Pastoral Support Programme
Guidance for Schools
updated Autumn 2011
Contents
Continuum of Support for Behaviour, Emotional and Social Well-being
Guidance and Proformas – Developing the PSP

PSP Overview

Procedure for Implementing a PSP

PSP Proforma

PSP Review Sheet
Appendices
1.
Previous Interventions
2.
School Information
3.
Pupil Conferencing: Early Years
4.
Pupil Conferencing: Primary
5.
Pupil Conferencing: Secondary
6.
Examples of actions
7.
Developing Effective Targets
8.
PSP Target Sheet
9.
Individual Target Sheet
10.
Restorative Approaches
11.
SEAL Small Group Work
12.
Behaviour Support Continuum
13.
Contact Information
Continuum of Support for Behaviour, Emotional and Social Well-being
Intervention
Universal
Support
Details
Key Staff

Policy and ethos developed by whole school
community
Quality First Teaching
SEAL ethos and curriculum
Consistent behaviour policy: rules, rewards,
consequences
Circle Time
Restorative Approaches
Monitoring, evidence gathering
 School community
 Lead Behaviour
Professional in school
 SEAL/Restorative Lead
 TLT Behaviour
Consultant
Pupils highlighted through behaviour policy
tracking.
Meetings with pupil / parents. How to keep pupils
within remit of behaviour policy
Possible referral to Learning Mentor
 Pupil
 SENCo / Inclusion
Manager
 Learning Mentor
 LBP in school
 Parent / carer
 TLT Behaviour /Teaching
& Learning/ Leadership &
Management Consultants
 Young Hackney






Cause for
Concern



Interventions include

SEAL Small Group Work

Behaviour reviews with Learning Mentor

Meetings with pupil / parents

Class based targets linked to behaviour policy
School
Action
On-going
e.g.
IEP targets
pupil
review
and
Individual
Behaviour
Plans (IBP)
monitoring
School
Action
Plus
e.g.
IEP targets





SMART target setting
Targets implemented by class teacher /TA
Integrated into weekly planning
Weekly monitoring shared with parent /carer
Targets reviewed termly
Interventions include

SEAL small group work

Curriculum support / differentiation

Specific skills groups

Circle Time

Circle of Friends / Playground buddy

Support /CPD for staff






SMART target setting
Targets implemented by class teacher /TA
Targets linked to school initiatives
Integrated into weekly planning
Daily and weekly monitoring shared with parent
Targets reviewed monthly
 Pupil
 Parent / carer
 SENCo / Inclusion
Manager
 LBP in school
 Class teacher
 TA, Learning Mentor
 Education Psychology
Service
 TLT Behaviour /Teaching
& Learning/ Leadership &
Management Consultants
 PRU Outreach
 Young Hackney
 Pupil
 Parent / carer
 SENCo /Inclusion
Manager
 LBP
 Class teacher
 Key school staff e.g. TA,
Learning Mentor
 Inclusion Team
 TLT Behaviour /Teaching
& Learning/ Leadership &
Management Consultants
 PRU Outreach
 Young Hackney
 Pupil
 Parent / carers
 Key school staff and
external agencies
(See guidance)
Individual
Behaviour
Plans (IBP)
Interventions include

SEAL small group work

Curriculum support / differentiation

Specific skills groups

Circle Time

Circle of Friends / Playground buddy

Support/ CPD for staff
Pastoral
Support
Programme





Will supersede IEP / IBP
Multi-agency meeting
PSP Guidance and proforma
SMART targets reviewed 2/3weeks
Interventions as above/ developed by PSP meeting
PSP
Reviews


PSP Review Guidance and proforma
Monitor and Review impact of interventions
 As above
Referral to
ChYPPP or
MAT

Referral to multi-agency panel where limited or no
impact of interventions for wider agency review,
problem-solving and further coordination of support
to school and family.
 Multi-agency panel
(see guidance)
Pastoral Support Programmes - Overview
What is a Pastoral Support Programme?
Pastoral Support Programmes (PSPs) are designed to support young people who are at risk of
permanent exclusion or young people who are at risk of becoming disaffected through repeated
fixed-term exclusions.
The PSP is a school-based, young person centred approach to address the inclusion of young
people with challenging behaviour from a range of perspectives. Targets are set for both the
young person and for the range of agencies involved with the young person. Key to this process
is the regular review of the PSP that enables close monitoring of the young person within the
school environment.
A PSP:
 is school based
 is time-limited
 has smart targets with practical strategies
 is owned by the school and is overseen by a key member of staff, e.g. SENCo / SMT
 follows a standard format so involves minimum administration
 is agreed, where possible, with parents and carers
When to use a PSP
A Pastoral Support Programme is one aspect of a continuum of provision that schools can
provide for pupils with Behavioural, Emotional and Social Difficulties (BESD).
In order to ensure PSPs are most effective for the young person and manageable for the school
it is recommended that the school implement a range of other interventions prior to the use of a
PSP. Examples of interventions can be found within ‘The Continuum of Support for Behaviour,
Social and Emotional Well-being’.
DfE guidance notes that a PSP should be used for young people where more of the following
apply:




A young person whose behaviour is rapidly deteriorating and where an Individual
Behaviour Plan is not working.
A young person who has had two or more fixed term exclusions.
A young person who has had one exclusion of ten days or more.
A young person who is in danger of permanent exclusion.
If a young person is returning from an exclusion of ten days or more it is recommended that a
PSP is developed prior to return to school in order for it to be used as part of the reintegration
process for the young person.
A PSP and the SEN Code of Practice

The criteria for a PSP may apply to any young person regardless of whether they are on the
SEN Code of Practice. A young person does not need to have an IEP to have a PSP.

The DfE recommends that, where possible, a young person will have their behaviour targets
within an IEP format. However if an IEP is not a sufficient mechanism to ensure
inclusion of a pupil and a PSP is required this PSP will supersede the IEP for the
period of the PSP.

The IEP should be reviewed during the PSP process to ensure that learning needs do not
impede behaviour. Although it is recommended that behaviour targets may supersede
academic targets whilst the PSP is in place, a young person may also require a learning
target within the PSP to support improving behaviour.

A PSP is time-related with the aim of refocusing the young person to help them get ‘back on
track’. Behaviour targets from the young person’s IEP may be developed to form PSP
targets.
A PSP and the Personal Education Plan (PEP)
When developing a PSP for a Looked After Child ensure that this dovetails with the longer term
Personal Education Plan, and that the young person’s key workers are invited to the PSP
meeting.
Developing a PSP
The most successful PSPs are developed when all the agencies involved with the young person
are asked to contribute to the plan. Ensure that one school staff member is responsible for
overseeing the PSP.
As a minimum a PSP meeting should include:
 Views of the young person (either at the meeting or from a pre-meeting conversation,
dependant on age / needs of the young person)
 Parent / carer
 Class teacher
 Support staff working with the young person e.g. Teaching Assistant, Learning Mentor
 School’s senior manager
 External agencies that have already contributed to the support of the young person within
school action and school action plus interventions
Examples of agencies that may also be contacted to invite to develop a PSP are:
 Educational Psychologist Service
 Pupil Referral Units and Outreach
 Special Educational Needs Service
 Attendance Service
 Children’s Social Care
 Health Services
 Parent Advisory Service
 Parent Partnership Service (if young person has a statement)
 Child and Adolescent Mental Health Services(CAMHS)
 Young Hackney
 Voluntary Organisations
Review Process
The review process should take place every three to four weeks. This will allow for immediate
changes and developments to PSP targets in order to ensure focussed support for the young
person. Ideally the reviews should include all the multi-agency partners involved in the original
PSP. If this is not possible each review must take into account the view of young person and
parent /carer.
The PSP is part of a continuum of support for behaviour that is responsive to the young person’s
progress so it is important to ensure that if a young person no longer requires a PSP that they
are supported by behaviour targets through an individual behaviour plan or IEP if appropriate.
It is not anticipated that a PSP will extend beyond 4 reviews unless clear progress can be
evidenced.
The school, alongside other professionals, needs to consider the impact of interventions
and where limited or no impact has been achieved through the PSP, consider referral to a
multi-agency panel.
Support from the Learning Trust
The Learning Trust is able to provide the following support for schools that are developing a PSP:
 Advice and training on implementing and writing PSPs
 Key person to support the school to develop and implement a PSP
 Key person to attend reviews as required
Please refer to information regarding traded and non-traded services.
Monitoring
Schools are responsible for monitoring their PSPs and we recommend that monitoring includes
age, gender, ethnicity, SEN status and legal status (are the children looked after or subject to
child protection plans).
Ideally a school will not be managing a large number of PSPs at one time as this may blunt the
focus of each PSP and provide management issues for school. If schools have a group of young
persons at risk of exclusion please contact the Outreach Behaviour team or Head of Primary
Behaviour.
A young person does not have to receive an exclusion to necessitate a PSP. However the
Learning Trust will try to identify those young people who may benefit from a PSP from exclusion
data.
Contacts
For further guidance and support to develop and implement a Pastoral Support Programme
please contact:






Sharon Cole, Manager – Pupil Services in Alternative Education 07989 520223
Jan Nockolds: Exclusions Lead
020 8820 7569
Hazel May Joseph: Pupil and Family Support Outreach Manager 0207 251 3932
07917 650318
Rachel Thompson and Claire Tregear:
Primary Behaviour Consultants
020 8820 7360
Kay Scott: Specialist Teacher- Behaviour
020 8820 7139
Educational Psychology Service:
020 8820 7519
Procedure for Implementing a Pastoral Support Plan
Pupil at risk of exclusion
Meeting arranged between parent/carer, pupil, school and relevant agencies.
Completed referral required for PRU Outreach involvement
PSP document completed
School oversight also at termly
school multi-agency planning
meeting (MAP)
PSP Review 1 - 3 (after 3/4 weeks each)
Yes
Continue where evidence of progress
or Final review
Strategies from the PSP integrated within
support for pupil.
Agreed mechanisms to continue support
for pupil e.g. Individual Behaviour Plan
PSP Review 4 - Is the PSP working?
No
Refer to Children and Young
People’s Partnership Panel
(ChYPPP) for wider agency
review, and oversight including
problem-solving and further
coordination of support to school
and family.
Pastoral
Support
Programme
Proforma
This proforma should be used when a meeting is called to draw up a Pastoral Support
Programme (PSP). It is suggested that the meeting follows three steps:
Step 1
Professionals share information and consider the possible options for the
pupil and the support that is available both within and outside the school and
also those strategies also used.
Step 2
A discussion to negotiate the options
Step 3
Draw up a programme that identifies targets to be achieved and supports to
be put in place to achieve those targets
PASTORAL SUPPORT PROGRAMME
.
Pupil name
Date of
birth
Year
group
Date of
meeting
SEN Stage
NC Levels
If pupil has an IEP this should be reviewed during this process to
ensure that learning needs are not impeding behaviour.
Reading
Writing
Maths
Science
Section One
Agencies / individuals involved in the PSP
Who is responsible for writing and overseeing the PSP? ____________________________
Invited
Agency /involvement
Young person
Parents / carers
Class teacher
Learning Mentor
Teaching Assistant
Educational Psychologist
Social worker
CFCS
Attendance Officer
Young Hackney
Section Two
Summary of strengths and interests
Attendance
Report attached
Summary of behaviour concerns
Existing Strategies And Support
Intervention
Who supported
Outcome
Summary of parent views
Summary of pupil views Pupil conferencing completed to support summary (appendix 3 or 4 or 5)? Yes/ No
Summary of external agency involvement
Section Three
Targets, Strategies and Support
(see appendices 7 & 8)
Targets should
 Be small steps towards longer term goals, whilst reflecting longer term goals
 Consider both BESD and academic steps to success
 Reflect the views from Section 2 – including young person, parents / carers
 Be clearly understood by the pupil
Strategies should
 Clearly describe and define outcomes
 Be manageable
 Include monitoring systems
Pupil name:
Target
(SMART)
What can the pupil
already achieve?
Strategies to support
pupil to achieve target
Resources
(including who
supports/ how often)
Actions for Agencies to Support the Pastoral Support Programme
Suggestions of the types of outcomes that an agency might undertake can be found in Appendix 6.
Pupil name:
Agency (named person)
Teacher
Agreed actions
Parents / carers
School staff
External agency =
External agency =
PSP Co-ordinator……………………………………………………………..
I understand and agree to this Pastoral Support Programme
Pupil:
……………………………………………………
Date:………………..
Parent:
……………………………………………………
Date:………………..
School:
……………………………………………………
Date:………………..
Dates and times of reviews (to be at three/four weekly intervals)
1.
2.
3.
4.
PASTORAL SUPPORT PROGRAMME
Review Sheet
This form should be used when a meeting is called to review a Pastoral Support
Programme
The review of targets is based on evidence with a focus on what the pupil has achieved.
Date of birth:
Review No:
Pupil name:
Date of meeting:
Invited
Agency/ involvement
1
2
Attendance
3
4
Report Attached
Target Review
Consider pupil progress towards each target on a scale of 0 – 10 (10 = target fully met)
Target
Number to indicate
extend to which
target is met
Evidence of progress
made?
What has supported this
progress?
Barriers /What can be done differently?
Refer to the multi-agency resource panel: (MAT 0-5 or ChYPPP 6-18)
YES or NO
The review meeting should consider the impact of current interventions and determine if the case should
be referred for wider multi-agency consideration. It is not expected that a PSP will extend beyond a 4th
review unless clear progress can be evidenced.
New or adapted pupil targets
Target (SMART)
Strategies to support pupil to
achieve target
New targets to be sent to ………………………
Resources
(including who supports/ how often)
parent / pupil/ teacher /other
New or adapted staff targets
Agency /Staff member
Target
Strategies
Date of next review……………………………………………………………
Appendices
Appendix One
Pastoral Support Programme - Previous Interventions
This document can be used to ascertain what strategies have been implemented in school prior to
the PSP meeting
Name of Pupil:___________________________
Interventions
Consistent behaviour Policy
 Quality First Teaching
 Consistent whole class/group
rewards
 Consistent individual rewards
 Consistent consequences in class
 Consistent consequences out of
class
 Consistent recording of significant
incidences
Class_______________________
Intervention tried
Impact
Individual contracts
 SMART targets discussed and
negotiated between teacher, pupil
and parent /carer
 Daily monitoring / weekly review
Focused Group Interventions
 SEAL small group work
 Specific skills groups
 Solution focused behaviour plenary
Support / mentoring from key adult
 Learning Mentor
 Teaching assistant
Curriculum differentiation
 Use of structured curricular
programmes
 Teacher / tutor support
Systems for regular home /school
contact
 Feedback and meetings with parent
/ carer
 Positive feedback included
 Report cards
Additional adult support
 In-class support
 Playtime support
Analysis of need
e.g. ABC plan
Support from peers
 Circle of Friends
 Peer mentor
continued on next page
Interventions
Involvement with in-school units
Involvement from Education
Psychologist
Involvement from PRU Outreach
Involvement from CAMHS
Involvement from Children’s Social
Care
Involvement from Young Hackney
Other
Other
Intervention tried
Impact
Appendix Two
Pastoral Support Programme: School Information
This document can be used to clarify school views prior to the PSP meeting
Name of Pupil: _______________________
Class: ____________________
What pupil needs have led to the implementation of a PSP?
What strategies are in place that effectively support these needs?
What are the pupil’s strengths?
When does the behaviour not occur?
Does the pupil have any learning needs? What strategies are in place to support learning needs?
How has the school worked in partnership with parents / carers to support pupils?
Has the pupil had an IEP: Yes / No
If yes how long has the IEP been in place?
Has the pupil had an IBP: Yes / No
If yes how long has the IEP been in place?
Other information
Appendix Three
Pupil Conferencing
Target setting
(Early Years / Foundation Stage)
Date:
Name:
Class:
Year Group:
Please help us by saying how YOU feel you are getting on in school.
(Teacher to ask about activity and ask child to place tick. Teacher to write comments and answers to questions)
ACTIVITY
Reading and writing
Numeracy
Playing in classroom
PE
Playing outside
Coming into school at
start of day
Painting and drawing
Carpet/listening time
Working on your own
Working with a group
Assembly time
Lunchtime
Going home time
With my friends
With grown ups



Sad
I don’t
like it!
Bored
Happy
I am good
at this
COMMENTS
What makes you feel that way?
What are some things you are pleased with in school? When do you feel happy? Draw something here.

What are the things that upset you about school? When do you feel sad? Draw something here.

What would make school a better, nicer place? When do you feel safe? Who makes you feel good and
safe?
Where are you on these steps? Draw yourself. If you are not at the top, what will help you to get
to the top? Think of 3 ways.
1.
2.
3.
Very
happy
Very
sad
Appendix Four
Pupil Conferencing
Target setting (Primary)
My name is…….
My class is…..
The things that are going well at school are…………………
I would like to improve on …………………...
Behaviour Scale
0 = opposite of 10
0
1
10 = my behaviour is helping me learn
2
3
4
5
6
My number on the scale is ……………….
I am at number …….. on the scale and not at a 0 because:



7
8
9
10
Behaviour Scale
If I was to move one point higher up the scale my teacher / friends / parents would notice:



My ideas for my targets are……………….



The people who can help me with my targets are…………………..
They can help by…………..
Signed.......................................................................
Date...............................................................
Appendix Five
Pastoral Support Programme
Pupil Information (Secondary)
Name
Year
Form
My strengths
Areas to improve
Behaviour Scale
0 = opposite of 10
0
1
10 = my behaviour is helping me learn
2
3
4
5
6
My number on the scale is ……………….
I am at number …….. on the scale and not at a 0 because:



7
8
9
10
Behaviour Scale
If I was to move one point higher up the scale my teacher / friends / parents would notice:



Targets
What will help?
1.
2.
3.
Signed.......................................................................
Date...............................................................
Pastoral Support Plan
Appendix Six
Examples of possible actions that may arise from the meeting
School action

Pupil targets and plans to support these targets are discussed with the pupil on a weekly/daily
basis.

Pupil has access to individualised reward system linked to behaviour system: whole class
rewards, individual contract rewards.

Pupil has access to individualised consequence system linked to behaviour system.

Differentiated activities and personalised learning provided.

TA nominated to work with pupil for parts of the timetable.

Specific interventions implemented e.g. SEAL Small Group Work, Circle of Friends.

Targets to work towards are realistic and achievable. One target is easily attainable to
promote pupil success.

Target monitoring sheet to be used in positive way to celebrate success and support pupil
understanding of how to reach their targets.

Home/ school book to be used in positive way each to celebrate success and support pupil
understanding of how to reach their targets.

Identified adult that pupil can access. Time identified for access.

Plan to manage unstructured time e.g. break time, reward time.

Consistent ‘reflection time ‘area has been identified, with plan in place for all adults to follow.

Pupil referred to another agency e.g. Educational Psychologist.

Peer mentor / buddy identified for pupil.

Daily phone call home to parent/carer.
Parent /carer action
 Parent /carer will implement home /school book: sign the book and return it to school each
day.

Parent /carer to discuss on a daily basis what went well at school and what could be done
differently next time.

Parent /carer will engage in weekly contact with the class teacher / SENCo etc.

Parent /carer to praise and reward progress made in school. If reward has been earned
ensure that this is carried out.

Parent /carer will be informed of and attend review and development meetings.

Parent /carer will set reasonable boundaries e.g. homework completion, sleep patterns.

Parent /carer will ensure the child returns their book bag each day.

Parent /carer will ensure the child takes prescribed medication.
Pupil action
 Pupil to take home/school book home each evening and return it to school in the morning.

Pupil understands and recognises the school rules/code of conduct.

Pupil will have the correct equipment to begin each lesson.

Pupil understands and agrees with the targets in the programme and makes a commitment to
work towards them.

Pupil agrees to co-operate with the designated adults.

Pupil agrees to show and discuss their target sheet at the end of each lesson with nominated
adult.
Appendix Seven
Pastoral Support Programme
Developing Effective Targets and Strategies to support a PSP
Targets
Targets should be positively framed and SMART
Specific (small)
Manageable
Attainable
Realistic
Timed
The pupil should be able to say ‘I can………..’
‘I will……………’
Targets should





Clearly describe and define outcomes
Be small steps towards longer term goals
Reflect longer term goals
Reflect the young person, parents/carers and school views (section 2 of PSP)
Be clearly understood by the pupil
What makes an effective target?












Targets relate to main areas of concern e.g. to one or more of the concerns identified in
Section 2 of the PSP and to IEP targets (if appropriate).
Targets build on pupil strengths (rather than what they can’t do).
Targets identify a desired outcome: e.g. following instructions, talking politely.
Targets are achievable within a defined time frame (2-4 weeks).
Targets reflect specific achievable behaviours: e.g. ‘What would this look like?’, ‘What
would I notice?
Targets are simple and easily understood by all involved (including pupil).
Targets are ‘tailor made’ to the child.
Targets include pupil views.
Targets include views of parent/carer.
Targets include multi-agency involvement (where appropriate).
Targets are supported by a range of clearly described strategies that link to a time frame.
Targets are supported by manageable strategies that fit with existing systems e.g.
behaviour policy, learning mentor systems.






Targets are linked to classroom planning and differentiation.
Targets are monitored on a daily and weekly basis to review progress.
Targets are monitored and reviewed on a daily and weekly basis with the pupil.
There is regular communication of progress towards targets between home and school.
Roles and responsibilities are clearly defined.
Plan is shared by all key members of staff and applied consistently.
Examples of SMART Targets
Desired behaviour:
To follow instructions
What will this look like? How will we know when the target has been achieved?
Examples might include:








Being in the right place (staying in the classroom, on the carpet, on my chair etc)
Sitting still (eg during carpet time)
Sitting quietly (not talking)
Starting work promptly
Staying on task
Accepting adult direction without argument
Accepting adult advice
Keeping out of arguments
SMART targets to work towards desired behaviour:
 To sit still for carpet time
 To be quiet during carpet time
 To repeat back an instruction to an adult before each task.
 To answer at least one question when sitting on the carpet
 To show the teacher with a thumbs up/down whether I have understood an instruction
 To listen to an adult without interrupting
 To ask for help when I need it
Strategies
Strategies should be:










Clearly linked to outcomes/targets.
Shared with and understood by all staff included in plan.
Have clearly defined roles and responsibilities.
Overseen by key person.
Applied consistently.
Manageable
Linked to a timeframe
Linked to existing systems e.g. behaviour policy
Monitored regularly
Linked to classroom planning, differentiation and support.
Examples of strategies to support a target
Target:
To sit still for carpet time
Strategies
 CT to use Circle Time/drama/PE etc to model and explore why we need to sit still with
whole class.
 Rehearse with the pupil what it looks like to sit still.
 CT will give ‘thumbs up’ when s/he notices pupil sitting still.
 TA to give agreed reminders – visual/non verbal reminders that have been agreed with
pupil.
 Class ‘buddy’ sits next to pupil on the carpet.
 CT to give ‘proximity praise’ to others sitting still.
 Pupil has four opportunities each day to earn a small reward for sitting still that links
towards a whole class total e.g. green point.
 At the end of the week pupil to show target sheet to key person.
 Pupil to attend breakfast club.
 Parent to introduce bedtime routine.
 CT to start morning and afternoon session with a ‘settling’ routine which might. include an
activity, task or game.
 Class to start the afternoon with ‘emotional barometer’/reflection time.
Pastoral Support Plan and Target Sheet
Pupil name:
Appendix Eight
Date of birth:
Targets
(maximum of three)
Year group:
What parts of the target can the Strategies to support pupil to achieve
pupil already achieve?
target
I understand and agree to this Pastoral Support Programme
……………………………………………………
Date:………………..
Parent: ……………………………………………………………
Date:………………..
……………………………………………………
Date:………………..
Pupil:
School:
Dates and times of reviews (to be at three/four weekly intervals)
1.
2.
3.
4.
Resources (including who
supports/ how often)
Individual Target Sheet
Appendix Nine
Pupils indicate progress against targets in the small box (scoring 1 – 5) for 2 morning and 2 afternoon sessions. Scoring 3, 4 or 5 earns
pupil a green point or smiley face.
Name.......................................................... Week beg:............................................................ Aim...................................................................
Target
Total
Teacher Comment
Monday
Tuesday
Wednesday
Thursday
Friday
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
am
am
am
am
am
am
am
am
am
am
pm
pm
pm
pm
pm
pm
pm
pm
pm
pm
Appendix Ten
Restorative Approaches
“Restorative Approaches are a dynamic and innovative way of dealing with conflict in schools,
promoting understanding and healing and assigning blame or dispensing punishment. They can
create an ethic of care and justice that makes schools safer and happier, not only through reducing
conflict but in terms of developing active citizenship skills, good self-esteem, open communication
and team work in students.” (Hopkins, 2004)
Situations where schools have used restorative approaches:




Bullying incidents
Pupils who are falling into the same behaviours again and again and seem not to be learning
from their mistakes
Classrooms where the learning of the class is being seriously affected by poor behaviour
Individual or repeated incidents between pupils or between pupils and staff
Our job is to support, advise and help you in your work, please make contact with us if you need
any help.
We can...

meet with key school staff to advise and support on how to implement restorative practices;

support you in training cohorts of staff to raise awareness of restorative practices;

support you in training cohorts of staff in the use of the restorative chat;

provide advice and support on how to respond to specific incidents (e.g. bullying) with a
restorative approach;

help with preparation and facilitation of classroom conferences;

help with preparation and facilitation of community conferences;

provide advice and support on how to rebrand and develop school policies and procedures
for them to be made more restorative;

provide resources for you to use in school.
Your contacts at The Learning Trust:
Restorative Practices Development Officers:
Sharon Cole
T: 020 8820 7134
M: 07989 520223
E: sharon.cole@learningtrust.co.uk
Terence Bevington
T: 020 7241 7414
E:terence.bevington@learningtrust.co.uk
M: 07960 494410
Appendix Eleven
SEAL Small Group Work
The Social Emotional Aspects of Learning (SEAL) Small Group Activities is a series of sessions
organised into the seven SEAL themes. Each theme contains a set of six sessions.







New Beginnings focuses on developing a sense of belonging, team support and
celebrating uniqueness.
Getting on and falling out focuses on friendship and managing feelings associated
with falling out.
Say no to bullying focuses on understanding bullying behaviour, how to prevent and
respond to bullying situations.
Going for goals focuses on understanding oneself as a learner and developing goal
orientated behaviours such as persistence.
Good to be me focuses on understanding our own emotions and how to manage
uncomfortable emotions such as worry and fear.
Relationships focuses on important people in our lives, exploring uncomfortable
feelings and thinking about loss.
Changes focuses on recognising and managing change as a natural part of life which
can elicit common emotional responses.
The resource provides professionals with a structure and materials to work with small groups of
children developing their social and emotional understanding and skills.
The resource is intended to be used as part of planned intervention and support for children
identified through the school’s existing structures. The materials should be used as a scaffold which
is tailored to meet the needs of the children.
The themes can be used flexibly. The seven themes can be taught throughout the year within the
whole school themed approach, supporting Quality First Teaching. Or the themes can be delivered
as a standalone intervention at any given point.
When identifying children to take part in the small group sessions attention should be paid to the
dynamics of the group. The needs of the children should be considered when compiling the group
so as to promote the development of a supportive and safe environment in which children can
explore both their experiences and feelings associated.
The materials are beneficial for children with a range of different needs, including children who may
withdraw, lack self-belief and confidence or children who display challenging behaviour. The
prompts above can be used a general guide as to the main topics covered within each theme.
The sessions should be timetabled as a weekly slot, sessions last between 45 minutes and 1 hour.
It is essential that the timetabling of sessions is negotiated with the class teacher so as to find a
mutually convenient period. This ensures that disruption to the sessions is kept to a minimum and
children experience the session as important and valued by all staff.
Planning and preparation is required to deliver the sessions effectively. Time should also be allotted
for reflection after each session to evaluate the needs of the individuals and group.
Children’s Services Behaviour Support Continuum
Universal
 Teaching and learning Policy
 Behaviour for learning policy
 Pastoral support structures
 SEAL , SEAD
 Restorative Approaches
 Curriculum support
 Work experience
 14-19 pathways
 Transition support
 Learning Mentors
Appendix Twelve
V Statement
School Action
 Classroom adjustment
 Curricular differentiation
 Focused group work
 Observations by teachers
 Peer mediation
 SEN support
 Nurture Group placement
 Learning Mentors
 School based initiatives
School Action Plus
 Additional support from
schools teaching assistants
and mentors
 Curriculum differentiation
 Daily weekly monitoring
 Revision of IEP/IBP targets
 14-19 curriculum opportunities
 Multi agency support
 Small group work
Pastoral Support programme
PRU intervention Phase




 PRU Outreach
 Time limited placement
 Individual learning plan
 Assessment of personal and
educational need
Multi agency meeting
PSP Guidance and proforma
Will supersede IEP IBP
Target setting including parent
and carer
 Reintegration
SCHOOL CONTRIBUTION
Universal Support
School Action
IEP
School Action plus
IEP IBP
Pastoral Support
Programme
Reviews1-4
330 with BESD
Universal support
Reintegration
Monitoring
2719 pupils
(1038 BESD)
4
2
CHILDREN’S SERVICES’ CONTRIBUTION
Universal
 Curriculum Consultants
 Behaviour consultants
 Teaching and learning teams
 Leadership & Management
Advisers
 SIPs
 SEAL whole school and
curriculum training and
support
 RJ training and support
 Learning mentor in school
support and training
 School health
School Action
6000 in all
 Individual pupil monitoring
 Advice and SEN
training
- advisory
categories
staff across a range of support
teams such as Education
Psychology
 Young Hackney
 SENCo training /Lead
behaviour professional training
 SEAL small group work
 Input from Pru Outreach
 Monitoring and support of
individual pupils by EAOs
 Day 6 cover
2
School Action Plus
 Input from PRU Outreach
 EAO liaison with family
 Individual or group based
intervention from Educational
Psychologist
 Inclusion team
 Young Hackney
 Day 6 cover
 Referral to resource panels
such as ChYPPP and
Children’s Centre MATs
3
Pastoral Support programme
 Advice on PSP
 Input and assessment from
specialist support services eg
EPS, CAMHS, Exclusion team
 Young Hackney
 PRU Outreach PSP
Monitoring
 Managed move
 Referral to resource panels
such as ChYPPP and
Children’s Centre MATs
PRU
intervention
330PRU
with BESD
intervention
44
PRU Intervention Phase
 Yr 2-4 developmental
curriculum
 KS2-3 intervention reintegration
 KS4 Alternative curriculum
 Day 6 Entitlement
 Reintegration place and
support package agreed in
panel
 In year fair access panel
 Young Hackney
 Personal Learning Team
(formerly Home Tuition)
Appendix Thirteen
Contact Information
Outreach Behaviour Team
Sharon Cole: Manager – Pupil Services in Alternative Education
Hazelmay Joseph: Pupil and Family Support Outreach Manager
020 8820 7134
07989 520223
0207 251 3932
07917 650318
Educational Psychology Service
020 8820 7519
Exclusions Team
Jan Nockolds: Exclusions Lead
Exclusions Officer
020 8820 7569
020 8820 7279
Inclusion Team
Lizzie Yauner: Head of Inclusion team
020 8820 7613
Primary Behaviour Team
Claire Tregear: Primary Behaviour Consultant
020 8820 7360
Parent Partnership Service
020 7014 7123
Pupil Referral Units
Kerran Jefferson, Executive Head Teacher
020 7251 3932
Regents Vocational College (Key Stage 4 PRU)
Paul Lees, Head of School
020 7251 3932
Clissold Park School (Key Stage 2-3 PRU)
Janet Lewis: Interim Headteacher
020 7254 1250