The 4 stages
Universal: The majority of our students will thrive and progress at the universal stage.
Monitoring: Students demonstrate emerging concerns in some characteristics and may need minimally enhanced intervention.
Targeted: Students require targeted interventions and plans to support progress in various characteristics.
Specialist: Students require specialist bespoke support and involvement from external agencies across various characteristics.
We share a vision for positive behaviour across our schools and ensure this is informed by evidence-based practice such as emotion coaching, restorative approaches and trauma-informed and attachment aware practice.
Often the behaviour presenting externally can be an indicator of an unmet need. By remaining professionally curious regarding a student’s behaviour, we can seek to understand the reason for any changes and implement the right support whilst providing healthy challenge to help a student be the best version of themselves.
Students usually engage with our Trust’s vision for positive behaviour but are beginning to make some choices which are negatively impacting on their commitment and attitude to learning.
Our expectations for each role at this stage are:
Be able to recognise poor choices made and engage in discussions around improving actions.
Identify with key staff so that restorative conversations and subsequent relational repair work can have impact.
Work with and communicate with staff to increase their understanding of your needs, building positive relationships and through them improving your attitude to school and adopting a more positive approach to school life.
Work closely with school to support an improvement in behaviour and identify and reasons behind any negative actions.
Share concerns with school and be open to sharing concerns outside of school which might impact behaviours within school.
Work with school as a team to provide a consistent approach for your child.
Ensure staff receive CPD around positive behaviour support approaches to be able to facilitate effective restorative conversations promoting positive relationships.
Prioritise celebrating positive behaviour across all students.
Allocate time to building strong relationships.
Maintain strong communication with families.
Provide a warm and welcoming compassionate environment.
Ensure up to date advice is shared around localised behaviour concerns or emerging trends so that schools can provide targeted assemblies/workshops for students.
Provide CPD around different behaviour approaches to ensure strong skillset within schools.
