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 who are displaying distressed behaviours that could pose risk to themselves and others resulting in risk to their inclusion and belonging within our schools.
Our expectations for each role at this stage are:
Accept the help of school and external agencies in order to improve your outcomes at school or other provisions.
Take an active part in developing your positive behaviour support/relational support plan.
Engage in more specialised interventions in school or with external agencies to identify the barriers preventing you from engaging positively in school.
Continue to work with schools to provide a consistent team for your child and try to uncover underlying reasons for any distressed behaviour.
Actively engage with any external agencies involved.
Consent to possible external support such as alternative provision and shared placements for more specialist intervention.
Key staff such as behaviour lead, sendco, heads of year and pastoral team to devise a more specialist positive behaviour support/relational support plan for more intensive support.
Actively engage with external agencies to draw on specialist advice whilst awaiting assessments.
Follow strategies suggested from external advice such as from an EP, Advisory Teachers, Outreach.
Consider all characteristics of belonging to implement bespoke support.
Provide specific assessments to determine underlying reasons for distressed behaviour (EP assessments looking at attachment/learning needs/environmental etc).
Work closely with the school to develop more specialised interventions such as dual placements and short-term alternative provision.
Offer more intensive training and consultation to schools.
More specialist assessments and services for students with complex needs.
