Inclusion Development Programme:
Supporting pupils with behavioural,
emotional and social difficulties
Guidance notes for leadership teams
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© Crown copyright 2009
Who is this resource for?
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Newly and recently qualified teachers
Teachers returning to the profession
Teaching assistants and learning mentors
Other adults working in schools with children
and young people
• Leadership teams working in schools which
seek to have high standards of behaviour and
learning for all pupils
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How might it be used in schools?
• Priorities for school improvement can be
identified upon completion of the self-evaluation
audit tool
• Some groups of teachers and other adults may
identify this as an area for their own professional
development
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How might it align itself with other priorities in
school?
• Any continuing professional development (CPD)
programme in school which is seeking to
improve quality first teaching should consider
this resource as part of that provision
• The approach assumes that the school
understands and embraces the features of
effective CPD
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Meeting the needs of pupils with BESD is
complex
…and it needs to be addressed at the following
levels:
1. Whole-school ethos and policies
2. Classroom practice, climate for learning and
quality first teaching
3. Evidence based interventions where the
progress of the pupil is monitored and which is
delivered by appropriately trained staff
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1. Whole school: key questions
• Do you have a statement about values and relationships that is
reflected in your learning and teaching and behaviour policies?
• How does the whole-school CPD programme ensure that all staff
have appropriate skills to meet the needs of pupils with a range of
special education needs (SEN) and disabilities?
• How is your Disability Equality Scheme reviewed, updated and
shared with staff and parents? Does this clearly indicate the targets
that the school has set itself regarding outcomes for pupils with SEN
and disabilities?
• How does the school monitor the effectiveness of provision for and
teaching of pupils with a range of SEN?
• Are parents and staff clear about the systems in place for
identification of and support for pupils with SEN?
• Where is this information available?
• Is the desired ethos of the school shared with all stakeholders?
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2. Classroom practice and quality first
teaching: key questions
• Is there a framework for the preparation, delivery and
monitoring of quality first teaching which includes using a
range of strategies to ensure Assessment for Learning?
• Are high expectations and positive relationships at the
heart of classroom practice?
• Is there a common framework for supporting and
reinforcing good behaviour in the classroom?
• Do staff feel confident to meet the needs of a range of
pupils with SEN in their classrooms, including BESD?
• Are resources and approaches which support pupils with
SEN such as the Inclusion Development Programme
actively promoted through school development groups?
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3. Individual interventions with appropriately trained
staff:
Key questions:
• Does your provision map demonstrate clearly how pupils with BESD
are supported through Waves 1, 2 and 3?
• Is your partnership work with a range of professionals aligned in a
strategic way so that staff have professional support and training on
an ongoing basis to meet the range of needs of pupils with SEN
including BESD?
• Is the organisation sufficiently flexible to allow staff to gain additional
qualifications, become reflective practitioners and coach each other
to higher levels of performance in order to improve outcomes for
pupils with SEN including those with BESD?
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1. Introduction
The introduction module will help you to locate information
on:
• The characters
• The structure of the course
• The self-evaluation
• The library
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The self-evaluation
• This audit tool will help you to gather base line
information about the perceived skills and knowledge of
your staff in the area of pupils with SEN and BESD
• You can view this tool by accessing file 5.1 in the library
section of the module: Self-evaluation checklist for the
learner
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Structure of the course
What are BESD?
How do BESD
develop?
How can I improve
provision for
pupils with BESD
in the classroom?
How can I support
individual pupils
with BESD more
effectively?
What are the
other
sources of
support?
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Approach
Scenario
approach
Questions raised at
a local area cluster
meeting
Primary and secondary
practitioners provide
solutions by reflecting
on their practice
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Characters
Four practitioners
supported by two
experienced
practitioners:
Alan and Barbara
Mandeep,
Year 4 teacher
in a primary
school who
teaches Leanne
Zoe,
English teacher
in a secondary
school who
teaches Josh
(Year 8)
Beth,
teaching assistant
in a primary
school who works
closely with Daniel
(Year 6)
Steve,
geography teacher
in a secondary
school who teaches
Wayne (Year 10)
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1. How do BESD develop?
Key messages in module 1:
• BESD has many antecedents:
- social
- emotional
- cognitive
- physical
• Early gaps in attachment experiences are fundamental to the
development of BESD
• There is a strong correlation between other SEN and BESD
• Mental health problems often contribute to BESD
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1. How do BESD develop?
In this module…
How do BESD
develop?
Mandeep teaches
Leanne and asks the
question
Mental health
Key areas
addressed
Attachment and
development
Other SEN
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2. How can I improve provision in the classroom for
pupils with BESD?
Key messages in module 2:
• Many pupils need explicit teaching to develop their social and emotional
skills
• Positive relationships are key to promoting the well-being of pupils with
BESD
• Consider the classroom environment and be mindful of how this can
affect behaviour
• Quality first teaching which is personalised to take account of pupils with
BESD is crucial
• Pupils with BESD are often more comfortable once routines are
established
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2. How can I improve provision in the classroom for
pupils with BESD?
How can I make
better provision
for pupils with
BESD?
Zoe teaches
Josh and
asks the
question
Quality first
teaching
Key areas
addressed
Classroom
environment
SEAL
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3. How can I support individual pupils with
BESD more effectively?
Key messages in module 3:
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Have whole-school strategies in place to manage emotional outbursts
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Ensure that you are familiar with and understand the provision that is
already in place
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What happens during unstructured time can have a big impact on
classroom learning
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Be particularly aware of the anxiety that is caused by transition
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3. How can I support individual pupils with
BESD more effectively?
Beth works
closely with
Daniel and
asks the
question
How can I support
individual pupils
with BESD more
effectively?
The curriculum
Key areas
addressed
Managing
emotions
The role of
the SENCO
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4. What are the other sources of support?
Key messages in module 4:
• You can contribute to and gain support for a pupil with BESD
through a thoughtfully designed Pastoral support programme (PSP)
• A pupil with complex needs will be receiving support from a range
of professionals: consider how these programmes can be built upon in
the classroom
• Engaging with the parents and carers of pupils with BESD to gain
their support is crucial and can be extremely valuable
• There are many creative strategies which have been successfully
adopted to engage with ‘hard to reach’ families.
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4. What are the other sources of support?
Steve
teaches
Wayne and
asks the
question…
Working with
other CS
partners
What are the
other sources
of support?
PSPs and
the CAF
Key areas
addressed
Partnerships
with parents
PSPs – pastoral support programme; CAF – the Common
Assessment Framework; CS – Children’s Services
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