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

  • Turn Taking & Patience
  • Sportsmanship
  • Teamwork
  • Equality
  • Interaction with other ages
  • Taking responsibility
  • Self-control
  • Friendship building – being able to maintain friendships
  • Communication skills and interactions – verbal/non-verbal
  • Patience
  • Respect
  • Improve listening skills
  • Fairness
  • Developing hobbies/interests
  • Diversity
  • Hierarchy
  • Citizenship

Emotional Development

  • Exposure to new experiences
  • Coping with Failure
  • Showing Empathy
  • Enhance motivation
  • Promote self-worth and resilience
  • Sense of achievement
  • Tolerance
  • Attention span and ability to concentrate
  • Sense of achievement – self-worth/value
  • Courage to lead an activity
  • Self-regulate
  • Overcoming fears
  • Acceptance

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 

 

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

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