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Appendix to Behaviour Policy:
A Strategy for managing behaviour of students with AEN
All students will be subject to the system of rewards and sanctions
(Consequences (C) system) but for some students additional provision
and accommodation within the policy will be required.
Every student with identified BESD who is supported at School Action
(SA) and School Action Plus (SA+), or who has a Statement of Special
Educational Need, should have access to Individual Behaviour
Planning and Intervention through an Individual Skills for Behaviour
learning Plan (Appendix A) or an Individual Behaviour Plan (IBP)
(Appendix B). For some students with challenging behaviour a
Behaviour Management Plan will be put in place. Students newly
identified for intervention will be entered onto the AEN register at SA
initially.
The outcome of planning will be recorded on the management
information system (MIS) and a copy kept in the student file and by
the house mentor together with pupil passport information.
Individual behaviour planning sit within the framework of whole school
behaviour policy. And is part of the school’s Route to Intervention
Framework and is summarised below
Delivery of behaviour intervention including IBPs will usually be
delivered through the Learning Hub by house mentors under direction
of the Head of House, HLTA B&A and SENCo as part of the whole
school behaviour management strategy.
For students with complex needs (Particularly Kieder Intervention and
Bridge Students) behaviour management plans will usually be
managed and delivered by specialist teaching staff.
Co
nsi
ste
nt
syst
em
of
rew
ard
s &
san
ctio
ns
Pa
sto
ral Su
pp
ort
Pla
n
Ind
ivid
ua
l B
eh
avio
ur
Pla
n
Learning Hub
Be
ha
vio
ur
Ma
na
ge
me
nt
Pla
n f
or
stu
de
nts
with
ch
alle
ng
ing
be
ha
vio
ur
(Brid
ge
/ K
ield
er
)
Behaviour Policy
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*Panel to comprise: Head, Asst Head Inclusion, Governor, John Watson – case presented by Asst Head
SENCo, Head of house.
**a PSP placement is time limited and does not incur a cost to the school.
Intervention Response to Behaviour Levels Consider CAF/Multi agency Intervention
Level 1 Level 2 Level 3 Level 4 Level 5
Type of Behaviour Classroom
disruption,
corridor
behaviour
Accumulation of
sanctions.
One off incidents
inline with
behaviour policy.
Continuing behaviour at level 2 or escalating
behaviour
Sanction/Intervention Blue
slip/detention
C1 – C6 new
behaviour
policy
Internal / FxT
Exclusion –
dependent on
severity
(consistent
application
across houses
determined by
behaviour policy)
and intervention
from form tutor,
HoH or mentors.
Individual
Behaviour
Planning
Internal
PSP
External
PSP
CAF likely
Includes
PSP
placement
at PRU**
Managed
Move,
Permanent
PRU
Placement,
PX.
House Mentors
Time Frame Monthly
monitoring
Cumulative
monitored termly
6 weeks (Half
term)
12 weeks 12 weeks Permanent
Move
Trigger for activating
next level
More than 9
sanctions
triggers level
2 (i.e. 1 day
Internal
exclusion
and
intervention
from form
tutor, HoH or
mentors.
Student
passport and
Intervention
log started.
Equivalent of 6
days internal /FTX
triggers level 3.
Not ‘one off’
(internal or fixed
term) but
persistent
misbehaviour (at
discretion of
HoH).
A serious offence
may result in a
permanent
exclusion.
If targets not
met or
significant
improvement
shown. Move
to level 4
Targets not
met
continuing
or
escalating
behaviour
At end of
PSP
Parents &
Student
meets with
panel*
Who? All staff
Monitored
and trigger
activated by
HoH
HOH Exclusion
recommendation
agreed by SLT
with ref to SENCo
for students with
AEN.
House
mentors in
collaboration
with HoH.
Plans
monitored
by HLTA
B&A
Student
passport to
HLTA B&A
draws up
PSP in
collaboration
with HoH
Monitored by
SENCo
Student
passport
to SENCO
Panel
Need to know HoH
Form Tutor
HoH
Form Tutor
JCN (Head teacher – FTEX
and above only)
HoH
Form Tutor
JCN
HoH
Form Tutor
JCN
HoH
Form Tutor
HoH
Form Tutor
Comments: Print out of
sanctions
(from SIMS)
issued,
monthly to
HoH by SQ.
HOH responsibility
to trigger level 3.
HOH interview
with all students
at this trigger.
Judgement
made: No further
action, Skills for
Behaviour plan,
IBP.
May
include
external
referral for
advice
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Behavioural, emotional and social difficulties will be identified through
tracking and assessment systems including scrutiny of sanctions,
behaviour audits, the Boxall profile and placement and progress
monitoring associated with individual and group programmes eg
Friends programme.
Individual behaviour planning will record the strategies to be used to
help the student to progress and will set out the targets that the
student should be working towards. A Student Passport with
Intervention Log will record provision or strategies that are different
from, or additional to, those that are already part of the differentiated
curriculum which sets out the ways in which the curriculum will be
adapted to ensure that all students can learn and progress at their
own pace.
The whole school policy will determine provision by a series of triggers
that move students progressively through levels of intervention.
Disruptive or challenging behaviour
identified
Behaviour modification
plan agreed &
implemented
Behaviour monitored
Plan reviewed
Behaviour managed or
modified
Assessment of BESD
Principles of Behaviour
intervention
Level 1-2
Whole school system of Rewards and sanctions C1-C6
Level 3
Individual behaviour Planning (IBP)
Level 4
Pastoral Support Plan (PSP)
Hu
b In
terv
en
tio
n
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Individual Behaviour Planning (Level 2-3)
Monthly sanctions monitoring sheet to Head of House
More than 9 sanctions triggers 1 day internal exclusion
Proactive intervention from form tutor, HoH, House
mentor, academic mentor, etc – Student passport
Initiated. Parents notified (reply slip returned)
Monthly exclusion monitoring sheet to Head of House
More than 6 days internal/Fixed Term exclusion triggers formally
recorded interview with HOH. HoH judgement as to appropriate
action:
No further action (due to nature of incident, previous record)
Individual skills for behaviour modification planning
Individual Behaviour Plan with smart unconditional targets Parental involvement
Skills for behaviour modification
planning
Low level incidents
HoH judgement that student likely
to get back on track as a result of
short term intensive intervention
HoH/mentor review progress and
other factors, undertake
assessment, observations - goals
defined.
Parents consulted
Meet with student and agree
expected outcomes and
strategies.
Passport and intervention log
established.
Copy of plan to House file, MIS,
parents, student, HLTA B&A, form
tutor.
Regular review – failure to improve
IBP.
Individual Behaviour Plan
Persistent higher level incidents
HoH/mentor review progress
and other factors, undertake
assessment, observations - goals
defined.
HoH minuted meeting with
parents and student
Targets, expected outcomes
and strategies agreed.
Passport and intervention log
established.
Copy of plan to House file,
facility, parents, student, HLTA
B&A, form tutor.
Review date set (6 weeks)
parents included in review –
failure to improve PSP.
Head of House
maintains
Behaviour
Intervention log
to ensure at a
glance record of
all students on
Intervention.
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The IBP should include: Identification of the areas of concern and bbaseline information about the
student’s needs including strengths and skills
A broad long term objective for the students progress
Three or four specific targets which are related to the objective
The teaching strategies to be used
How parent/carers can be involved
How the environment may be changed to keep behaviour from starting in
the first place
Positive reinforcement to promote good behaviour including criteria for
success of the plan
Targets and strategies to help the student manage their own behaviour and
access education more effectively.
What will be done by the school to support change: e.g. resources, activities,
specific arrangements and rewards
How the plan will be monitored and recorded including dates for review and
evaluation.
The Student Plan should focus on three or four clear targets relating to the
key areas of behaviour and social skills. These targets should be SMART
targets i.e. Specific, Measurable, Achievable, Realistic, Time limited
Agreed area of focus should be directly related to the student’s needs as
identified through the assessment process.
The IBP may be developed with the help of outside agencies e.g.
Educational Psychologist where appropriate.
Inline with good practice the IBP will be discussed with parents/carers and
the student Parents should be given the opportunity to carry out activities
to support the plan and students should be encouraged to record their
own progress towards the targets and to determine and prioritise these if
appropriate.
Formal reviews of the plan should be held initially after 6 weeks and then at
least twice per year if the plan is effective but to be implemented long
term. Targets may be reviewed and adapted informally at any time.
Formal reviews should be held more frequently if there are concerns about
a student’s progress. Parent’s views on the student’s progress should be
sought and wherever possible the student should also take part in the
review process and be involved in setting new targets.
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Pastoral Support Plans (Level 4) A Pastoral Support Programme (PSP) is a programme of intervention
available to students who have moved through the 3 levels of intervention as
described above but it can be a direct response to support individual young
people who have had several fixed term exclusions that may eventually lead
to a permanent exclusion, or who may be at risk of failure at school through
disaffection or deteriorating behaviour. This may include non-attendance at
school.
A PSP is a high-level school-based intervention planned to help students
better manage their behaviour by identifying clear and precise behavioural
outcomes for the young person to address with the help of the school staff,
parents/carers and where appropriate, outside agencies. Initially a PSP may
be at ‘In–school’ level; if this is unsuccessful the plan should move to a higher
level and may involve Rebecca Shepard (LA Inclusion Officer) and possible
placement at a pupil referral unit (PRU).
Students on a PSP should be placed at SA+ on the AEN register.
The ‘external’ PSP is school based and owned but Parents, Carers, Multi-
Professional Teams and External Agencies will need to be involved in
supporting both the student and the school to meet the targets leading to
precise behavioural outcomes set at the initial PSP meeting.
A member of staff (usually the HLTA B&A (internal PSP) or SENCo (external
PSP)) will be identified as being responsible for co-ordinating, monitoring
and reviewing the PSP in collaboration with the Head of House.
In the case of young people in care to the Local Authority, the PSP may be
incorporated into the Personal Education Plan (PEP)
A PSP should not be a paper exercise, which leads to exclusion.
A PSP is time-limited. Government guidance has suggested it should be
‘live’ for between 12 and16 weeks.
Stages in preparation of PSP and associated paperwork:
Stage 1 Internal PSP
Student Passport and Intervention Log reviewed and updated
Use of CAF explored Appendix C PSP Preparation Form completed
Pastoral Support Programme (PSP) with smart targets drawn up in
meeting with parents, managed by HLTA B&A with representation
from HoH and actively involved support services if appropriate e.g.
BST, EWS, EPS, CAMHS, Social Care etc using Appendix D PSP Form
Review dates set and behaviour monitored and subject to school
behaviour policy. Appendix E PSP Review Form
Step down from PSP after 12 weeks if behaviour effectively modified
and targets met. Ongoing monitoring from HoH.
If not: Stage 2
Stage 2 External PSP
External PSP drawn up at a Multi-professional meeting,
co-ordinated by school, to include new case-holding partners as
appropriate and led by SENCo
Other referrals eg PSP placement at PRU made through appropriate
referral routes (including Student passport and last PSP review) as
evidence of targeted and appropriate inschool intervention. Review
targets after 12 weeks.
Stage 3 (Level 5)
Rapid Response meeting called by Assistant Head SENCo & Head of
House – case presented to panel for decision on future placement.
LA Inclusion Officer involvement and possible Managed Move,
Permanent PRU Placement or Permanent Exclusion.
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Individual Behaviour Management Plan For students with challenging behaviour associated with learning disability or
Autism it may be necessary to anticipate situations where behaviour may be
an issue and prepare appropriate responses and strategies for staff to ensure
a consistent and safe approach. This is known as a behaviour management
plan and may include a Positive Handling Plan for those students who as a
last resort may require restraint. (See Positive Handling and Restraint Policy
below)
Drawing up an Individual Behaviour Management Plan
The prompts below are to help staff draw up multi-element plans addressing:
The message communicated by the behaviour
Environmental change – how the physical, social and curricular
environment can be adapted
Teaching new skills – which new skills to facilitate better behaviour in
future should be taught and how this will be done
Reinforcement – how progress will be recognised and rewarded
Reactive strategies – planned responses to difficulties. This section should
include any proposed physical interventions or strategies `
Key behaviour difficulties
Give a general overall description of the current concerns.
Refine these current concerns into a list of observable behaviours (If you
recorded the behaviours causing concern on a video recorder, what would
you see and hear happening?).
Choose the priority problem to consider. You might prioritise a particular
behaviour because:
It is likely to have a positive, domino effect on other challenging
behaviours
It needs to be tackled first because of its seriousness
Achieving initial success in this area will build confidence to address larger
areas.
Questions to consider in understanding the behaviour:
What insights can the pupil and parents give into the purpose of his/her
behaviour?
What goal do you think the pupil is trying to achieve?
What we want to see instead
Identify positive, realistic replacement or tolerance behaviours which you wish
to see in place of the unwanted behaviours.
Express these in clear language, which is understood by the pupil. A useful
format is to use SMART targets that are Specific, Measurable, Attainable,
Realistic, and Time scaled.
Environmental changes
Observational data gathered in the assessment phase may indicate times
and places where challenging behaviour is more likely to occur. In particular,
it is worth considering aspects such as movement between activities/classes;
social groupings; general supervision arrangements; physical characteristics
(such as space, lighting, noise, temperature); curricular structure, match and
challenge; and the degree of choice available to the student
Teaching plan
What new strategies, attitudes, competencies and skills will need to be taught
in order to enable the pupil to achieve the desired behaviour change?
How will these be taught and supported?
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Provision needed
What organisational/staffing/curricular arrangements will be necessary in
order to support the desired changes?
Who will take key responsibility for implementing the support arrangements
and informing other staff as necessary?
How will outside agencies be involved?
What additional resources or equipment will be necessary in order to support
the plan?
How the pupil can be involved
What exactly will the pupil be asked and encouraged to do as a way of
achieving behaviour change? Consider making specific requests such as self-
monitoring, regular meetings with staff, completion of negotiated targets etc.
How the parents/carers can be involved
Consider issues such as home-school communication, home-based rewards
and homework completion, as well as seeking agreement on ways of
managing behaviours that are seen both at home and at school.
Rewarding progress
What are the meaningful incentives to help encourage this pupil to learn and
apply more positive behaviours?
How can they be used to recognise the effort involved in learning new
behaviours and unlearning old habits?
Responding to difficulties
What strategies have previously been found effective in responding to
difficulty? In particular, what are the low-level responses that seem effective
in cueing the pupil back on track?
What will be the agreed response to continued difficulty?
Which, if any, specific physical intervention strategies will be built into the
plan?
How will these be presented to the pupil as an attempt to reinforce the
importance of the plan, rather than a threat concerning non-cooperation?
Monitoring arrangements
How will progress be monitored in the short and medium term?
Who will be responsible for gathering information regarding progress?
How will this information be communicated with others, particularly between
home and school?
When will a more formal review of progress be made?
Review
To what extent have the interventions been successful?
What changes will need to be made? (It may be useful to record detailed
changes on a subsequent plan).
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Positive Behaviour Management
The school behaviour policy is intended to reward effort and application, and
encourage pupils to take responsibility for improving their own behaviour. Part
of our preventative approach to risk reduction involves looking for early
warning signs, learning and communicating any factors which may influence
bad behaviour and taking steps to divert behaviours leading towards
foreseeable risk.
Whenever possible, pupils are encouraged to participate in the development
of their own Behaviour Plans by focusing on positive alternatives and choices.
Parents are also encouraged to contribute.
However, if problems arise, all staff have an additional responsibility to support
all pupils when they are under pressure and safely manage crises if, and
when, they occur.
Staff will use a range of de-escalation strategies before a physical
intervention becomes necessary.
Staff can :-
Show care and concern by acknowledging unacceptable behaviour
and requesting alternatives using negotiation, reason and distraction.
Give clear directions for pupils to stop.
Remind them about rules and likely outcomes.
Well chosen language is used to de-escalate situations.
Remove an audience or take vulnerable pupils to a safer place.
Make the environment safer by moving furniture and removing objects
which could be used as weapons.
Use positive touch to guide or escort pupils to somewhere less
pressured.
Ensure that colleagues know what is happening and get help.
This strategy is scheduled for Annual Review ……………………(Date)
It was formally adopted by the Governing Body …………………….(Date)
Signed: ………………………………… Headteacher Signed:…………………………………. Chair of Governors
This appendix should be read in conjunction with the School’s Child
Protection Policy, Whole School Behaviour Policy, Positive Handling
and Restraint Policy, Staff/ Pupil Disciplinary Policy, Health & Safety Policy and Safeguarding Policy.
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Appendices:
Appendix A: Appendix F: Student Passport and Intervention Log
STUDENT INFORMATION PASSPORT
School Contact: Head of House:
Senco’s: Natasha Deans/ Cei Davies
Initiated Academic Year:
Student Details Name: D.O.B. UPN:
Gender: Transport: Previous School:
Disability Ethnicity: Language:
Address:
Home number: Mobile Number:
Email address:
Parent/Carer:
Other Contact:
Other children in household if known:
CoP Stage: School Action
Date:
School Action Plus
Date: Statement:
LAC Child in need Subject to a Child Protection Plan
PEX CAF
Start date:
Statement of SEN Funding if aplicable:
Other service involvement and dates of involvement:
Herefordshire Psychology
Service
Social Care
EWS Sensory Impairment:
VI / HI
Behaviour Team
Herefordshire Psychology
Service
PCT eg.CAMHS/OT/
SALT
Learning Team
YOT Physical Disability Team
Social communication/
ASC Team
PCT eg.CAMHS/OT/
SALT
Involvement of other agencies: YOT, Children’s Services, EWS, Zig-Zag, Counselling
Continued liaison with The Aconbury centre , inschool cousellor, LAC team/social services
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Reason for Referral: Attendance Bullying Exclusion Emotional Anxiety Family Trauma Behaviour Other Focus of concern: Attached copy of referral form: Yes/No
Academic Attainment
KS2 SATs KS3 (Teacher Assessment)
KS4 FFT grade Current attainment
English
Maths
Science
ICT
Attendance: e.g. level of attendance % EWO involvement? (Facility print out)
Previous Fixed Term Exclusions: reasons / dates (Facility print out)
Doctors name: Surgery:
Medical / Other Information including Care Plan if appropriate:
Preferred Learning Styles / Strengths:
Barriers to Learning: e.g. health, diet, home support, literacy / numeracy
Any other relevant plans and person responsible CAF __________________ PSP ____________ IEP/BMP/ILP LAC review YOT ________________ LAST SCHOOL REPORT
Pupils Aspirations and Interests. Career aims, outside activities, future pathways:
Student’s View – your concerns and hopes.
12
Parent/Carers View
Relationships: e.g. school, community, home, personal
Health & Safety Risk Assessment: Healthcare plan / PEEP: Yes / No
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INTERVENTION LOG
START DATE NOTES/REVIEW
On Report
‘Differentiated’ report cards/monitoring sheets e.g. a ‘good news’ positive report card with an agreed reward for a number of positive comments.
Personalised ‘time Out’ system:
Reporting to:
Individual reward/incentive for meeting SMART targets, e.g. extra computer time, letters/post cards/emails to parents, negotiated treats at home/ credits, merits, certificates etc.
Key worker /mentor/ counselling -regular timetabled contact/form tutor/HoH
Steps taken to share ‘what works’ with the student (e.g. meeting(s) of subject staff to share effective strategies or observation of student followed by a report of successful strategies to staff)
TA support in specific lessons
Change of class/tutor group/teaching set
Individual behaviour plan (IBP)
Other modification in the student’s timetable e.g. dropping one or more GCSE subject.
Part-time work experience/LINK college course/early college placement
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Peer mentoring/buddy system/’Circle of Friends’
Timetabled small group/one to one input on ‘emotional literacy’/anger management/assertiveness skills/SEAL activities
‘therapeutic groups - Art/music therapy/martial arts groups/sports coaching /relaxation techniques / etc
HUB placement – personalised timetable, behaviour modification programme
Attendance at clubs/support during unstructured times
Exploration of referrals to other agencies e.g. BST, EP, YOT, CAMHS etc.
Part time PRU Intervention Placement
Assessment of academic potential and barriers to learning
Subject Intervention
1:1 academic mentoring Mentor:
Other:
Log to be started by House mentor and maintained in collaboration with HOH as part of Student passport. To be up to date and available to HLTA B&A, / SENCo at level 4.
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Appendix B: Individual ‘Skills for Behaviour’ Learning Plan
Student name:
Form:
Mentor:
Plan Date:
Review of progress should be based on collection and analysis of data
Current NC levels, assessment data: observation notes ,ECR, SNIP Behaviour audit, PASS, ABC
Behaviour analysis, or other
Feedback from staff Feedback from the student
Feedback from the parents/carers
All decisions regarding student learning should be based on a range of data sources. Individual Learning Plans aim to
personalize the teaching and learning program, support improvement in identified areas and should be
monitored and revised regularly.
Learning improvement goals -
Priority areas for improvement.
Consider:
Concentration
Listening skills
Communication skills
Cooperation /team working skills
Individual work skills & engagement
Managing anger
Learning outcomes
List relevant learning outcomes linked to the
learning improvement goals.
Consider:
Engagement
Attendance
Disruptive behaviour
Intervention strategies & revised pedagogy
Consider:
Classroom learning interventions
Small group
Individual inclass support
Targeted Individual programme (Time limited)
Mentoring programme
Lunchtime activities
Behaviour expectations
Parents/carers – expectations/support
Identify in partnership:
expectations of parents/carers
level of support that can be provided by
parents/carers
how the school can support parents/carers
Processes for collection of data
Identify:
data collection methods
how progress will be measured
Timeline for review and revision of plan
Individual Learning Plans should me measured and modified regularly.
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Notes:
Other Interventions in place:
Progress & Outcome Review:
17
Appendix C:
Behaviour Intervention Plan
Name: Form: Date: Plan number: 1
Nominated staff member to oversee plan:
Review Date:
Additional areas of need (completed prior to
meeting):
Additional wave
2/3 provision in
place (completed
prior to meeting):
Schools views and concerns:
Parent/carer’s views and concerns:
Pupils views and concerns:
Areas of school life in which pupil experiences success:
Rewards which have worked in the past:
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Agreed area of focus and broad objective (What do we want to be
different/better)
Criteria for success (how will we know when its better?
Intervention/strategies agreed:
Resources identified:
Agreed monitoring and review
Student plan agreed:
Head of House
Student
Parent
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Student Plan
Name: Form: Date: Plan number 1
Goals:
Eg.To reduce number of detentions
To follow instructions from staff
To accept that staff have the authority to challenge students.
Small steps I can take to
meet my goals:
Strategies to help
me:
Strategies
adults will use
to help me:
Review
comments:
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Appendix D: CONFIDENTIAL
The Bishop of Hereford’s Bluecoat School PASTORAL SUPPORT PROGRAMME PREPARATION FORM
Complete as much as possible before the meeting and make available for first PSP meeting
1. GENERAL INFORMATION Date of first PSP meeting ………………………………………………………. Name of PSP Co-ordinator Name of Pupil:
Unique Pupil Number: Date of Birth:
Gender M/F: Year Group:
Address: Name and Address of Carer (if different from pupil):
Telephone Number: Telephone Number:
Ethnicity:
Bangladeshi Chinese Traveller
Black-African Indian White UK
Black-Caribbean Other European Other (please specify)
Black other Pakistani
2. OTHER INFORMATION Public Care Yes/No If Yes, name of social worker
Statement of SEN Yes/No
Date of last annual review School Action
School Action Plus
Current Intervention if any: (e.g. House mentor, anger management, etc.) 3. NATURE OF CONCERN At least 2 fixed term exclusions (adding up to 15 days or more)
Risk of school failure through disaffection/non-attendance
Rapidly deteriorating behaviour
Other (please specify)
Exclusions Fixed Term
Number Total Number of Days Term e.g. Spring
21
4. ANALYSIS OF DATA/BEHAVIOUR LOGS ETC. (Also see attached QCA Questionnaire Summary form) WHERE IS THE BEHAVIOUR OCCURRING?
Classroom On the bus/transport On the way to school √ Playground
Corridor At home Other, please specify Dining Area
WHERE/WHEN IS THE BEHAVIOUR NOT OCCURRING? Analysis of antecedents:
Triggers Further Details
Specific subjects
Specific teachers
SEN factors
Specific times of day
Others (please specify)
National Curriculum Levels Key Stage: 1 2 3 4 Level of Attainment
SAT Teacher Assessment Date Current Reading Age
English Current Spelling Age
Maths
Science
5. ANY OTHER CONTRIBUTORY FACTORS (e.g. bereavement, family
breakdown, early learning goals/experiences)
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6. OTHER SERVICES/AGENCIES INVOLVED
Learning & Behaviour Support Team Pupil Referral Unit (PRU)
Connexions Social Services
Child and Adolescent Mental Health Service Voluntary Organisations
Education Welfare Service Youth and Community Service
Educational Psychology Service Youth Offending Team
Traveller Education Service Other (please specify) Health Professionals
Police Special Educational Needs Team
If a child or young person is in public care, a copy of the completed programme should be attached to the Personal Education Plan
PLEASE COPY TO ALL PARTICIPANTS AT THE PSP PLANNING MEETING
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QCA Questionnaire Summary Form School Teacher
Scoring Criteria - 1 Not at all 2 Rarely 3 Sometimes 4 Fairly Often 5 Often 6 Always
Teacher & Subject Avg self
Learning Behaviour
1 Is attentive and has an interest in school work.
2 Good learning organisation I V/0!
3 Is an effective communicator #DIV /0!
4 Works efficiently in a group #DIV/0!
5 Seeks help where necessary #DIV/0!
Conduct Behaviour
6 Behaves respectfully towards staff. #DIV/0!
7 Shows respect to other pupils. #DIV/0!
8 Only interrupts and seeks attention appropriately. # DIV
9 Is physically peaceable. #DIV/0!
10 Respects property: #DIV/0!
Emotional Behaviour
11 Has empathy:. #DIV/0!
12 Is socially aware. #DIV/0!
13 Is happy.. #DIV/0!
14 Is confident. #DIV/0!
15 Is emotionally stable and shows self control. #DIV/0 !
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Appendix E.
PASTORAL SUPPORT PLAN Date of Meeting:
School: BHBS
Student’s Name: Date of Birth: Year:
Present:
SUMMARY OF SCHOOL CONCERNS:
SUMMARY OF PARENTAL/CARERS CONCERNS:
SUMMARY OF STUDENT’S VIEW:
TARGETS to be met by student to improve his/her inclusion in school:
1.
2.
3.
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SCHOOL SUPPORT/ACTION AGREED:
1.
2.
3.
PARENTAL/CARER SUPPORT/ACTION AGREED:
OUTSIDE AGENCIES:
HOW WILL THE PSP BE MONITORED:
PSP start date: Review date:
PSP coordinator: Parent/Carer: Student:
COPY TO: all present & apologies, Head of House, Form Tutor, Senco, other relevant agencies eg HPS, EWO.
26
Appendix F:
PSP REVIEW Date of Meeting:
School:BHBS
Student’s Name: Date of Birth: Yr:
Present:
Apologies:
TARGETS set at previous PSP meeting ( ):
1.
2.
3. 4.
PROGRESS IN RELATION TO TARGETS: (school & student’s view)
1. .
2. .
3. .
4. .
ONGOING CONCERNS: (school & student’s view)
Is the student still considered to be at risk of exclusion?
WHAT TARGETS DOES THE STUDENT STILL NEED TO ACHIEVE?
1.
27
2.
3. 4.
HOW WILL THE STUDENT BE SUPPORTED?
AT SCHOOL:
AT HOME:
BY OUTSIDE AGENCIES:
HOW WILL THE PSP BE MONITORED?
PSP start date: Review date:
PSP Coordinator:
Parent/carer: Student: