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
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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
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Boxall
Goodman’s sdq
QCA EBD scale
B-Squared
BPVS
Reading assessments
The Assessment cycle
Assess the
need
Evaluate the
success
Select delivery
method
Monitor and
record the
progress made
Select and
plan the
activity(s)
Deliver the
activity
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…
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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
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Classroom
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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
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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”