the nurturing school environment the agenda of understanding pupils

the nurturing school environment the agenda of understanding pupils behaviour in order to be able to manage it effectively and ensure they are ready to learn links to Ofsted Spiritual, Moral, Social and Cultural etc

Understanding behaviour Measuring and monitoring Nurturing principles Developing practice Ofsted – Behaviour and Safety pointers

Our development Our brain has around 100 billion neurons at birth and develops only a few more throughout our lifetime We do however constantly develop new synapses which connect neurons together, especially in the first 3 years and then again during adolescence Adults only have half the synapses of a two year old! Synapses which are regularly used are strengthened, those that are not used are discarded (pruned) By age 5 our brain is 95% it’s adult size

The Library analogy

Maslow Maslow first introduced his concept of a hierarchy of needs in his 1943 paper "A Theory of Human Motivation" and his subsequent book Motivation and Personality. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other, more advanced needs.

Stress response process

SEN and vulnerability Schools should identify at-risk pupils in advance. Schools should plan proactively how the school’s disciplinary framework should be applied for each of these pupils. Schools should ensure that all those in contact with the pupil know what has been agreed. Schools should make sure that every vulnerable pupil has a key person in school who knows them well, has good links with the home, and can act as a reference point for staff when they are unsure about how to apply the disciplinary framework. Schools should ensure that all staff are aware of appropriate referral procedures.

Lack of understanding Pupils who fail to follow school rules because they do not have the necessary cognitive, physical or social and emotional competences, or share the cultural assumptions of the majority, require a carefully planned response.

Pupils who can behave but choose not to The fact that some vulnerable pupils have the necessary understanding and competences to follow school rules but simply make a conscious choice to behave differently underlines the need for a firm framework that can be consistently applied in these cases, even where pupils may have SEN or other difficulties

Pupils who have the necessary skills but are experiencing trauma Pupils who fail to follow school rules even though they have the necessary competences, present the greatest challenges to our thinking about the application of behaviour policies. Like adults, some children do go off the rails if they experience significant loss or trauma, and act in ways that are often irrational and unhelpful to themselves or others

Reducing the likelihood of incidents Creating a calm, orderly and supportive school climate Developing effective relationships between pupils and staff Adopting a whole school approach to developing social and emotional skills (e.g. SEAL) Taking a structured approach to staff development that helps staff to develop the skills of positive behaviour management. Recognising thet challenging behaviours are often forseeable Effectively managing individual incidents Wherever practicable, warning a pupil that force may be used before using it.

S.E.A.L. The central role that the emotions play in every learning experience is one of the key findings of recent research. Much learning, moreover, takes place within a social context. Before children can begin to tackle the cognitive demands of any task, they need to be able to address the social and emotional components that accompany the activity.

Attachment Theory Explains the impact on behaviour and learning when attachment is being or has been disrupted or distorted. Many unhelpful behaviours - clinging, attentionseeking, panic, anger, restlessness, low self esteem etc - can be understood in the context of how a child’s attachments are developing. This knowledge is important for effective behaviour management.

Secure attachment takes place when: The adults are – Available when the child needs us – sensitive to the way they are communicating to us – consistent in the way we respond when they need comforting or reassuring Over time, the child becomes confident that we have the skills and attitude to be able to help them deal with the powerful emotions being felt and so the anxiety associated learn to be controlled quicker

The Inclusion Development Programmes WWW.education.gov.uk/Lamb

Assessment Boxall Goodman’s sdq QCA EBD scale B-Squared BPVS Reading assessments

The Assessment cycle

What makes someone “Disabled”

SEN and disability Schools must make reasonable adjustments in the application of their behaviour policy to disabled pupils. Schools must make special educational provision for pupils whose behaviour-related learning difficulties call for it to be made. Schools should be alert to the potentially disproportionate impact of the school’s disciplinary framework on vulnerable pupils.

Disabled pupils Disabled pupils are those who have a physical or mental impairment which has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. This broad definition encompasses an estimated 7% of the child population and includes hidden disabilities such as dyslexia, autism and speech and language impairments; sensory and physical impairments; and medical conditions such as diabetes, epilepsy or disfigurement. Some pupils with more complex behavioural, emotional or social difficulties (BESD) may also fall under the definition of disabled.

The definition of disability includes conduct disorders such as oppositional defiance disorder (ODD); hyperkinetic disorders such as attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD); and syndromes such as Tourette’s and other mental health disorders. Such disorders do not have to have been officially diagnosed in order for a pupil to be classified as disabled: the impairment simply needs to exist.

Ofsted Behaviour and safety Evidence Charlie Taylor Checklist

Ofsted – what they should look at Children’s Views about the School Parents Views about the School Conduct around the school Conduct in Lessons Attendance Punctuality Children’s Behaviour towards Others Protection from Bullying

Behaviour: Supplementary guidance for section 5 inspections Inspectors should take account of the extent to which pupils modify their behaviour in response to the school’s behaviour management strategies, including the impact of exclusion strategies. Inspectors might usefully: – find out what strategies are used to modify behaviour, for example reward and sanction schemes for all pupils, and more specialised strategies such as target sheets, learning mentor involvement, involvement of parents, nurture groups, small group work. Inspectors should then use the school’s documentation alongside first hand evidence to evaluate how well pupils respond to these strategies

Behaviour: Supplementary guidance for section 5 inspections If a school has a nurture group or any other provision to manage behaviour which results in pupils spending significant time away from their main class, consider the following: – What is the impact of the provision on pupils’ social, emotional, behavioural and academic progress? – How successfully do pupils reintegrate into their mainstream class? – How does the school involve parents to ensure continuity of approaches between school and home?

How do you evidence Impact Reintegration Parental views

Charlie Taylor Checklist Classroom – – – – – – – – – Know the names and roles of any adults in class. Meet and greet pupils when they come into the classroom. Display rules in the class - and ensure that the pupils and staff know what they are. Display the tariff of sanctions in class. Have a system in place to follow through with all sanctions. Display the tariff of rewards in class. Have a system in place to follow through with all rewards. Have a visual timetable on the wall. Follow the school behaviour policy. Pupils – – – – Know the names of children. Have a plan for children who are likely to misbehave. Ensure other adults in the class know the plan. Understand pupils’ special needs.

Teaching – Ensure that all resources are prepared in advance. – Praise the behaviour you want to see more of. – Praise children doing the right thing more than criticising those who are doing the wrong thing (parallel praise). – Differentiate. – Stay calm. – Have clear routines for transitions and for stopping the class. – Teach children the class routines. Parents – Give feedback to parents about their child’s behaviour - let them know about the good days as well as the bad ones.

Can we recognise and accept praise? Three stars and a wish

Remember the Butterfly effect The butterfly effect is the phenomenon whereby a minor change in circumstances can cause a large change in outcome – where a small change at one place can result in large differences to a later state (Edward Lorenz)

Good reading – Margot Sunderland “What every Parent needs to know” – Margot Sunderland “Therapeutic Stories” – Heather Geddes “Attachment in the classroom”