PERSONAL, SOCIAL, EMOTIONAL AND
BEHAVIOURAL EDUCATION
| Provision |
|
| Curriculum |
Individual programmes of PSHE / Citizenship and / or behavioural / emotional management programmes which have priority in daily curriculum planning and which are exclusively adult directed and managed, designed to meet specific student needs throughout the school day. |
| Staffing |
Staff able to use audit and plan their teaching environment for optimal learning and behaviour.
Staff trained and skilled in the development and delivery of a variety of individual behaviour and/or emotional management and / or PSHE / Citizenship programmes which form an essential part of every
lesson. Staff trained and skilled in physical restraint procedures. |
| Resources |
Specific, individualised resources which are used extensively throughout the curriculum to address PSHE / Citizenship needs to enable staff to carry out extensive individual and environmental programmes to respond to highly individualised behavioural and / or emotional needs throughout the school day. Guidelines for risk assessment. |
Environment
and Facilities |
The whole school environment offers opportunities to develop and rehearse priority Personal, Social and Health Education / Citizenship skills. Immediate access to withdrawal facilities for students as required. Emergency alarm facility for protection of student and staff safety. Secure, structured and consistent environment. |
| Examples |
|
| Assessment |
|
| Needs to start work towards seeing the world from the perspective of others, establishing contact with adults and peers on the basis of some mutual respect rather than responding solely to own needs. Needs to begin to form some element of positive relationship with adult and reduce threats / events of serious self injury and / or injury to others and to see some value in themselves. |
| Examples |
|
| Example |
Thread
11 - Band 6 |
| Early Years Provision
Criteria |
| The nursery provides a highly structured behavioural programme which aims to de-sensitise the child to the presence of an adult while intervening swiftly and safely to prevent the child from inflicting damage to himself. Careful observation and recording are an essential part of the programme, including video. The principles and practice of the programme are shared with the mother and she carries out the same procedures at home. |
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| Example |
Thread 11 - Band 6 |
| Early Years Assessment Criteria |
| Simon (3:5) is described by his mother as living in a world of his own. He resists intervention from any adult or child approaching him by screaming and hiding his face. If an adult/peer persists then he will begin to slap his cheeks repetitively. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 1 Provision Criteria |
| Staff are trained in the use of an alarm call system to summon assistance. The school offers continuous supervision. Staff are trained in the design and delivery of specialised individual behaviour and emotional management programmes and work directly with parents and/or residential staff to effect a 24-hour approach. The school checks out progress on PSE targets by assessing in different contexts around the school. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Carlie (YR) shows no sense of danger and climbs on everything - tables in the classroom, radiators and up on to window sills. She evades adults trying to reach her and responds by climbing. If she is outside school she will climb up drain-pipes, railings, trees and onto walls. She has already experienced concussion as a result of a fall at home. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 2 Provision Criteria |
| Staff are skilled at reflecting back to the student the identified targets for behaviour change, so that the student is always aware of what is wanted. Specific individual programmes are designed and implemented. In one case case, a student is being taught to lend his possessions to adults in the room and to ask for them back, before moving on to lending possessions to other students. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Gavin (Y3) cannot be in the same room as others without taking objects that belong to them or that they are using. (He has pulled the watch off the wrist of his teacher.) Gavin then breaks them, hides them, or occasionally just leaves them around. He shows no concern at being reprimanded and seeks other people’s presence in order to take their possessions. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 3 Provision Criteria |
| The school provides close supervision for students who require it, with regular reviews involving parents/carers and outside agencies. Advice to staff from mental health professionals is incorporated into the individual programme. Staff are skilled at risk assessment and the PSE curriculum priority of the school provides the basis for individual targets. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Jeffrey (Y9) seeks out the company of girls in school who are socially isolated or have less ability. Unless closely monitored he will take these girls to an unsupervised area and seek to engage them in sexual activity. He acknowledges that this is wrong but says he cannot help it. At home he has taken a serious overdose on one occasion. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 4 Provision Criteria |
| The school provides careful monitoring of behaviour and regular reviews involving parents/carers and outside agencies. Advice to staff from mental health professionals is incorporated into the individual programme. Staff are skilled at risk assessment and the PSE curriculum priority of the school provides the basis for individual targets. |
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| Example |
Thread 11 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Vicky (Y10) is described as anorexic for which she is receiving support from the local adolescent unit and has had a period of admission. In school she rarely communicates with anyone except to try to obtain money from the other students. She spends a lot of time with her head down on the desk and her arms over her head. |
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