1

Appendix to Behaviour Policy:

A Strategy for managing behaviour of students with AEN

All students will be subject to the system of rewards and sanctions

(Consequences (C) system) but for some students additional provision

and accommodation within the policy will be required.

Every student with identified BESD who is supported at School Action

(SA) and School Action Plus (SA+), or who has a Statement of Special

Educational Need, should have access to Individual Behaviour

Planning and Intervention through an Individual Skills for Behaviour

learning Plan (Appendix A) or an Individual Behaviour Plan (IBP)

(Appendix B). For some students with challenging behaviour a

Behaviour Management Plan will be put in place. Students newly

identified for intervention will be entered onto the AEN register at SA

initially.

The outcome of planning will be recorded on the management

information system (MIS) and a copy kept in the student file and by

the house mentor together with pupil passport information.

Individual behaviour planning sit within the framework of whole school

behaviour policy. And is part of the school’s Route to Intervention

Framework and is summarised below

Delivery of behaviour intervention including IBPs will usually be

delivered through the Learning Hub by house mentors under direction

of the Head of House, HLTA B&A and SENCo as part of the whole

school behaviour management strategy.

For students with complex needs (Particularly Kieder Intervention and

Bridge Students) behaviour management plans will usually be

managed and delivered by specialist teaching staff.

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Pa

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Pla

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Ind

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Pla

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Learning Hub

Be

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Ma

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Pla

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)

Behaviour Policy

2

*Panel to comprise: Head, Asst Head Inclusion, Governor, John Watson – case presented by Asst Head

SENCo, Head of house.

**a PSP placement is time limited and does not incur a cost to the school.

Intervention Response to Behaviour Levels Consider CAF/Multi agency Intervention

Level 1 Level 2 Level 3 Level 4 Level 5

Type of Behaviour Classroom

disruption,

corridor

behaviour

Accumulation of

sanctions.

One off incidents

inline with

behaviour policy.

Continuing behaviour at level 2 or escalating

behaviour

Sanction/Intervention Blue

slip/detention

C1 – C6 new

behaviour

policy

Internal / FxT

Exclusion –

dependent on

severity

(consistent

application

across houses

determined by

behaviour policy)

and intervention

from form tutor,

HoH or mentors.

Individual

Behaviour

Planning

Internal

PSP

External

PSP

CAF likely

Includes

PSP

placement

at PRU**

Managed

Move,

Permanent

PRU

Placement,

PX.

House Mentors

Time Frame Monthly

monitoring

Cumulative

monitored termly

6 weeks (Half

term)

12 weeks 12 weeks Permanent

Move

Trigger for activating

next level

More than 9

sanctions

triggers level

2 (i.e. 1 day

Internal

exclusion

and

intervention

from form

tutor, HoH or

mentors.

Student

passport and

Intervention

log started.

Equivalent of 6

days internal /FTX

triggers level 3.

Not ‘one off’

(internal or fixed

term) but

persistent

misbehaviour (at

discretion of

HoH).

A serious offence

may result in a

permanent

exclusion.

If targets not

met or

significant

improvement

shown. Move

to level 4

Targets not

met

continuing

or

escalating

behaviour

At end of

PSP

Parents &

Student

meets with

panel*

Who? All staff

Monitored

and trigger

activated by

HoH

HOH Exclusion

recommendation

agreed by SLT

with ref to SENCo

for students with

AEN.

House

mentors in

collaboration

with HoH.

Plans

monitored

by HLTA

B&A

Student

passport to

HLTA B&A

draws up

PSP in

collaboration

with HoH

Monitored by

SENCo

Student

passport

to SENCO

Panel

Need to know HoH

Form Tutor

HoH

Form Tutor

JCN (Head teacher – FTEX

and above only)

HoH

Form Tutor

JCN

HoH

Form Tutor

JCN

HoH

Form Tutor

HoH

Form Tutor

Comments: Print out of

sanctions

(from SIMS)

issued,

monthly to

HoH by SQ.

HOH responsibility

to trigger level 3.

HOH interview

with all students

at this trigger.

Judgement

made: No further

action, Skills for

Behaviour plan,

IBP.

May

include

external

referral for

advice

3

Behavioural, emotional and social difficulties will be identified through

tracking and assessment systems including scrutiny of sanctions,

behaviour audits, the Boxall profile and placement and progress

monitoring associated with individual and group programmes eg

Friends programme.

Individual behaviour planning will record the strategies to be used to

help the student to progress and will set out the targets that the

student should be working towards. A Student Passport with

Intervention Log will record provision or strategies that are different

from, or additional to, those that are already part of the differentiated

curriculum which sets out the ways in which the curriculum will be

adapted to ensure that all students can learn and progress at their

own pace.

The whole school policy will determine provision by a series of triggers

that move students progressively through levels of intervention.

Disruptive or challenging behaviour

identified

Behaviour modification

plan agreed &

implemented

Behaviour monitored

Plan reviewed

Behaviour managed or

modified

Assessment of BESD

Principles of Behaviour

intervention

Level 1-2

Whole school system of Rewards and sanctions C1-C6

Level 3

Individual behaviour Planning (IBP)

Level 4

Pastoral Support Plan (PSP)

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b In

terv

en

tio

n

4

Individual Behaviour Planning (Level 2-3)

Monthly sanctions monitoring sheet to Head of House

More than 9 sanctions triggers 1 day internal exclusion

Proactive intervention from form tutor, HoH, House

mentor, academic mentor, etc – Student passport

Initiated. Parents notified (reply slip returned)

Monthly exclusion monitoring sheet to Head of House

More than 6 days internal/Fixed Term exclusion triggers formally

recorded interview with HOH. HoH judgement as to appropriate

action:

No further action (due to nature of incident, previous record)

Individual skills for behaviour modification planning

Individual Behaviour Plan with smart unconditional targets Parental involvement

Skills for behaviour modification

planning

Low level incidents

HoH judgement that student likely

to get back on track as a result of

short term intensive intervention

HoH/mentor review progress and

other factors, undertake

assessment, observations - goals

defined.

Parents consulted

Meet with student and agree

expected outcomes and

strategies.

Passport and intervention log

established.

Copy of plan to House file, MIS,

parents, student, HLTA B&A, form

tutor.

Regular review – failure to improve

IBP.

Individual Behaviour Plan

Persistent higher level incidents

HoH/mentor review progress

and other factors, undertake

assessment, observations - goals

defined.

HoH minuted meeting with

parents and student

Targets, expected outcomes

and strategies agreed.

Passport and intervention log

established.

Copy of plan to House file,

facility, parents, student, HLTA

B&A, form tutor.

Review date set (6 weeks)

parents included in review –

failure to improve PSP.

Head of House

maintains

Behaviour

Intervention log

to ensure at a

glance record of

all students on

Intervention.

5

The IBP should include: Identification of the areas of concern and bbaseline information about the

student’s needs including strengths and skills

A broad long term objective for the students progress

Three or four specific targets which are related to the objective

The teaching strategies to be used

How parent/carers can be involved

How the environment may be changed to keep behaviour from starting in

the first place

Positive reinforcement to promote good behaviour including criteria for

success of the plan

Targets and strategies to help the student manage their own behaviour and

access education more effectively.

What will be done by the school to support change: e.g. resources, activities,

specific arrangements and rewards

How the plan will be monitored and recorded including dates for review and

evaluation.

The Student Plan should focus on three or four clear targets relating to the

key areas of behaviour and social skills. These targets should be SMART

targets i.e. Specific, Measurable, Achievable, Realistic, Time limited

Agreed area of focus should be directly related to the student’s needs as

identified through the assessment process.

The IBP may be developed with the help of outside agencies e.g.

Educational Psychologist where appropriate.

Inline with good practice the IBP will be discussed with parents/carers and

the student Parents should be given the opportunity to carry out activities

to support the plan and students should be encouraged to record their

own progress towards the targets and to determine and prioritise these if

appropriate.

Formal reviews of the plan should be held initially after 6 weeks and then at

least twice per year if the plan is effective but to be implemented long

term. Targets may be reviewed and adapted informally at any time.

Formal reviews should be held more frequently if there are concerns about

a student’s progress. Parent’s views on the student’s progress should be

sought and wherever possible the student should also take part in the

review process and be involved in setting new targets.

6

Pastoral Support Plans (Level 4) A Pastoral Support Programme (PSP) is a programme of intervention

available to students who have moved through the 3 levels of intervention as

described above but it can be a direct response to support individual young

people who have had several fixed term exclusions that may eventually lead

to a permanent exclusion, or who may be at risk of failure at school through

disaffection or deteriorating behaviour. This may include non-attendance at

school.

A PSP is a high-level school-based intervention planned to help students

better manage their behaviour by identifying clear and precise behavioural

outcomes for the young person to address with the help of the school staff,

parents/carers and where appropriate, outside agencies. Initially a PSP may

be at ‘In–school’ level; if this is unsuccessful the plan should move to a higher

level and may involve Rebecca Shepard (LA Inclusion Officer) and possible

placement at a pupil referral unit (PRU).

Students on a PSP should be placed at SA+ on the AEN register.

The ‘external’ PSP is school based and owned but Parents, Carers, Multi-

Professional Teams and External Agencies will need to be involved in

supporting both the student and the school to meet the targets leading to

precise behavioural outcomes set at the initial PSP meeting.

A member of staff (usually the HLTA B&A (internal PSP) or SENCo (external

PSP)) will be identified as being responsible for co-ordinating, monitoring

and reviewing the PSP in collaboration with the Head of House.

In the case of young people in care to the Local Authority, the PSP may be

incorporated into the Personal Education Plan (PEP)

A PSP should not be a paper exercise, which leads to exclusion.

A PSP is time-limited. Government guidance has suggested it should be

‘live’ for between 12 and16 weeks.

Stages in preparation of PSP and associated paperwork:

Stage 1 Internal PSP

Student Passport and Intervention Log reviewed and updated

Use of CAF explored Appendix C PSP Preparation Form completed

Pastoral Support Programme (PSP) with smart targets drawn up in

meeting with parents, managed by HLTA B&A with representation

from HoH and actively involved support services if appropriate e.g.

BST, EWS, EPS, CAMHS, Social Care etc using Appendix D PSP Form

Review dates set and behaviour monitored and subject to school

behaviour policy. Appendix E PSP Review Form

Step down from PSP after 12 weeks if behaviour effectively modified

and targets met. Ongoing monitoring from HoH.

If not: Stage 2

Stage 2 External PSP

External PSP drawn up at a Multi-professional meeting,

co-ordinated by school, to include new case-holding partners as

appropriate and led by SENCo

Other referrals eg PSP placement at PRU made through appropriate

referral routes (including Student passport and last PSP review) as

evidence of targeted and appropriate inschool intervention. Review

targets after 12 weeks.

Stage 3 (Level 5)

Rapid Response meeting called by Assistant Head SENCo & Head of

House – case presented to panel for decision on future placement.

LA Inclusion Officer involvement and possible Managed Move,

Permanent PRU Placement or Permanent Exclusion.

7

Individual Behaviour Management Plan For students with challenging behaviour associated with learning disability or

Autism it may be necessary to anticipate situations where behaviour may be

an issue and prepare appropriate responses and strategies for staff to ensure

a consistent and safe approach. This is known as a behaviour management

plan and may include a Positive Handling Plan for those students who as a

last resort may require restraint. (See Positive Handling and Restraint Policy

below)

Drawing up an Individual Behaviour Management Plan

The prompts below are to help staff draw up multi-element plans addressing:

The message communicated by the behaviour

Environmental change – how the physical, social and curricular

environment can be adapted

Teaching new skills – which new skills to facilitate better behaviour in

future should be taught and how this will be done

Reinforcement – how progress will be recognised and rewarded

Reactive strategies – planned responses to difficulties. This section should

include any proposed physical interventions or strategies `

Key behaviour difficulties

Give a general overall description of the current concerns.

Refine these current concerns into a list of observable behaviours (If you

recorded the behaviours causing concern on a video recorder, what would

you see and hear happening?).

Choose the priority problem to consider. You might prioritise a particular

behaviour because:

It is likely to have a positive, domino effect on other challenging

behaviours

It needs to be tackled first because of its seriousness

Achieving initial success in this area will build confidence to address larger

areas.

Questions to consider in understanding the behaviour:

What insights can the pupil and parents give into the purpose of his/her

behaviour?

What goal do you think the pupil is trying to achieve?

What we want to see instead

Identify positive, realistic replacement or tolerance behaviours which you wish

to see in place of the unwanted behaviours.

Express these in clear language, which is understood by the pupil. A useful

format is to use SMART targets that are Specific, Measurable, Attainable,

Realistic, and Time scaled.

Environmental changes

Observational data gathered in the assessment phase may indicate times

and places where challenging behaviour is more likely to occur. In particular,

it is worth considering aspects such as movement between activities/classes;

social groupings; general supervision arrangements; physical characteristics

(such as space, lighting, noise, temperature); curricular structure, match and

challenge; and the degree of choice available to the student

Teaching plan

What new strategies, attitudes, competencies and skills will need to be taught

in order to enable the pupil to achieve the desired behaviour change?

How will these be taught and supported?

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Provision needed

What organisational/staffing/curricular arrangements will be necessary in

order to support the desired changes?

Who will take key responsibility for implementing the support arrangements

and informing other staff as necessary?

How will outside agencies be involved?

What additional resources or equipment will be necessary in order to support

the plan?

How the pupil can be involved

What exactly will the pupil be asked and encouraged to do as a way of

achieving behaviour change? Consider making specific requests such as self-

monitoring, regular meetings with staff, completion of negotiated targets etc.

How the parents/carers can be involved

Consider issues such as home-school communication, home-based rewards

and homework completion, as well as seeking agreement on ways of

managing behaviours that are seen both at home and at school.

Rewarding progress

What are the meaningful incentives to help encourage this pupil to learn and

apply more positive behaviours?

How can they be used to recognise the effort involved in learning new

behaviours and unlearning old habits?

Responding to difficulties

What strategies have previously been found effective in responding to

difficulty? In particular, what are the low-level responses that seem effective

in cueing the pupil back on track?

What will be the agreed response to continued difficulty?

Which, if any, specific physical intervention strategies will be built into the

plan?

How will these be presented to the pupil as an attempt to reinforce the

importance of the plan, rather than a threat concerning non-cooperation?

Monitoring arrangements

How will progress be monitored in the short and medium term?

Who will be responsible for gathering information regarding progress?

How will this information be communicated with others, particularly between

home and school?

When will a more formal review of progress be made?

Review

To what extent have the interventions been successful?

What changes will need to be made? (It may be useful to record detailed

changes on a subsequent plan).

9

Positive Behaviour Management

The school behaviour policy is intended to reward effort and application, and

encourage pupils to take responsibility for improving their own behaviour. Part

of our preventative approach to risk reduction involves looking for early

warning signs, learning and communicating any factors which may influence

bad behaviour and taking steps to divert behaviours leading towards

foreseeable risk.

Whenever possible, pupils are encouraged to participate in the development

of their own Behaviour Plans by focusing on positive alternatives and choices.

Parents are also encouraged to contribute.

However, if problems arise, all staff have an additional responsibility to support

all pupils when they are under pressure and safely manage crises if, and

when, they occur.

Staff will use a range of de-escalation strategies before a physical

intervention becomes necessary.

Staff can :-

Show care and concern by acknowledging unacceptable behaviour

and requesting alternatives using negotiation, reason and distraction.

Give clear directions for pupils to stop.

Remind them about rules and likely outcomes.

Well chosen language is used to de-escalate situations.

Remove an audience or take vulnerable pupils to a safer place.

Make the environment safer by moving furniture and removing objects

which could be used as weapons.

Use positive touch to guide or escort pupils to somewhere less

pressured.

Ensure that colleagues know what is happening and get help.

This strategy is scheduled for Annual Review ……………………(Date)

It was formally adopted by the Governing Body …………………….(Date)

Signed: ………………………………… Headteacher Signed:…………………………………. Chair of Governors

This appendix should be read in conjunction with the School’s Child

Protection Policy, Whole School Behaviour Policy, Positive Handling

and Restraint Policy, Staff/ Pupil Disciplinary Policy, Health & Safety Policy and Safeguarding Policy.

10

Appendices:

Appendix A: Appendix F: Student Passport and Intervention Log

STUDENT INFORMATION PASSPORT

School Contact: Head of House:

Senco’s: Natasha Deans/ Cei Davies

Initiated Academic Year:

Student Details Name: D.O.B. UPN:

Gender: Transport: Previous School:

Disability Ethnicity: Language:

Address:

Home number: Mobile Number:

Email address:

Parent/Carer:

Other Contact:

Other children in household if known:

CoP Stage: School Action

Date:

School Action Plus

Date: Statement:

LAC Child in need Subject to a Child Protection Plan

PEX CAF

Start date:

Statement of SEN Funding if aplicable:

Other service involvement and dates of involvement:

Herefordshire Psychology

Service

Social Care

EWS Sensory Impairment:

VI / HI

Behaviour Team

Herefordshire Psychology

Service

PCT eg.CAMHS/OT/

SALT

Learning Team

YOT Physical Disability Team

Social communication/

ASC Team

PCT eg.CAMHS/OT/

SALT

Involvement of other agencies: YOT, Children’s Services, EWS, Zig-Zag, Counselling

Continued liaison with The Aconbury centre , inschool cousellor, LAC team/social services

11

Reason for Referral: Attendance Bullying Exclusion Emotional Anxiety Family Trauma Behaviour Other Focus of concern: Attached copy of referral form: Yes/No

Academic Attainment

KS2 SATs KS3 (Teacher Assessment)

KS4 FFT grade Current attainment

English

Maths

Science

ICT

Attendance: e.g. level of attendance % EWO involvement? (Facility print out)

Previous Fixed Term Exclusions: reasons / dates (Facility print out)

Doctors name: Surgery:

Medical / Other Information including Care Plan if appropriate:

Preferred Learning Styles / Strengths:

Barriers to Learning: e.g. health, diet, home support, literacy / numeracy

Any other relevant plans and person responsible CAF __________________ PSP ____________ IEP/BMP/ILP LAC review YOT ________________ LAST SCHOOL REPORT

Pupils Aspirations and Interests. Career aims, outside activities, future pathways:

Student’s View – your concerns and hopes.

12

Parent/Carers View

Relationships: e.g. school, community, home, personal

Health & Safety Risk Assessment: Healthcare plan / PEEP: Yes / No

13

INTERVENTION LOG

START DATE NOTES/REVIEW

On Report

‘Differentiated’ report cards/monitoring sheets e.g. a ‘good news’ positive report card with an agreed reward for a number of positive comments.

Personalised ‘time Out’ system:

Reporting to:

Individual reward/incentive for meeting SMART targets, e.g. extra computer time, letters/post cards/emails to parents, negotiated treats at home/ credits, merits, certificates etc.

Key worker /mentor/ counselling -regular timetabled contact/form tutor/HoH

Steps taken to share ‘what works’ with the student (e.g. meeting(s) of subject staff to share effective strategies or observation of student followed by a report of successful strategies to staff)

TA support in specific lessons

Change of class/tutor group/teaching set

Individual behaviour plan (IBP)

Other modification in the student’s timetable e.g. dropping one or more GCSE subject.

Part-time work experience/LINK college course/early college placement

14

Peer mentoring/buddy system/’Circle of Friends’

Timetabled small group/one to one input on ‘emotional literacy’/anger management/assertiveness skills/SEAL activities

‘therapeutic groups - Art/music therapy/martial arts groups/sports coaching /relaxation techniques / etc

HUB placement – personalised timetable, behaviour modification programme

Attendance at clubs/support during unstructured times

Exploration of referrals to other agencies e.g. BST, EP, YOT, CAMHS etc.

Part time PRU Intervention Placement

Assessment of academic potential and barriers to learning

Subject Intervention

1:1 academic mentoring Mentor:

Other:

Log to be started by House mentor and maintained in collaboration with HOH as part of Student passport. To be up to date and available to HLTA B&A, / SENCo at level 4.

15

Appendix B: Individual ‘Skills for Behaviour’ Learning Plan

Student name:

Form:

Mentor:

Plan Date:

Review of progress should be based on collection and analysis of data

Current NC levels, assessment data: observation notes ,ECR, SNIP Behaviour audit, PASS, ABC

Behaviour analysis, or other

Feedback from staff Feedback from the student

Feedback from the parents/carers

All decisions regarding student learning should be based on a range of data sources. Individual Learning Plans aim to

personalize the teaching and learning program, support improvement in identified areas and should be

monitored and revised regularly.

Learning improvement goals -

Priority areas for improvement.

Consider:

Concentration

Listening skills

Communication skills

Cooperation /team working skills

Individual work skills & engagement

Managing anger

Learning outcomes

List relevant learning outcomes linked to the

learning improvement goals.

Consider:

Engagement

Attendance

Disruptive behaviour

Intervention strategies & revised pedagogy

Consider:

Classroom learning interventions

Small group

Individual inclass support

Targeted Individual programme (Time limited)

Mentoring programme

Lunchtime activities

Behaviour expectations

Parents/carers – expectations/support

Identify in partnership:

expectations of parents/carers

level of support that can be provided by

parents/carers

how the school can support parents/carers

Processes for collection of data

Identify:

data collection methods

how progress will be measured

Timeline for review and revision of plan

Individual Learning Plans should me measured and modified regularly.

16

Notes:

Other Interventions in place:

Progress & Outcome Review:

17

Appendix C:

Behaviour Intervention Plan

Name: Form: Date: Plan number: 1

Nominated staff member to oversee plan:

Review Date:

Additional areas of need (completed prior to

meeting):

Additional wave

2/3 provision in

place (completed

prior to meeting):

Schools views and concerns:

Parent/carer’s views and concerns:

Pupils views and concerns:

Areas of school life in which pupil experiences success:

Rewards which have worked in the past:

18

Agreed area of focus and broad objective (What do we want to be

different/better)

Criteria for success (how will we know when its better?

Intervention/strategies agreed:

Resources identified:

Agreed monitoring and review

Student plan agreed:

Head of House

Student

Parent

19

Student Plan

Name: Form: Date: Plan number 1

Goals:

Eg.To reduce number of detentions

To follow instructions from staff

To accept that staff have the authority to challenge students.

Small steps I can take to

meet my goals:

Strategies to help

me:

Strategies

adults will use

to help me:

Review

comments:

20

Appendix D: CONFIDENTIAL

The Bishop of Hereford’s Bluecoat School PASTORAL SUPPORT PROGRAMME PREPARATION FORM

Complete as much as possible before the meeting and make available for first PSP meeting

1. GENERAL INFORMATION Date of first PSP meeting ………………………………………………………. Name of PSP Co-ordinator Name of Pupil:

Unique Pupil Number: Date of Birth:

Gender M/F: Year Group:

Address: Name and Address of Carer (if different from pupil):

Telephone Number: Telephone Number:

Ethnicity:

Bangladeshi Chinese Traveller

Black-African Indian White UK

Black-Caribbean Other European Other (please specify)

Black other Pakistani

2. OTHER INFORMATION Public Care Yes/No If Yes, name of social worker

Statement of SEN Yes/No

Date of last annual review School Action

School Action Plus

Current Intervention if any: (e.g. House mentor, anger management, etc.) 3. NATURE OF CONCERN At least 2 fixed term exclusions (adding up to 15 days or more)

Risk of school failure through disaffection/non-attendance

Rapidly deteriorating behaviour

Other (please specify)

Exclusions Fixed Term

Number Total Number of Days Term e.g. Spring

21

4. ANALYSIS OF DATA/BEHAVIOUR LOGS ETC. (Also see attached QCA Questionnaire Summary form) WHERE IS THE BEHAVIOUR OCCURRING?

Classroom On the bus/transport On the way to school √ Playground

Corridor At home Other, please specify Dining Area

WHERE/WHEN IS THE BEHAVIOUR NOT OCCURRING? Analysis of antecedents:

Triggers Further Details

Specific subjects

Specific teachers

SEN factors

Specific times of day

Others (please specify)

National Curriculum Levels Key Stage: 1 2 3 4 Level of Attainment

SAT Teacher Assessment Date Current Reading Age

English Current Spelling Age

Maths

Science

5. ANY OTHER CONTRIBUTORY FACTORS (e.g. bereavement, family

breakdown, early learning goals/experiences)

22

6. OTHER SERVICES/AGENCIES INVOLVED

Learning & Behaviour Support Team Pupil Referral Unit (PRU)

Connexions Social Services

Child and Adolescent Mental Health Service Voluntary Organisations

Education Welfare Service Youth and Community Service

Educational Psychology Service Youth Offending Team

Traveller Education Service Other (please specify) Health Professionals

Police Special Educational Needs Team

If a child or young person is in public care, a copy of the completed programme should be attached to the Personal Education Plan

PLEASE COPY TO ALL PARTICIPANTS AT THE PSP PLANNING MEETING

23

QCA Questionnaire Summary Form School Teacher

Scoring Criteria - 1 Not at all 2 Rarely 3 Sometimes 4 Fairly Often 5 Often 6 Always

Teacher & Subject Avg self

Learning Behaviour

1 Is attentive and has an interest in school work.

2 Good learning organisation I V/0!

3 Is an effective communicator #DIV /0!

4 Works efficiently in a group #DIV/0!

5 Seeks help where necessary #DIV/0!

Conduct Behaviour

6 Behaves respectfully towards staff. #DIV/0!

7 Shows respect to other pupils. #DIV/0!

8 Only interrupts and seeks attention appropriately. # DIV

9 Is physically peaceable. #DIV/0!

10 Respects property: #DIV/0!

Emotional Behaviour

11 Has empathy:. #DIV/0!

12 Is socially aware. #DIV/0!

13 Is happy.. #DIV/0!

14 Is confident. #DIV/0!

15 Is emotionally stable and shows self control. #DIV/0 !

24

Appendix E.

PASTORAL SUPPORT PLAN Date of Meeting:

School: BHBS

Student’s Name: Date of Birth: Year:

Present:

SUMMARY OF SCHOOL CONCERNS:

SUMMARY OF PARENTAL/CARERS CONCERNS:

SUMMARY OF STUDENT’S VIEW:

TARGETS to be met by student to improve his/her inclusion in school:

1.

2.

3.

25

SCHOOL SUPPORT/ACTION AGREED:

1.

2.

3.

PARENTAL/CARER SUPPORT/ACTION AGREED:

OUTSIDE AGENCIES:

HOW WILL THE PSP BE MONITORED:

PSP start date: Review date:

PSP coordinator: Parent/Carer: Student:

COPY TO: all present & apologies, Head of House, Form Tutor, Senco, other relevant agencies eg HPS, EWO.

26

Appendix F:

PSP REVIEW Date of Meeting:

School:BHBS

Student’s Name: Date of Birth: Yr:

Present:

Apologies:

TARGETS set at previous PSP meeting ( ):

1.

2.

3. 4.

PROGRESS IN RELATION TO TARGETS: (school & student’s view)

1. .

2. .

3. .

4. .

ONGOING CONCERNS: (school & student’s view)

Is the student still considered to be at risk of exclusion?

WHAT TARGETS DOES THE STUDENT STILL NEED TO ACHIEVE?

1.

27

2.

3. 4.

HOW WILL THE STUDENT BE SUPPORTED?

AT SCHOOL:

AT HOME:

BY OUTSIDE AGENCIES:

HOW WILL THE PSP BE MONITORED?

PSP start date: Review date:

PSP Coordinator:

Parent/carer: Student: