Strategic Whole School Support

RISK OF EXCLUSION

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

WHOLE SCHOOL DISCIPLINE

Reviewing Whole School Behaviour Policy. Ensuring consistency amongst staff members and involvement of pupils. Looking at external expectations with for example parents and OfSTED.

CLASSROOM OBSERVATION

Our experienced practitioners can carry out observations, behaviour audits and written reports for the whole school, an individual department or for specific challenging situations. Particularly useful for pre OfSTED preparation or for post OfSTED planning.

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.

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.

PEER MENTORING

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

Whole Class and Staff Support

CLASSROOM DISCIPLINE

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

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.

CLASSROOM OBSERVATION

Our experienced practitioners can support individual teachers and provide a ‘fresh perspective’ on challenging situations including observations/ behaviour audits/ verbal feedback and written reports

CIRCLE TIME

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

BULLYING AND TEASING

Bullying, perceived bullying or unhappy relationships are often at the bottom of incidences of disaffection, truancy or school refusal. They are always vital to address as early as possible

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

Individual child / group support

RISK OF EXCLUSION

advice to schools, settings and parents on appropriate support, rights and responsibilities – where to go for further help

COPING WITH STRONG EMOTIONS

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

SCHOOL REFUSAL AND 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

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 finding a solution.

SELF ESTEEM

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

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?

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.

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.

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?

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.

DISAFFECTION

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

ASSESSMENT OF SOCIAL, EMOTIONAL OR BEHAVIOURAL DIFFICULTIES

Some children have a level of need that will warrant professional assessment. Perhaps in order to gather information to refer on to another service or to request Statutory Assessment.

ADDITIONAL EDUCATIONAL NEEDS

Quite 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.

MULTI AGENCY PLANNING

Schools often host ‘Team Around the Child’ meetings with parents and outside agencies present. We can attend to present evidence from previous assessment and observation, to provide a neutral perspective or to help with targets and action planning.