Behaviour Support Policy

Promoting positive behaviour in all pupils has a high priority at Berwickshire High School because it ensures that effective learning can take place. It is one of the elements which contributes to the school’s ethos. Positive behaviour is a curricular end in itself so that pupils learn respect for and tolerance of others, and are thus better prepared for adult life. Behaviour Support staff endeavour to use an approach which encourages pupils to face up to the consequences of bad behaviour. For pupils who experience social or emotional or behavioural difficulties additional support may be required.

Within the context of the whole school policy for promoting positive behaviour the Behaviour Support team provides additional support for individual identified pupils under the direction of the Support Liaison Group.

SUPPORT LIAISON GROUP

(taken from “Promoting Positive Behaviour and Good Attendance in Secondary Schools”, Scottish Borders Council 1997)

The SLG is the appropriate forum for managing the school’s involvement in the staged procedures for joint planning for the education and care of children and young people with SEBD. It deals with pupils experiencing a wide range of SEBD, ranging from disruptive behaviour to concerns about withdrawn behaviour, non-attendance and physical well-being.

The principal aims of the SLG are:

to co-ordinate approaches to the development of individual programmes for such pupils 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

ROLE OF BEHAVIOUR SUPPORT STAFF

Support for Learning teachers with responsibility for Behaviour Support work through the SLG and in close collaboration with Guidance staff.

The role of Behaviour Support staff within the SLG (taken from “Promoting Positive Behaviour and Good Attendance in Secondary Schools”, Scottish Borders Council 1997) is to:

Co-ordinate and collate assessment of needs on the instructions of the SLG for presentation to the SLG
Make a major contribution to producing and operating individual education programme plans for pupils referred to the SLG which set out clear targets and support strategies together with systems of rewards and sanctions
Undertake the role of key worker for pupils operating such programmes, monitoring and reviewing as necessary to link with guidance staff and Head of House
Develop the range of support offered to pupils including intensive support for individuals or small groups
Undertake additional provision and joint work with Wilton staff and other professionals
Advise class teachers and other staff on appropriate strategies in relation to SEBD
Liaise with parents (in consultation with Guidance staff)
Co-operate, monitor and evaluate the timeout facility

OPERATION OF THE SCHOOL LIAISON GROUP

The weekly SLG consists of Rector, Head of Guidance, Curriculum Leader Support for Learning, Behaviour Support staff, Wilton Link Worker and Educational Psychologist, Social Worker, Local Integration Police Officer and members of the Guidance team on an ad-hoc basis

The format of weekly meetings:

Review caseload, plan and agree next steps for each pupil and share relevant information
Consider new referrals
Discuss any whole school issues, including policy and practice

School Liaison Group Procedure

Pupils may be referred to the SLG for a variety of reasons, for example non-attendance, medical problems, family circumstances as well as emotional and behavioural difficulties. Different strategies will be appropriate for different pupils. The decision to refer a pupil to the SLG will normally be made by the Guidance teacher through the house system, except in exceptional circumstances when the Rector may refer or a pupil covered by number 3 below. Referral is made usually because existing support strategies have not succeeded in meeting the needs of that pupil.

CRITERIA FOR REFERRAL

Pupils who have been identified as experiencing social, emotional and behavioural difficulties
Pupils whose behaviour does not allow effective learning to take place and who do not respond to normal school discipline. It is anticipated that this will apply to only a small number of pupils
Pupils who come to BHS from a primary school or another secondary school with a history of behavioural difficulties
Pupils returning to school after exclusion
Pupils who have returned from residential schools

HOW A CLASS TEACHER MAY ACCESS SUPPORT FOR PUPILS CAUSING CONCERN

In the first instance the class teacher should refer their concerns to the Curriculum Leader Support for Learning.

Pupils 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.

There are three main routes to access additional support, depending on the area of concern. The concerns may be dealt with through the Guidance system, through the discipline system or through the Timeout facility.

THE TIME OUT FACILITY

The Time Out facility is located in the school foyer. SMT, guidance or Behaviour Support staff man it every period. The function of the room is to provide support for both pupils and staff. The room is used for a variety of reasons, for example:

Pupil who are upset or distressed and need some “time out” support, can access the room and have someone to talk to
Pupils causing serious discipline problems in the classroom may be sent to time out by the Principal Teacher of that subject. In the time out room they can talk through what has happened, are asked to reflect on the consequences of their behaviour and hopefully learn strategies to prevent them from being sent in the future
The room may be used as a “middle ground” for pupils who are between school and exclusion

The Time Out facility has been set up as a support and is not a sanction

The procedures for Time Out allow clear communication between pupils, teachers, parents, Guidance and Behaviour Support staff. Pupils are normally out of the subject for up to a week (work being sent to them in time out by their teacher). At the request of the class teacher a mediated return to class can be facilitated by Behaviour Support staff.