Context for joining Behaviour Hubs
We are a rural village school with 186 pupils on role, predominantly white British, with 26% pupil premium, and 18% SEND. We have had our 7th head teacher in 3 years.
Our previous Ofsted grade in June 2018 was ‘good’, however our self-evaluation alongside NLE and KLP was inadequate.
We had not established staffing until this academic year, and had unsafe behaviours prior to the new head starting, in line with starting on the Behaviour Hubs programme. The school community prior to this had normalised unsafe and unacceptable behaviours. Prior to this, no safeguarding and/or early help was identified.
Behaviour challenges and goals
To ensure the school was safe, and that all the community and stakeholders understood and supported the new behaviour policy. To ensure consistent routine and structures were implemented.
There were no consistent approaches which adhered to the behaviour policy. Routines and structures were inadequate. There was a lack of respect due to changes in leadership and therefore maverick approaches.
There were many unmet SEND needs which have now been underpinned as SEMH. The attitude that these children are ‘naughty’ as opposed to understanding the underlying need and then following this how to appropriately speak with and support these pupils.
Solutions to behaviour challenges
- We identified our ethos and set a vision and values and our 3 core rights. This then fed into implementing a new behaviour policy
- To re embed consequences, focussing on safety
- Flowcharts were created for scenarios so staff could follow this confidently
- Clear expectations to all stakeholders that physical violence is not acceptable
- Reward system of house points reintroduced to promote positivity. Bought a PSHE scheme as well as timetabled every day PSHE to promote social skills
- Employed a learning mentor who has trained as an ELSA
- Created a rainbow room as a space to support these learners through specific interventions
- SENDCO worked with local authority on paperwork and referrals
- We re- evaluated provision maps and QFT
- Worked with mental health support MHST. A designated mentor health lead was appointed to ensure relevant and appropriate referrals were made. We appointed family support to work on Early Help forms and supporting families
- Staff CPD has focussed upon behaviour, including ETA training. Lunchtime supervisor training and time tabled to specific areas of the playground
- Collected and acted upon stakeholder voice. Created house ambassadors to feedback
- Evaluated behaviour recording and revisited this with all so it is used appropriately. Attendance is also focussed upon where linking with behaviour
- Engaged with online Behaviour Hubs training and used the knowledge within our practice
- Ongoing liaising and support face to face with our Behaviour Hubs Lead School
- Behaviour scripts were introduced for staff, as well as promoting pupils to deal with behaviour between them through ‘circling up’ the conflict circle approach
- An absconding policy was created, and there have been no incidents of this since October 2022.
Impact on behaviour
- High levels of behaviour are rare. Physical violence is now non-existent compared to data from Autumn term
- Improved behaviour across all areas of school, with children feeling safer
- Children with SEND needs now regulate faster as opposed to previously – this has taken a sustained period of time as well as members of staff
- Majority of children are settled and in class. Specific children have personalised timetables and support
- Children are more articulate about how they feel. Teachers have undertaken emotion coaching, understanding of trauma and how to support children with trauma/ACE’s. More challenging behaviour has reduced. With the support from ELSA sessions and staffs understanding of trauma and the reasons behind the behaviour, children are now able to regulate themselves much more consistently.
- Children with SEND are getting identified quicker for support
- Family support numbers have increased from 0, as this support was not in place before, and this is reflected in the pupil’s improvement in behaviour within the school environment as things have been supported at home too
- Changes to lunch time meant play times were calmer, safer and more purposeful. Staff are also more confident and proactive at supporting pupils
- Having a learning mentor has enabled tailored support to understand the reasons behind behaviour, and then strategies which can be used back in the classroom environment.
Next steps on your behaviour journey
- Class ETA’s supporting high needs pupils within the classroom
- Attitudes to learning are improved within key groups of children (boys, pupil premium and SEND).
- Ensure culture and climate for stays positive across school by ongoing CPD and support for all staff. Continuing to positively promote our ethos, values and beliefs.