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 are frequently demonstrating behaviours that go against our Trust’s vision for positive behaviour and are causing significant impact to their engagement and attitude to learning of themselves and others.
Our expectations for each role at this stage are:
Engage with suggested interventions to work on developing a more positive outlook at school.
Work with staff to develop a positive action plan to improve your behaviour.
Actively engage with support provided to improve engagement with learning, the wider school life and achieve a better sense of belonging.
Take an active role in helping your child accept responsibility for their actions.
Work with school openly and honestly in order to identify any underlying issues causing distressed behaviour or behaviour which challenges.
Attend regular meetings when needed to work collaboratively with school on any positive behaviour support/relational support plans and interventions.
Maintain strong relations with families to support all students.
Celebrate small steps of success and ensure concrete and specific praise is given where needed.
Ensure all staff are aware of reasonable adaptations needed and any external factors which might trigger distressed behaviours.
Develop positive behaviour support or relational support plans which are shared with all staff involved with key students.
Consider referrals for assessments or external advice.
Take an active part in a multi-agency approach to improve behavioural outcomes.
Offer outreach support to schools with advice and resources around improving behaviour and engagement in school life.
Work with schools to consider more targeted interventions for support.
