PERSONAL, SOCIAL, EMOTIONAL AND
BEHAVIOURAL EDUCATION
| Provision |
|
| Curriculum |
Whole school PSHE / Citizenship curriculum consisting of specific programmes to meet identified group needs used as basis for specific programmes to manage behavioural / emotional difficulties developed with the involvement of student, which may take precedence over other areas of the curriculum for periods of the school day. |
| Staffing |
Staff able to use audit and plan their teaching environment for optimal learning and behaviour. Staff skilled in working with students on group and individual programmes based on whole school PSHE / Citizenship curriculum to manage emotional and behavioural difficulties to ensure access to the National / Early Years Curriculum. |
| Resources |
Resources made available for supporting plans for changing environments. Specialised commercial and other materials linked to whole school programmes to allow for rehearsal and generalisation of PSHE / Citizenship skills across contexts and peer relationships. Guidelines for risk assessment. |
Environment
and Facilities |
Access to a variety of environments within the wider community to rehearse and generalise Personal, Social and Health Education / Citizenship skills. Areas which may be used to counsel students on a regular basis. Structured and consistent environment. |
| Examples |
|
| Assessment |
|
| With frequent adult supervision can usually continue with a set activity. Is working towards reduction of: deliberate destruction of materials within the learning environment; responding to peers with physical aggression and bad language; and minor acts of self-harm. Responds on occasion to concerted attempts by adults to use established relationships to influence student’s behaviour. |
| Examples |
|
| Example |
Thread
11 - Band 4 |
| Early Years Provision
Criteria |
| The PSE curriculum and the nursery rules provide the source of targets to include in an individual student’s programme. ‘Looking after our nursery’ includes items about ‘looking after our classroom’. Children are encouraged to help put together displays and repair any damaged items. Children are carefully observed to find activities that reduce the level of unwanted behaviour. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Early Years Assessment Criteria |
| Andrew (3:11) sweeps materials off displays in the classroom and in the corridor. He rips wall displays and throws toys. When Andrew is working on a jigsaw puzzle he needs an adult to encourage him to complete it. If a piece does not go in first time, he may throw it or hammer it in with his fist. An adult often has to prevent him throwing the puzzle on the floor. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 1 Provision Criteria |
| The school has a well developed PSE curriculum and school behaviour policy from which the targets are drawn to make up the individual programme. Time is set aside for working with students individually to build up their relationship with adults. Positive behaviours which are incompatible with the unwanted behaviours are encouraged step by step. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Terrie (Y2) frequently leaves her seat, wanders about the class and frequently leaves the room. She interferes with the work of others. She responds badly to requests to return to her table and grabs any materials, books, wall displays, paint pots or plants and deliberately begins to destroy them, while looking at the teacher. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 2 Provision Criteria |
| Regular use is made of ICT in the classroom so students can prepare rough drafts of their work. Work is kept in folders rather than in books. Staff use de-escalation techniques as part of their everyday management and may employ the range of management techniques outlined in the school’s policy on restraint. The school operates a system of ‘red cards’ with some students. These can be used when students feel unable to stay in some situations. A designated alternative setting has been agreed and a trained member of staff always oversees this. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Daniel (Y4) needs much support from his teacher to carry on with any ‘pencil and paper’ task and uses the situation to set up an ‘issue’ if not handled skilfully. He finds many ways of challenging his teacher – kicking the chairs of others when they are working, throwing materials around the room, repeatedly banging the door of a cupboard, sweeping piles of books onto the floor. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 3 Provision Criteria |
| Support for students as individuals or in groups is written into the IBP. For non- classroom activities, additional support staff are available to work alongside the lead teacher. Students are involved in the design of their own behaviour –change programme. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Yasser (Y8) responds to adult attention unpredictably. On some occasions staff are able to persuade him to take part in 5 a-side football. At other times, he deliberately disrupts the game, e.g. trying to hide the ball or destroy it. When an adult reasons with him, he often swears and walks off in a sulk. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 4 Provision Criteria |
| Staff are skilled at group work and are able to help individual students reflect on their own needs within the group. The school uses systems of peer and adult mentoring to help students set and review their own targets for change. |
Return to Top
| Example |
Thread 11 - Band 4 |
| Key Stage 4 Assessment Criteria |
| John (Y10) mutters under his breath throughout lessons; he makes provocative comments to the other students, who try to ignore him. He constantly challenges and questions teachers and seeks confrontation, however carefully they handle the situation, to the point where he walks out of class. |
Return to Top
|
