).

2.  Students whose behaviour does not allow effective learning to take place and who do not respond to normal school expectations.

3.  Students who come to Notre Dame from a primary school or another secondary school with a history of behavioural difficulties.

4.  Students returning to school after exclusion

How is support accessed?

·  In the first instance the class teacher should refer their concerns to their Head of Department. The procedures set out in the “Action have Consequences” guidelines found in the Staff Handbook should be followed. If Departmental procedures, including positive incentives, have not re-engaged the student in Learning then the Head of Department should make a referral to the Head of Behaviour Support.

·  Tutors are expected to manage Level 1 & 2 Levels of Intervention and should be supported for advice & guidance by the Behaviour Support Team.

·  If there are issues which may be related to Child Protection they must be referred to the Child Protection Officers, Rob Fuller, Gerry Davies or Barbara Kirk.

·  Behaviour outside the classroom should be overseen by the SLT and staff on duty at break & lunch, although it is the responsibility of all teaching staff to monitor and correct poor behaviour at all times. This includes expectations over school uniform. Serious incidences should be referred to a member of the SLT in the first instance. Students found smoking should also be referred to the Head of Behaviour Support.

·  Students may cause concern for a variety of reasons, for example non-attendance, medical problems, family circumstances as well as emotional and behavioural difficulties. Behavioural difficulties include the whole spectrum of difficulties, from quiet, withdrawn behaviour to defiance and aggression.

This Rationale should be read in conjunction with other related policies: The School Mission Statement, the Behaviour Policy (Your Actions have Consequences), the Inclusion Statement, the Race Equality, Anti-Bullying, and Child Protection policies and statements on Rewards & Awards.

Appendix 1:

Levels of Intervention

·  Level 4 – High level of intervention – often one-to-one. WFLA.

Cases include support from outside agencies SA+/ CP/ LAC

Persistant absence, poor family support. Individualised Support.

·  Level 3 – Significant intervention through WFLA & Amber Reports to

Head of Behaviour Support – various forms of support. Some

outside support – counselling, parental meetings, Absenteeism,

family working with school (PSA/ Learning Mentor & Triage) Triage

group supporting attendance & organisation/ non-smoking

·  Level 2 – Intervention through Green Reports & support from

Tutors/ Heads of Department - In school support – support

from “trusted” staff member/ tutor. Low level of absences – need for consistency in class.

Subject staff aware of specific needs/ work in Departments

·  Level 1 – Support from Tutor. Light touch but highlighted.

Support from peers & Tutor – mentoring

Absenteeism not main issue – peer relationships need developing. May not present in majority of lessons

·  Anticipation of Needs – Students who may need intervention at some time in their school life dependent upon past attendance, home or family life. All LAC (Looked after Children)/ EAL/ Traveller students should be considered in this category.

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