TRAUMA INFORMED
LANCASHIRE
BEHAVIOUR POLICY
TOOLKIT
CONTENTS
PAGES
3. Introduction
4. Policy Principles & School Policy
9. Approaches & Strategies
14. Secondary Level Interventions
19. Specialist Level Intervention
22. References
The following guidance is shared to encourage schools who wish to revise their school
behaviour/ relationships policy to clarify and promote the adoption of trauma informed
approaches.
Not all text could or should be used, but elements of each section may be helpful and
could be cut and pasted into individual school policy documents.
School Behaviour/ Relationships policies are most likely to be consistently understood
and applied when discussed and agreed collaboratively.
All the schools whose policies are referenced in this document are happy for other schools
to use as they wish.
Our guidance assumes that schools are working at a three tier level in approaching the
whole school management of behaviour.
The Policy guidance is divided into the following sections:
1. Trauma Informed Principles/ Introduction
2. Description of whole school (universal) approaches / strategies. – Rewards and
sanctions
3. Approaches for those requiring higher level of support (secondary level)
4. Approaches in response to intense need (tertiary level)
Tertiary -
Specialist
providers,
alternative
provision
units
Secondary -
Withdrawal/ small
group/ individual
provision
Universal.
Classroom practice, school ethos, policy
and practice
INTRODUCTION & RATIONALE
School Ethos
A trauma informed school approach is a dynamic, developmental approach to working
with children that supports their emotional and social wellbeing. It is based on
comprehensive and extensive research in neuroscience, attachment theory and child
development.
Knowledge of social and emotional learning supports the school in planning experiences,
activities and opportunities and reinforces our understanding that learning happens
across the whole day, enabling pupils to develop their social and emotional learning and
apply skills that are vital for healthy development.
We recognise that it is important for adults to understand where a child is in terms of
their mental and emotional health and to differentiate their relationship with children to
support their development.
Life events can introduce episodes, which become interruptions to some children’s
development. The Trauma informed Schools programme supports adults in creating a
differentiated provision in response to need with reparative strategies as part of
systematic actions. With a programme of continuous development, our vision is for all our
staff to receive regular training and to use this insight to build healthy development,
encourage pupils to increasingly self-regulate and embed strategies in social and
emotional learning and positive behaviour choices, therefore underpinning academic
progress.
"Classroom management is not about having the right rules, it’s about having the right
relationships."
Emotional and learning behaviours are at the heart of our behaviour procedures and
approaches. As a trauma informed school, we use our understanding of social and
emotional development and learning within all our approaches to behaviour.
Our expectations, the rules that underpin them and rewards and sanctions around
behaviour are revisited and reviewed at regular intervals and agreed by all. This offers
containment and safety.
We strive to be an emotionally literate school with our everyday practice informed by an
applied knowledge of the neuroscience of emotional and social development and
attachment research. Through this we aim to ensure resilience, good mental health, and a
readiness to learn.
‘Emotionally literate teachers, who interact with children in ways that soothe, calm,
contain, stimulate, and accompany them as they learn, support their students to become
emotionally literate too. In so doing, they provide the positive interactions that contribute
POLICY PRINCIPLES & SCHOOL
ETHOS
1
to the development of effective stress management systems in their learners’ brains. At
best, such teachers/adults contribute to the establishment of ‘good-enough’ regulating,
focussing, meaning making and memory circuitry in the brain.’
‘Feel The Difference: Learning in an Emotionally Literate School’ Lynne Gerlach /Julia Bird
(2006). We value learning and everyone within our community.
The uniqueness and diversity within our staff, student and parent body is valued and
celebrated. Everyone is a learner, and everyone is deemed to have an ‘elastic’ capacity to
learn. We make provision for developing the emotional learning of all our students, but
most particularly for its most vulnerable and challenging students. Our learning culture
emphasises learning as a process, learning from mistakes, the importance of feelings in
learning and learning how to communicate responsibility for one’s own feelings. The
school climate aims to create a shame – free learning zone. Responsibility for one’s own
learning is prized. Independent, resource based, and collaborative learning are
encouraged. It is understood and accepted that all learners have their own emotional
needs sometimes- and these can be addressed as a part of promoting learning. The
adults encountered by the children at school have an important responsibility to model
high standards of behaviour, both in their dealings with the children and with each other,
as their example has an important influence on the children.
Example ethos:
At ------------- we strive for excellence and believe that through a culture of support and
guidance, which is fair and restorative, pupils will develop and reach their fullest potential.
It is the belief that every child should be given Unconditional Positive Regard. Through
research, evidence and trauma informed practice, staff are able to guide and lead pupils
effectively. The aims, ethos and values are outlined in this policy.
Furthermore, it is recognised that in order to fully meet the needs of pupils, of which
many present with complex needs, it is a necessity that the school is attuned, attachment
friendly and nurturing (Wall; 2018). It is integral that work is carried out to co-regulate
behaviours, but also to provide the skills for pupils to identify their own need and to
educate them and upskill them in order to self-regulate and allow for positive changes.
Work is carried out with parents to understand their needs and difficulties, as well their
experiences and to help and provide support for them so that any unmet needs away
from the school can be achieved.
Underpinning values and ethos
At -----------we aim to meet the complex needs of our pupils through:
The provision of a predictable and safe environment, explicitly founded on nurture
and attachment principles that promotes security through consistent routines
and clear boundaries.
An unrelenting focus on celebrating, promoting and positively reinforcing positive
behaviour.
The application of Unconditional Positive Regard for all pupils, acknowledging and
addressing any inappropriate behaviours which may arise by attuning to the pupil
and their need and working with them on strategies.
All inappropriate behaviour is an expression of an unmet need – all staff seek to
understand what the behaviour need is and working with the child, introduce
strategies to support.
The provision of an appropriate learning curriculum with carefully-planned
learning opportunities including the development of social and emotional aspects
of learning.
The confident and consistent employment of intimacy, warmth, banter and trust
as a way to support and engage pupils by connecting in a congruent and caring
way.
Relationships, Structure and Routine
The pupils who attend ------------have often suffered trauma and many have insecure
attachments, they have often experienced a fragmented school life which makes
relationship building and following organised structure a challenge. It is, however,
important to provide those things in order to help them remain and feel safe, safe from
harm and safe to make mistakes in order to progress.
Positive relationships between pupils and staff are essential in order to reach milestones
and beyond. -------------use Restorative Approaches to ensure that the running of the
school is smooth and pupils learn, are engaged and progress. There is a need for rules in
order to keep boundaries firm but fair.
Rules are more effective when:
Adults have formed positive relationships with young people and can be used to
reinforce and develop the desired behaviours.
Expectations are clear, Teachers will be responsible in developing these in order to
keep everyone safe, that teaching, and learning is successful, and pupils enjoy and
achieve.
Through Unconditional Positive Regard the environment remains safe, learning is
at the forefront of what the school does and through understanding of Maslow’s
Hierarchy of Needs (1943), needs are met in order for this to happen.
Structure will remain throughout the school day, from arrival until pupils leave the
premises.
Key principles underpinning this policy:
Systematic approaches to behaviour— this recognises that there are a range of
systems, in and out of school, that impact on behaviour and mental health
Humanistic approaches to behaviour — that we not only consider behaviour from
an observer but also through the eyes of the person behaving
That everyone has social, emotional and mental health and that all have the right
to be safe, be respected and be treated equally.
Developing children's emotional literacy through the promotion of positive values
is an integral part of children's learning
Growth mindset — where our basic abilities can develop and improve through
hard work, fostering a love of learning and a resilience that is essential for great
accomplishment.
A Whole-school positive ethos which develops co-operation, self-respect and
consideration
All relationships within the school are respectful and the role of the different staff
are understood
Children know how to behave positively in school and beyond
Children are encouraged to take responsibility for their own behaviour and their
impact on others
-----------------strives to create a school community which embodies our aspiration to build a nurturing,
caring ethos which permeates our school environment. We have developed a behaviour policy which
places relationships as the cornerstone for pupils to thrive, both academically and in relation to their
wellbeing.
Our trauma informed approach to behaviour management benefits all pupils and staff for the following
reasons:
• Relationships and a young person’s sense of safety and security are placed at the heart of classroom
management.
• Our approach encourages nurture, respect and empathy, even when a young person is presenting
with behaviours that feel challenging.
• Individual circumstances are taken into account.
• A sense of community and belonging is promoted.
Parents are involved in all aspects of their children's learning and are support by
staff as and when necessary
At all available points, children's emotional needs are provided for and that we
promote positive behaviours for learning appropriate to age. Additional provision
for emotional wellbeing is available as and when necessary.
Reward and sanctions systems, if needed, are clear and personally designed
There is a system to combat bullying
The school has a system for working with outside agencies for support
Exclusion is only used as a last resort
At ----------- School we acknowledge that:
All children deserve to attend a school where they feel safe and confident to learn.
All behaviour is communication, and we resist the use of stigmatising/ judgmental
language when describing the behaviour, we are seeking to manage. (See trauma-
informed language appendix)
Traumatic experiences/ damaged attachments and food/home insecurity can
create dysregulated behavioural responses from the children/young people we are
seeking to teach.
Relationships of trust, opportunities to make choices/ decisions, attunement to
individuals i.e., knowledge of that individual, individualised responses, teaching
emotional literacy and understanding can help to prevent damaging/ challenging
incidents.
At our school we are proactive in teaching children/ young people what good behaviour
in our learning environment is and how individuals can learn how to be successful
learners. Our school Values are clear about the characteristics of successful learners.
At ----------------- we are HAPPY, KIND, RESPECTFUL, RESPONSIBLE, BRAVE learners. In
discrete PSHE lessons these values are taught and reinforced (See PSHE Policy and
Curriculum map). We teach all of our children/ young people about developing a Growth
Mindset and develop a language and understanding about how emotions are
experienced and managed by individuals.
When interventions are required, our Learning Mentors deliver specific programmes for
small groups/ individuals e.g., safe touch, how to be a good friend, managing conflict. A
small number of children require personalised behaviour support plans, that are agreed
between the child, classroom staff and SENDCO/ SLT.
Policy Statement
Our Aims
• To ensure that all members of the school community feel respected and safe.
• To encourage relationships between all members of the school community that facilitate effective
learning.
• To allow pupils to develop a strong sense of morality that allows them to take on board the thoughts
and feelings of others, nurtured through our expectations of a --------Citizen.
• To teach pupils how to communicate their thoughts and feelings in a way that is beneficial now and in
their adulthood.
Principle One:
Building relationships, empathy and a feeling of safety take precedence over other means of discipline.
The root of “discipline” is the word disciple, which means “student”, “pupil”, and “learner”. A disciple is not
a recipient of punishment, but one who is learning through instruction. (Siegel and Payne Bryson, 2018).
Principle Two:
Discipline represents an opportunity to teach and nurture
When pupils exhibit challenging behaviours, in the first instance, we use the four steps of emotion
coaching to build relationships, empathy and a feeling of safety:
• What was the function of (i.e. the reason behind) the behaviour?
• What lesson do I want to teach at this moment?
• How can I best teach this lesson?
Principle Three:
We aim to understand the function behind the behaviour
Principle Four:
The pupil is separate from their behaviour
Principle Five:
Routines help people to feel safe, but some pupils need differentiation within an overall structure.
Being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they
need (equity).
At --------, we aim to understand what a pupil might be trying to say to us through their behaviour.
Behaviour that challenges is not seen as a choice, but as being a communication of an unmet need. At -
--------, we see pupils as separate from the behaviours that they may exhibit; we demonstrate this
through our language of choice – words and phrases used to describe the pupil and their behaviour.
Whilst the majority of pupils will thrive when our whole school approach to behaviour is applied, we
recognise that some of our pupils will need further support and intervention, and a few will require more
intensive, individualised support. As such, our behaviour policy outlines the different levels of support
available dependent on an individual’s level of need.
A. This section could contain reference to school rules/ expectations.
Examples of guidance on rules include:
Example 1 –
There is a need for rules in order to keep boundaries firm but fair.
Rules, routines and boundaries are more effective when adults have formed
positive relationships with young people and can be used to reinforce and develop
the desired behaviours.
Expectations are clear, Teachers will be responsible in developing these in order to
keep everyone safe, that teaching and learning is successful and pupils enjoy and
achieve.
Through Unconditional Positive Regard the environment remains safe, learning is
at the forefront of what the schools do and through understanding of Maslow’s
Hierarchy of Needs (1943), needs are met in order for this to happen.
Structure will remain throughout the school day, from arrival until pupils leave the
premises.
Example 2 –
At the beginning of each academic year, class teachers (in consultation with the children)
will establish the classroom rules and expectations.
In our school we recognise and reward good behaviour choices or examples of our 5Rs
learning behaviours; Resilience, Relating, Responsibility, Reflective, Resourceful.
Classroom Rules and Procedures Rules and procedures should be designed to make clear
to the children how they can achieve acceptable standards of behaviour. Rules and
procedures should:
be kept to a necessary minimum;
be positively stated, telling the children what to do rather than what not to do;
actively encourage everyone involved to take part in their development;
have a clear rationale, made explicit to all;
be consistently applied and enforced;
promote the idea that every member of the school has responsibilities towards the
whole.
The revisiting of our expectations and agreements regularly is vital for them to remain
important and relevant.
2
WHOLE SCHOOL (UNIVERSAL)
APPROACHES & STRATEGIES
Example 3 –
B. This section should guide staff on how to manage behaviour in their classrooms.
Examples include:
Example 1:
All adults work in partnership to model, reinforce and support our expectations.
Snapshots are used to inform our understanding of social and emotional learning in a
way that is developmentally and age appropriate. Adults act as co-regulators, develop
pupils insight and language of sensations and emotions, building understanding of self
within a community based on inclusion and tolerance.
Social times, such as play and lunchtimes, are an important part of our school provision
with the following aims:
• To develop social skills;
• To have the opportunity to interact, build tolerance and inclusion;
• For the enjoyment of positive play;
• To be healthy – to have fresh air, exercise and the opportunity to relax
• For the opportunity to explore and play with adults and peers in a less structured,
positive environment
Our positive approaches to behaviour involve us ‘noticing’ good choices, being explicit in
descriptive praise and providing reward as reinforcement. Our SMSC and PSHE
curriculum all provide example of skills and vocabulary for adults to use to encourage
learning in this way.
Example 2:
Classroom-specific positive strategies will vary from class to class.
Below are some examples of possible positive systems and sanctions.
Examples of classroom positive systems
Examples of classroom sanctions
Growth mindset teaching practices
Public celebrations of good work
Daily reading points
Smileys
Thankyous
Biscuit Friday
Time out
Missing time from playtime
3 warnings and removal of privileges
Class discussion of appropriate sanctions
Children are split up
Recurrent problems discussed with parent
Home/School diary
Behaviour chart
Whole school positive systems
Whole school sanctions
Golden stickers and Headteacher’s Award
Readers reward time – termly basis
Senior Leadership Team praise
Corporate responsibility and consistency of
approach
CPOMS observations
Effort trackers
Missing playtimes
Time in phase-leader’s classroom
Parental involvement
Senior Leadership (DHT followed by HT)
Fixed term exclusion, either internal or
external
Permanent exclusion
Example 3:
However, evidence does suggest that rewards can be used to motivate pupils, with an
aim to reward positive behaviour rather than punish the negative (Kohn; 1999).
Behaviour which leads to rewards consequences are more likely to be repeated.
ALL staff are responsible and actively involved in rewarding positive behaviour.
Achievements, success and positive behaviour both in and out of school are
supported and celebrated.
Rewards used across the Academy are varied and reflect the individual pupil and class.
Informal rewards are used and embedded in to the fabric of our school, they are proven to
be effective and achieve the desired effect (Kohn; 1999), they may include:
Smiles, positive eye contact and gestures
Targeted praise statements, at a group and/or an individual
Spontaneous peer group praise
Phone calls and/or other forms of communication with parents/carers
Written comments in books
Displaying of good work
Additional responsibilities
Positive praise
Sharing good work and or behaviour with other professionals, including social
workers, YOS workers etc. Additionally, more formal rewards, which may be
targeted or individualised can and will be used, responding to the age and need of
the pupil or per group. Examples of this include; certificates in assembly, reward
trips, off site activity or an agreed reward with staff and pupil.
.
Example 4
At--------------------------, we promote a sense of community and belonging, developing in
pupils the skills and attributes that are invaluable within our society. We have three clear
expectations of pupils:
We are ready to learn
We are kind
We are safe
The expected standard of behaviour sub-strands are detailed below. Staff will support
pupils to exhibit and maintain these standards of behaviour by taking time to reflect
moments with a pupil if their behaviour falls short of our expectations; this will take the
form of a short dialogue which supports the pupil to reflect and take responsibility for
their actions. Each pupil has a Citizen - Standards Card, these interactions will be recorded
by staff writing their signature on a Standards Card.
When a pupil’s behaviour frequently falls short of our expectations, and five signatures
have been recorded on the card, behaviours will be seen as an indication that the level of
support needs to be increased. In this instance, the parent/carer will be contacted by the
form tutor to discuss further support strategies.
The pupils will attend a time to reflect detention. In terms of a trauma informed approach,
please apply discretion that recognises the importance of the individual and their context
before issuing a standards signature.
When a pupil’s behaviours communicate that they require support at Wave 1,
opportunities are created to implement the Key Principles of our school’s trauma
informed behaviour approach, in particular teach and nurture, with staff and pupil time
being used productively to address infringements of our school’s expectations. This will be
with one of the following:
A teacher at the end of a lesson/ during break/at the end of the school day
A subject leader at the end of school, on the designated day.
A member of SLT at the end of school, on the designated day. In this instance, the
parent/carer will be contacted via the home school communication system to
inform them that their child will receive a time to reflect detention (TtR DT)
A time to reflect detention, is an opportunity for the following to take place:
Complete missed work
Dialectical Thinking
Having growth mindset
Establish Maintain Restore
A time to reflect detention will be issued if Level 2, 3 or 4 are reached in terms of the
Positive Discipline Policy. Detention times are a guideline only. In all cases, this means ‘up
to’ (as a maximum) the suggested time. Engagement with, and productive use of, time-
to-reflect, could negate the need for the full time to be given - staff professional
judgement will dictate the choice made. 10 minutes break/lunch 30 minutes after school
This section should make reference to strategies to respond to the escalating behaviour
of those who have not engaged positively with universal level systems (above).
Example 1:
Staff intervention to support the regulation of behaviour is based on pupils’ level of
development and understanding, research shows that over 70% of pupils in educational
settings are likely to have speech, language and communication difficulties (Owens, 2014).
Interventions necessary to help regulate and develop behaviour positively are designed
using restorative principles and through Restorative Approaches.
We believe that ‘interventions’ which are restorative by nature are unique learning
opportunities; situations where the behaviour can be highlighted and addressed allowing
for positive outcomes and minimising the opportunity for those behaviours to be present
further. There are many opportunities when Restorative Approaches can be used,
providing an alternative to punitive sanctions, which are unlikely to ‘change’ the
behaviour (Kohn; 1999). Furthermore, to follow with our school ethos of Unconditional
Positive Regard and to maintain the child centred approach, Restorative Approaches
allow for that, taking focus away from behaviour displayed but looking at the social and
emotional impact on both victim/s and perpetrator and looking beyond what is displayed,
exploring antecedents and providing an opportunity to develop skills and understanding
of how to minimise the behaviour communicated.
By adopting Restorative Approaches, interventions are more likely to reflect the nature of
the class, group and individual. Interventions may include:
Planned support strategies, including sensory breaks, mentoring, key workers and
calming strategies.
Verbal and non-verbal communication to demonstrate mood, facial expressions,
body language, and hand gestures and so on.
Positive reinforcement.
Unconditional Positive Regard.
Consistent modelling of positive behaviours and desired behaviours from all staff.
Opportunity for pupils to remove themselves from a situation is
anxieties/frustration becomes increased.
At times, formal interventions are necessary, they may be implemented due
consideration of any incident. It is important that context, antecedents and pupil age are
considered and may come in the form of:
Restorative twilights: pupils, with permission of parents/carers may be brought
back after the regular school day to reflect on the day, repair, using restorative
practices, any relationships which may have been damaged and to complete
any work missed during the normal school day.
3
SECONDARY LEVEL
INTERVENTIONS
Exclusion: a period of time agreed with parents/carers after consultation,
allowing for reflection and contemplation. This measure is to be used for
serious or persistent issues of unwarranted behaviour (see exclusion policy for
explicit explanations and examples of what behaviours may constitute a fixed
period of exclusion).
The Care Team have specific responsibility for caring for pupils who may be struggling to
access their learning. The Care Teams may support in and out of the classroom and have
clear aims:
To support staff in dealing with those pupils who are struggling to access learning.
To care for all pupils and display Unconditional Positive Regard.
To use specialist techniques of de-escalation, deflection and reparation in order to
minimise the loss of learning time.
To take in to consideration the individual needs of each and every pupil, including
disabilities and vulnerabilities.
To keep clear and accurate data records of incidents which can be used in a
reflective and learning manner, for staff and to help provide robust and precise
intervention and target planning.
To provide advice and guidance to all staff on all aspects of behaviour including
positive handling.
To work alongside staff to plan and prepare Positive Handling Plans and Personal
Learning Plans.
Example 2:
At ------------------- School, we are aware that some of our children experience challenges
outside of school or, for various other reasons, require an extra level of nurture and
support.
In school provision includes: Learning Mentors, Higher level teaching assistants (HLTA),
Home/School Liaison worker, Family Support Worker.
Outside agencies: Wellbeing and Early Help Prevention Service Child
counsellor/Therapeutic services, Educational Psychologists, Child and Adolescent Mental
Health Services (CAMI-IS)
All teachers keep a CPOMS chronology which feeds into regular Pastoral Team Meetings,
at which some or all of the above professionals discuss issues that arise for children
included on our Pastoral Register, which is RAG rated according to complexity/ urgency of
need. At this meeting programmes of support for children and/or families are agreed and
implemented.
Individual Positive Behaviour Plan (IPBP) :
There may, on occasion, be individual pupils who exhibit repetitive challenging
behaviours that relate to areas of need outlined in the SEN Code of Practice.
Communication and interaction. Cognition and learning, Social, emotional and mental
health. Sensory and/or physical. On these occasions an Individual Positive Support Plan is
opened. This is a monitoring and intervention process that begins to track strategies and
their effectiveness for the individual addressing their specific difficulties. The plan is
created by the classroom staff who know the children best along with a member of the
SEN team (shared via CPOMs to relevant parties).
Regular meetings are scheduled to update details and assess strategy effectiveness.
Where these events involve harm to the child in question or other children, damage to
property, a risk assessment will be conducted and implemented. External specialist
support and advice will be sought and staff training provided if necessary.
Positive physical intervention — Team Teach training in the theoretical aspects of
behaviour management and positive handling strategies ensures that staff are informed
and confident in delivering a holistic and whole school approach to behaviour
management. Restrictive physical interventions are a very small part of this training and
only used as a last resort in order to keep everyone in school safe. Staff may only use
restrictive physical interventions whilst their training is up to date. It must be noted that
Team-teach techniques always seek to avoid injury to pupils and staff, but it is possible
that bruising or scratching may occur accidentally and these are not necessarily a failure
of professional technique, but a regrettable and infrequent side effect of ensuring that
pupils remain.
Exclusions - If a child's behaviour is very difficult to manage and/ or poses a serious threat
to the wellbeing of staff/ children, or is having a sustained and considerable impact on the
learning of their classmates, then it may be necessary for the school to exclude a child.
Exclusions can be in the form of internal exclusion, external fixed term exclusion or
permanent exclusions. In such instances, the child's parent will be informed in writing of
the reasons for the exclusion, length of exclusion, steps taken to avoid exclusion and how
to appeal the decision. Work arrangements will be made so that the child does not fall
behind their classmates and a full re- induction plan will be put in place and explained to
the child at the first possible opportunity on their return to school. Our school is very
successful in avoiding the need to exclude, using this as a sanction of last resort.
Example 3:
When a pupil’s behaviours communicate that they require support at Wave 2, face-to-
face opportunities are created throughout the school day to implement the Key
Principles of our school’s trauma informed behaviour approach through the use of the
Pastoral Support card. In addition, the implementation of this provision develops an all-
round level of support as tripartite communication takes place between the pupil, parent
and a member of the pastoral team on a daily basis.
Pastoral Support Plan (PSP)
What is a PSP? Our Pastoral Support Plan is a school based intervention to help individual
children manage their behaviour in order to successfully complete their education.
When should a PSP be set up? A PSP will be set up if a pupil has:
• Been identified as being at risk of failure at school through disaffection
• Been identified as being at risk of permanent exclusion
We may suggest a PSP for pupils who have had a number of fixed period exclusions. A
parent/carer may also request a PSP for their child.
Setting up a PSP:
• The Year Leader will invite the parents to a meeting to discuss and agree the plan.
• Professionals from other agencies, who may be able to work with the pupil and the
school to help reduce disaffection or eliminate the risk of exclusion may also be invited to
the meeting
• Parents are a crucial part of the PSP process; we will try to
arrange a time when it is convenient for the parent/carer to attend
the meeting.
Should a pupil attend the meetings? Parents will be able to agree
with school staff whether their child should be present for the
whole meeting or join in towards the end. Generally, children at
secondary schools attend the whole meeting.
What will happen at the first meeting?
• The initial PSP meeting will look at positive points and main
concerns.
• Everyone present will have the opportunity to have their say and
will be expected to offer some contribution to the plan and resolve
the difficulties.
• Central to the PSP is support. Parent/carers are encouraged to
suggest ways that they think the school can support their child.
• Talk about things that have been It is most helpful when a
parent/carer shares ideas about what has helped their child in the
past.
• For the PSP to be effective, it is important the pupil is in
agreement and commits to the key targets and suggested
strategies of support.
• By the end of the meeting, everyone should be clear about what is
to be done, by whom and by when.
How long will the PSP last?
A PSP normally runs for 16 school weeks to ensure the pupil has had the opportunity to
show improvement. A formal review is held at around 8 weeks with the pupil parent/carer
and other professionals attending. In exceptional circumstances, the plan can be
extended for a further 4 to 8 weeks.
How will we know if the PSP is working? A member of school staff will normally meet the
pupil regularly to review their progress towards the PSP targets; this gives the pupil time
to identify what has gone well and how to repeat success. During the 8 week review
• All commitments agreed at the initial meeting are reviewed
• School staff will report on the pupil’s progress towards the PSP targets
• The commitments made by staff, parents and other professionals may change if
necessary. If the current support is not meeting the pupil’s needs, further measures, that
can be put into place, will be discussed to help a pupil manage their place in school.
At the 16 week review
• All commitments agreed at the previous meeting are reviewed
• School staff will share reports about the pupil’s progress towards their targets
• The PSP is evaluated and judged to have either been successful or unsuccessful.
What if the plan is not successful? If it appears that the PSP is unlikely to be successful,
alternatives will be discussed at the review meeting. The headteacher or a member of
staff responsible for PSPs will contact the parent/carer to discuss options if the school
feels that the plan is failing between reviews.
Special Educational Needs A PSP does not replace student profiles or the SEND
Assessment Process If a pupil has identified special educational needs, there will be
support as part of the SEND Code of Practice. If a pupil has a SEND Statement/EHC Plan
and they are at risk of permanent exclusion, the school will set up an early Annual Review
and involve SEND Support Services and other professionals involved with a pupil. This is to
avoid a permanent exclusion.
Placed on support card by tutor. Year leader informed.
Targets focus on aspects of self-regulation in order to meet the expectations of a
school citizen.
Pupil checks in with tutor at registration, break and lunchtime.
Recorded on Arbor. Parents informed via Arbor and phone call made by tutor.
Placed on amber support card by year leader. Tutor informed.
Targets focus on aspects of self-regulation in order to meet the expectations of a
school citizen.
Pupil checks in with year leader at registration, break and lunchtime.
Recorded on Arbor. Parents informed via Arbor and phone call made by year
leader. Optional parental meeting.
Placed on red support card by year leader. SLT/BM informed.
Targets focus on aspects of self-regulation in order to meet the expectations of a
school citizen.
Pupil checks in with SLT/BM at registration, break and lunchtime.
Recorded on Arbor. Parents informed by SLT via Arbor and parental meeting takes
place with tutor/year leader and SLT link.
Level 3 interventions are often provided by outside agencies in response to complex
needs of individuals. This can include counselling/ mental health provision.
Examples of internal tier three provision are as follows:
Example 1 :
Internal Alternative Provision and intervention for cohorts of pupils in Years 7, 8 and 9,
with clear liaison with parents, external agencies and SEN to support the needs of the
pupils.
4
SPECIALIST LEVEL
INTERVENTIONS
Example 2: Primary school Nurture Group
The environment reflects Nurture principles and those of the Communication Friendly
Spaces programme. Areas include :- Kitchen area Dining area ,Play area ,Comfy area,
Quiet area, Discovery area.
TEACHING AND LEARNING The children have their own personalised learning pathway
which is linked to the whole school thematic curriculum with a large emphasis on PSHE,
Social and Emotional learning. Activities are planned to provide a stimulating and fun
environment for children. Medium term planning plots our pupil areas for development
based on Boxall Profile Data. Short term (weekly) planning demonstrates key activities to
support these areas for development. This is undertaken by the Nurture Group Manager
and Assistant, with planning easily accessed on the School Intranet system for relevant
staff.
Each session follows a similar pattern divided into 6 parts.
1. Welcome and circle time – a calming time where children are given the
opportunity to record their current emotions on entry to the room, share news and
develop listening and speaking skills and eat together.
2. Story time – this is time to share a story, for example a Social Story, to support the
development and explicit teaching of key social skills. Questioning and
conversations will link to personal experiences, feelings and reflection.
3. Task 1 – Adult 1 leads a group (based on Boxall Medium Term Planning Tool)
supporting children in developing skills to meet their targets. Adult 2 supports and
observes remaining children and makes observation notes as needed.
4. Task 2 – Adult 2 leads a group (based on Boxall Medium Term Planning Tool)
supporting children in developing skills to meet their targets. Adult 1 supports and
observes remaining children and makes observation notes as needed.
5. Snack time – this part of the morning aims to provide opportunities to socialise
with peers in an adult setting. Children take responsibility for tasks relating to
serving drinks and snacks.
6. Celebration time – this is time for reflection, praise and celebration. Children have
an opportunity to identify and praise other children in the group. Where necessary,
adults to intervene to develop and support skills, confidence and self-esteem.
Children will return to class with a member of staff at the end of the session.
Wednesday sessions focuses around Forest School application of skills learnt so far.
Adults record observation notes relating to pupil development.
Planning, Preparation and Assessment – The Den staff will meet to review pupil progress,
plan and resource activities for the next week on a Friday at 9am. Children will participate
in Praise Assembly with their class during this time. IDENTIFICATION AND REFERRAL The
nurture group currently supports a range of children across Lower School. The
identification and review process takes place on an ongoing basis. Raising concerns – staff
complete The Nurture Group Referral form to raise awareness of current pupils with
issues.
Boxall Profiles – All children are screened using the Boxall Profile. This is a series of
questions covering various aspects of a child’s social and emotional development. It
provides a clear and personalised picture of a child’s areas of need. The Class teacher,
Nurture Group Strategic Leader, Manager and Nurture Group staff discuss the results.
From the Boxall profiles, a report will be created where children are selected for the group
according to need. This grouping can be flexible to include other children in some of the
sessions.
Children will leave and join the group as progress is made, following a Nurture Panel
meeting that discusses referrals for entry and reintegration plans for those whose
reintegration readiness assessment indicates that they are ready to be considered for
reintegration. Children are expected to spend two to three terms in the Nurture provision.
The Policy documents below are not endorsed by the Lancashire Violence Reduction
Network but included for consideration by schools wishing to revise their own policy to
include trauma informed principles and identified schools have given permission for us to
include their documents in this guidance material.
Witton Park Academy Behaviour Policy
Phoenix Park and Sevenhills Academy Behaviour Policy
Heamoor Community Primary School Behaviour Policy
Morecambe Bay Community Primary Behaviour Policy
REFERENCES
