Introduction & Rationale
This document has been written to support the North Lincolnshire Educational Psychology and Specialist Teaching Teams publication: Special Educational Needs Support, The Graduated Approach.
“The SEN support should take the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach.” (SEN CODE JAN 15 para. 6.44)
The expectation is that two cycles of ‘assess’, ‘plan’, ‘do’ and ‘review’ are completed as part of the ‘graduated approach’. The Behaviour Toolkit is for all teaching and support staff in schools to use as a resource at the point of ‘Universal’ delivery.
The Behaviour Toolkit:
- Provides a clear and structured approach for helping children to access their learning environment.
- Provides step by step guidance and allows for the systematic gathering of evidence around teaching and learning, the classroom environment and assessments to measure social and emotional well being.
- Gathers information from a range of adults within school and gives expression to the voice of both parent and child.
- Creates an expectation that all schools adopt a comprehensive and consistent approach when addressing the needs of pupils, parents and staff.
- Ensures that ‘high quality teaching, differentiated for individual pupils is the first step in responding to pupils who have or may have SEN’ (SEN Code Jan 15 para 6.37)
- Ensures that access to support is equitable and based upon a cycle of evidence gathering and review, as set out in the Code of Practice.
- Can be incorporated within the process of academic progress reviews for individual children
- Forms part of the ‘Local Offer’ as shown on the North Lincolnshire website with support determined by the graduated interventions indicated at ‘universal level’, ‘targeted level’ and ‘high needs level’. Challenging behaviour is best understood not as a need in itself, but as a consequence of unmet needs; be those unmet social & emotional needs, unmet communication needs, unmet physical & sensory needs, or unmet learning needs. The following principles are helpful when thinking about any behaviour causing concern:
Behaviour is something that people do, and is not what people are
- Children do well if they can
- Children behave well if they can
- Behaviour can change
- Positive, pro-social behaviour can be learned
- Behaviour does not occur in a vacuum, and its meaning can only be understood within the context in which it occurs
- There are always exceptions to challenging behaviour
- The behaviour of children is often closely linked to the expectations of adults
- Communication – what is the child communicating through this behaviour?
The Behaviour Toolkit [PDF, 810Kb] has been separated into chapters below:
- Classroom Environment Audit [PDF, 118Kb]
- Five Step School Intervention [PDF, 169Kb]
- The Assessment Tool [PDF, 111Kb]
- Round Robin [PDF, 62.5Kb]
- Fair Access and Inclusion Panel Referral Form [PDF, 117Kb]