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SMT
need to accept and agree with the structure and methodology of
this package. A review of current structures and strategies
must be completed and an action plan devised. This will
include decisions about financial commitment, internal
appointment of a Behaviour Coordinator and relationship to
current projects, approaches and staffing structure, as well
as the next steps.
The structure for identification,
intervention, review and renew is that of Birmingham City
Council’s Framework for Intervention. You may already be using
this, but are looking for ways to improve the
outcomes.
The Accelerated Learning principles, put forward by Alistair
Smith, help to define the ways in which the Behaviour
Coordinator will look at the environment, the learning
process and the relationships within the school, to support
achieving more desired behaviours, to maximise learning.
The Framework for Intervention runs alongside
the existing pastoral system and Special Needs Coordinator’s
role in producing IEPs.
Large secondary schools would
keep their Behaviour Coordinator ‘in house,’ but smaller
schools may wish to pool the training and the
BeCo.
A member of staff raises a
concern about a pupil’s (or Pupils') behaviour, with the
Behaviour Coordinator (BeCo).
Together they identity
specifically, what the behaviours are, and where and when they
occur.
A frequency tally is taken
Together they devise a
plan for change, which may involve people or aspects of the
environment beyond the teacher’s immediate control.
The
plan is implemented for 6 weeks. (The BeCo will seek
environmental and procedural changes on the staff member’s
behalf)
A second tally is followed by a review. All
improvements are noted.
A second stage would involve the
school and its resources, parents, senior staff.
A third
stage would be multi agency
Parallels with the Special
Needs process are clear, but the two are very
distinct.
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Cost
