PERSONAL, SOCIAL, EMOTIONAL AND
BEHAVIOURAL EDUCATION
| Provision |
|
| Curriculum |
A flexible curriculum organisation to respond to the behavioural / emotional needs of students on a daily basis. Behavioural / emotional programmes which are largely adult directed but which encourage the involvement of students in their design and which are based on whole school PSHE / Citizenship programmes. |
| Staffing |
Staff able to use audit and plan their teaching environment for optimal learning and behaviour. Staff trained and skilled in the management of behaviour and emotional programmes based on the school’s PSHE / Citizenship curriculum which involve the students and take priority in organisation of the curriculum.Staff trained and skilled in physical restraint procedures. |
| Resources |
Significant resources made available for supporting plans for changing environments to meet individual concerns. Specialised commercial materials and extensive school- designed programmes linked to whole school PSHE / Citizenship curriculum to meet individual needs as they arise. Guidelines for risk assessment. |
Environment
and Facilities |
A flexible teaching environment to allow for Personal, Social and Health Education / Citizenship skills to be taught as a priority. Rooms which may be used to counsel students in close proximity to teaching areas. Structured and consistent environment designed to maximise safety. |
| Examples |
|
| Assessment |
|
| With adult supervision occasionally attempts and continues with the set activity. Is working towards reduction of: deliberate destruction of own and others’ property; responding to peers and adults with significant physical aggression and bad language; and moderate acts of self-harm. Working towards reducing resistance to positive relationship with adult and / or developing a discernible degree of self-esteem. |
| Examples |
|
| Example |
Thread
11 - Band 5 |
| Early Years Provision
Criteria |
| Staff are skilled at observing and analysing behaviour. They recognise the environmental aspects that are associated with the unwanted behaviour and make systematic changes which they carefully monitor. A range of methods including stories, play and puppets are used to help children recognise the required behaviours and routines. |
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| Example |
Thread 11 - Band 5 |
| Early Years Assessment Criteria |
| Shakila (3:6) often runs around the room pushing other children deliberately. On occasion she has gone to the art area and tipped out all the paint pots. At other times she will withdraw into a corner and scratch and pull her skin. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 1 Provision Criteria |
| Programmes to manage the behaviour and promote the emotional development of students take priority within the curriculum and are drawn from the school's PSE curriculum. Staff have expertise in designing, implementing and monitoring programmes for individual students. Staff identify the activities which are more or less likely to be associated with an extreme reaction from the student, by careful record keeping. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Asaf (Y1) withdraws into small or out of the way spaces, e.g. under a desk or sink, whenever direct demands are made of him. Asaf shuts his eyes when staff try to talk to him and does not speak. He often rocks and repeatedly bangs his head. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 2 Provision Criteria |
| Time is set aside individually at the start of each day to check with students their emotional well-being. Staff are keen to help students to recognise their own emotional state and to make appropriate arrangements. These may include opportunity to work with individual supervision or to select an activity that is calming. Students often need to talk through events at home or outside school, with staff, before settling to school work. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Donald (Y6) often refuses to do any written work in class. When staff persist he usually tries to storm out of the room or makes for the work of other students and will destroy it if not prevented. On two occasions he has thrown himself against the wall and cut his head. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 3 Provision Criteria |
| The school offers anger-management workshops and staff are skilled at designing and operating individual behaviour programmes involving students. The school has a well defined policy covering the operation of physical restraint procedures and staff are skilled at assessing what changes are needed in the classroom to minimise risk. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 3 Assessment Criteria |
| When Sophie (Y9) is upset, she refuses to take part in lessons at all and will look for an opportunity to leave the room to find the student who has upset her. Attempts by her teacher to re-engage her in work or to restrict her departure can result in a volley of verbal abuse and physical damage to the classroom, such as turning over tables. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 4 Provision Criteria |
| The school offers a flexible teaching environment and a range of curriculum options that prioritise PSE targets. Staff provide individual counselling for students and involve them fully in the choice of curriculum and in their own individual programme. The school has access to advice from mental health specialists. |
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| Example |
Thread 11 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Maxine (Y11) rarely attends school unless fetched by a member of staff. She has retreated from daily life by glue sniffing with increasing frequency. When in school, she does not stay in class, but wanders off to meet up with friends, sometimes distracting other classes on her way out. She has frequent cuts and scars, which she has done herself, on her forearms. |
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