School Age (Y1 - Y11)

Expectations for all schools/settings

Positive behaviour for learning is promoted through appropriate whole class support systems to include all CYP.

What this may include/ look like

• Outline behaviour expectations (visually supported) in a whole setting Positive Behaviour Policy, ensuring these expectations are clearly communicated with all members of the school community, consistently applied by all adults and understood by all CYP.
• Ensure adults work collaboratively to support all CYP to feel safe and secure, that they belong and that they are respected and valued to have a positive self-identity. Adults support pupils to develop friendships and constructive relationships with each other and appropriate adults.
• Staff recognise all pupils and every pupil's contribution to the school community and they are meaningfully included.
• Staff support the development of self-regulation skills, with consideration of the stage of development of the CYP.
• Ensure adults understand that all behaviour is trying to communicate something about a feeling or situation.
• Ensure adults respond to behaviour from a position of acceptance, curiosity and empathy, demonstrating compassion, kindness and hope rather than blame and shame.
• Provide a suitable learning environment including access to spaces and systems to support emotional co-regulation and self-regulation. This may be within the room or an identified area of the building.
• Consider sensory needs, and ensure CYP have access to learning breaks and any sensory equipment they may require (e.g. writing slopes, pencil grips, wobble cushions, fidget toys, and ear defenders).  (More information can be found in the SEMH and Physical and Sensory sections.)
• Ensure seating plans and groupings take account of individual needs and routinely provide opportunities for:
  • access to positive role-models
  • mixed-ability groups
  • structured opportunities for conversation
  • equal access to additional adults where they are available
  • teachers plan how to support pupils to work cooperatively
• Plan well-structured lessons with visual support for those who need it (e.g. visual timetable, first and then board).
• Consistently model co-regulation and self-regulation strategies and ensure these are in place for all the CYP in the class, with reasonable adjustments made as needed (e.g. additional adult modelling before using independently). (More information can be found in the SEMH and Communication and Interaction - SCI sections).
• Use positive reinforcement to develop motivation to engage and participate in learning activities and wider opportunities.
• Ensure Positive Behaviour Support Plans are in place for individuals, if needed, shared with all adults and implemented effectively and consistently by all staff.
• Please refer to the SEMH guidance in this document which will give further clarity on best practice guidance for supporting CYP with Behaviour for Learning.