The Behaviour Support Workers (BSWs) work predominantly from a dedicated area within the school; the area is designed to meet the needs of a discrete group of pupils who have more specific needs identified on their EHCPs. The team offer intensive pastoral support and deliver bespoke timetables to ensure pupils are provided every opportunity to explore their emotional growth and succeed.
The objective of the Behaviour support team is to provide a support network for both staff and pupils to enable pupils to successfully reintegrate into lessons with their peers. We acknowledge that for most pupils, more effective learning will occur in the classroom alongside their trained staff and peers. This is why integration to lessons is key to longer term success.
Alongside attending main school lessons in Maths, English, Science, ASDAN, PE and Princes Trust, Vocational studies (Food tech, Construction, Bike maintenance, animal care), Music, Art, Computing and SMSC. Pupils in the BSW house will have access to a bespoke timetable. Lessons are delivered recognising the learning styles of the pupils, with certifications ranging from AQA unit Awards to Functional Skills.
Humanities: History and Geography are delivered using AQA awards. Topics will be delivered based on the interests of the pupils.
Arts and sensory activities: Art interpretation is used to explore emotions and creativity alongside some basic sensory activities that allow the pupils to explore inquisitive play. Art work is accredited using AQA units where possible but this is down to the discretion of pupils.
Literacy and numeracy: Staff work closely with the Heads of English and Maths to determine the best route for qualifications dependent on each pupil; adapted topics and preferred learning methods are used to help pupils secure qualifications ranging from Entry Level to Functional skills.
Sports and activities: Staff will encourage pupils to become better versions of themselves across a wide variety of sports and activities. Staff will develop the confidence of pupils through offsite activities such as Fishing and Golf, as well as using the sports and fitness facilities on site.
All aspects of the programmes delivered by the Behaviour Support team, not only focus on academic achievement and specific areas outlined on the EHCP of the pupil, but they are designed to ensure that pupils are encouraged to develop in all aspects of their Social, emotional, physical and mental wellbeing alongside skill development.
Social Development
| Emotional Development
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Physical Wellbeing ● Hand Eye Coordination ● Reaction Times ● Fine & Gross Motor Skills ● Healthy lifestyle – fitness ● Personal space ● Determination ● Hygiene and appearance ● Respect for property – how to use equipment safely ● Encourage and support peers/friends ● Perseverance – Ability to fail and try again ● Dealing with pain ● Strength/muscular endurance /cardiovascular fitness ● Healthy risk taking – working outside their comfort zone | Mental Wellbeing ● Improves Memory ● Communication Skills ● Self confidence ● Improve mood ● Reduce anxiety – nature/fresh air ● Stress management ● Motivating others to do well ● Sensory stimulation ● Mind and body control ● Physical release – stress/tension ● Enjoyment
| Skills Development ● Numeracy ● Literacy ● Knowledge about the wider world ● Personal Safety ● Travelling safely ● Following rules ● Participate in new activities ● Competitiveness ● Personal challenge ● Sports etiquette ● Coaching and mentoring ● Athleticism ● Public social interaction ● Time keeping
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Whole school support
The Behaviour Support Workers do not work in isolation and are very much available to support all pupils, staff and families across the whole school. The team support with reflection opportunities that the school provides for pupils in areas such as detention and internal exclusions. Staff will support the pupils in these times, debriefing them on their incidents and encouraging them to make better decisions moving forward. The team will also support key workers to identify strategies in order for them to help pupils make progress.
The staff will rotate to enable there to be staff on hand to support with crisis management in the main school. They also use the available data to ensure that they deliver targeted support to areas that need it. The Behaviour support team also monitor and track all incidents of bullying to ensure that there are appropriate sanctions and education for perpetrator’s as well as effective well-being support for victims.
Principles the team work by
“I have come to the frightening conclusion; I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated; a child humanised or dehumanised’’ Ginott 1972
“Members of Staff who treat their pupils with discourtesy, impatience or contempt, or are late for those from whom they demand punctuality, who scribble illegibly on words which they insist must be impeccably clear and tidy, who will not listen to those from whom they demand absolute attention, who bawl their heads off at those from whom they demand soft and respectful speech, who hold up to ridicule those whom they instruct to treat all men with respect, or who treat any of their own colleagues with anything but courtesy and respect in the presence of any pupils, are suffering a painful and obvious discontinuity of logic.“ Lord Elton
Maslow’s hierarchy
