BEHAVIOUR SUPPORT PLAN GUIDANCE
WHAT IS THE PURPOSE OF A BEHAVIOUR SUPPORT PLAN?
A Behaviour Support Plan (BSP) is a school-based intervention which will meet the needs of the pupil in order to support management of their behaviour to promote successful learning and healthy emotional wellbeing.
Additional guidance on how to put a BSP together and how to conduct a planning meeting is available through a consultation meeting – see flow chart.
WHO SHOULD HAVE A BSP?
Criteria:
· At risk of failure at school through disaffection
· Behaviour is deteriorating
· Multiple fixed term exclusions
A BSP should complement, and not be used to replace the following:
- CAF
- IEP
- PEP (for Looked After Children)
A BSP is useful in supporting the EHCP process.
WHAT WILL A BSP AIM TO ACHIEVE?
It will aim to:
- Meet the needs of the pupil
- Identify triggers to behaviour
- Provide clear evidence of what has worked and what has not
- Identify clear measurable targets and goals
- Provide support, strategies and intervention
- Identify positive reinforcement as well as sanctions
For a BSP to be successful it should actively involve school staff, pupils and their parents. A BSP may also include support from other agencies.
HOW SHOULD A BSP BE SET UP?
Ø School will need to invite the parents/carers to an initial planning meeting where a draft BSP is discussed (example of a BSP template is included with this guidance)
Ø A BSP should include the views of the pupil, parents/carers and staff. (questionnaires are included with this guidance)
Ø Some parents/carers can find these meetings stressful and uncomfortable. Therefore, it is advisable to limit attendees to only relevant staff
Ø It is good practice to invite the pupil to attend part of the meeting. However, it is important to consider that this may not be appropriate for some pupils
Ø It is advisable to allow a minimum of one hour for these meetings and to ensure that staff are available to attend
Ø It is the school’s responsibility to chair and minute the meeting. Actions should be agreed and a date should be set for the next meeting (the recommendation is that the BSP is reviewed after 6 school weeks)
Ø Schools may wish to refer to the BST before the review meeting takes place (see flow chart)
Ø After each review a new version of the BSP should be created. However, it is advisable to keep a chronology at the end of the current BSP showing all previous reviews and actions.
Behaviour Support Plan
Parent/Carer questionnaire
Child’s name: / DOB:School:
How is your child’s behaviour at home?
What are your child’s strengths?
What are your child’s needs?
What needs to change?
Parent Consent
I / We have no objections to my / our * child’s needs being discussed with staff at the school working with my child and other relevant agencies (i.e. Behaviour Support Team)
Parent(s)/Carer(s) Signature: ……………………………….. Date: …………………….
Behaviour Support Plan
Pupil Questionnaire
Name of pupil: / DOB:Year group:
School: / Class teacher
What do you enjoy about school and why?
What do you find difficult at school?
What would help you do better at school? (Is there anything you could change?)
If you had a problem at school what would you do? (Who would you go to for help?)
Behaviour Support Plan
Staff Questionnaire
Name of pupil: / Year Group: DOB:Completed by: / Date completed:
Is the pupil meeting age related expectations?
What are the pupil’s strengths?
What is the pupil’s attitude and approach to learning?
How does the pupil interact with others?
How would you describe this pupil’s behaviour?
Please comment on this pupil’s timekeeping and attendance?
Additional information (i.e. other agencies involved, background information)
BEHAVIOUR SUPPORT PLAN
Date BSP started: BSP Number:
Name of child: / DOB: Year group:Key adults: / Other agencies involved:
Background information (diagnosis/history/medical conditions): / Pupil Profile (interests, likes and dislikes):
Triggers for behaviour: / Possible functions of behaviour:
Topography of Behaviour
Positive Behaviours: / Strategies:
Low level Challenging Behaviours: / Strategies:
High Level Challenging Behaviours: / Strategies to ensure the safety of others:
Debrief and restoration (for adult and pupil)
Target / Strategies and classroom provision
Target / Strategies and classroom provision
Target / Strategies and classroom provision
Date of Review:
Summary of review:
Impact of intervention:
Actions:
Parents/Carers signature:
/ Pupil’s signature: / Teacher’s signature:
Date of next review: