CHILDREN AND YOUNG PEOPLE AT RISK OF EXCLUSION

Advice to schools, settings and parents on appropriate support, rights and responsibilities and where to go for further help.
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EMOTIONAL PROBLEMS

Including anger, sadness and anxiety. Offering direct work with children and young people and ideas on how to support appropriately in schools and settings.
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DISAFFECTION

Examining the reasons why children and young people become disaffected: motivation, learning styles, learning difficulties, friendship problems, bullying etc.
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CLASSROOM DISCIPLINE

Working with staff members to develop an appropriate plan for particularly challenging classes or to generally improve behaviour.
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WHOLE SCHOOL DISCIPLINE

Reviewing Whole School Behaviour Policy, ensuring consistency amongst staff members and involvement of pupils. Looking at external expectations: parents and OfSTED etc.
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BEHAVIOUR AT HOME

Sometimes children behave very differently in different settings, presenting no problems in school but causing stress and tension at home. Improving relationships and communication, establishing positive routines, identifying targets to work towards can help.
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INDIVIDUAL CASEWORK

Assessment of social, emotional and behavioural difficulties. Some children have a level of need that will warrant professional assessment. Also useful in order to gather information and refer on to another service or to request Statutory Assessment.
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MULTI AGENCY MEETINGS ‘TEAM AROUND THE CHILD’

Subject to availability we can offer support for schools, settings or parents and carers at planning meetings etc.
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CLASSROOM OBSERVATION

Our experienced practitioners can support individual teachers, provide a ‘fresh perspective’ on challenging situations, or carry out observations/ behaviour audits and written reports. Particularly useful for pre OfSTED preparation or for post OfSTED planning.
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POSITIVE PLAYTIMES

Problems from the playground often spill over into the classroom. Planning for problem free playtimes can make afternoons and post break sessions more harmonious and productive.
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TRANSITION AND CHANGE

Times of change can be challenging for all concerned, starting school, moving from one Key Stage to another or one school to another particularly. Each move of class or change of teacher or indeed moving from one area of the school to another is a ‘transition’ that if carefully planned can make the difference between chaos and calm.
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ATTENTION SEEKING

Almost every class (and many homes) have one or two children who demand attention more than others. Understanding the reasons for this is the first stage in addressing a solution.
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SELF ESTEEM

To achieve their potential academically and socially, children and young people need to feel good about themselves. Those that struggle with aspects of learning, feel different in some way, have experienced loss or have problematic relationships can be particularly vulnerable.
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INTERVENTION BUILDING RESILIENCE

Very much linked to self-esteem. Why do some children thrive in later life despite difficult childhoods? How can we help young children to be more ‘resilient’ and older ones to develop the skills to cope with life’s stresses more easily?
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SELF CONTROL

How can we encourage children and young people to develop their own ‘internal locus of control’ and take responsibility for their own actions?
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POSITIVE PSYCHOLOGY

What constitutes ‘Happiness’? How can we support children to be more content and get the most out of life? Closely linked with self esteem and building resilience.
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FRIENDSHIP

Making and maintaining good relationships is a vital life skill. Some children find this difficult because of missing out on early developmental stages, social communication difficulties or being preoccupied by other issues in their lives. The right support can help children acquire the necessary skills.
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SOCIAL SKILLS

Being able to communicate effectively with adults and peers and adapt behaviour appropriately to different situations are essential life skills. Some children may need more explicit teaching of the necessary skills to do this.
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CIRCLE TIME

A well-established structure for whole class or group discussion and problem solving, always worth revisiting.
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BULLYING AND TEASING

Bullying, perceived bullying or unhappy relationships are often at the bottom of incidences of disaffection, truancy or school refusal. They are vital to address.
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PEER MENTORING

Using ‘peer power’ can make a real difference and help to promote good relationships and a happier school.
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A CIRCLE OF FRIENDS

A specific intervention to help and support a child or young person really struggling to maintain relationships or succeed socially or academically.
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SCHOOL REFUSAL/TRUANCY

If a young person is reluctant to go to school, or starts refusing to attend at all, early intervention is vital before the problem becomes too entrenched. The more time missed the more difficult to re- establish routine.
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SUPPORTING STAFF

Occasionally a teacher or member of support staff may have a particularly challenging class or need some extra support to help establish good behaviour.
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SUPPORT FOR PARENTS & CARERS

Behaviour Advice can help with behaviour at home, with home – school relationships, communication with professionals, support at meetings etc.
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MANAGED MOVES & PARENTAL TRANSFER REQUESTS

Occasionally situations break down completely and there is no alternative but to move schools or change provision. This is always better done in a planned and supported way rather than in a panic. A ‘fresh start’ somewhere else before a situation reaches crisis point can also help.
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ADDITIONAL EDUCATIONAL NEEDS

Often bad behaviour is masking struggles with learning or other difficulties. Getting the right assessment and support is a vital step to getting things back on track.
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SPECIAL EDUCATIONAL NEEDS/STATUTORY ASSESSMENT

Children and young people with exceptionally high levels of need may need in depth professional assessment. Your local authority SEN department and or Parent Partnership team will be able to advise you on the process and criteria for your area. Behaviour Advice can help schools and parents gather the required evidence for this process.
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ADMISSIONS and ACCESS

Children with challenging behaviour and or a history of exclusion can sometimes struggle to obtain an appropriate school place. It helps to know the schools legal responsibilities and parents and young peoples’ rights.
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