Caerphilly County Borough Coundil

CAERPHILLY COUNTY BOROUGH COUNCIL

INCLUSION SERVICES

BEHAVIOUR SUPPORT SERVICE

Behaviour Strategy

“Working Together for the Good of All”

Currently under review, April 2009

07.04.09 Page 1 of 6 Caerphilly County Borough Council Inclusion Service

BEHAVIOUR SUPPORT SERVICE

Behaviour Strategy

“Working Together for the Good of All”

The Policy Context

National Government Policy and Legislation The Caerphilly County Borough Council Behaviour Strategy is guided by the Welsh Assembly Government consultation document “Inclusion and Pupil Support” 2006 which states that all pupils with additional needs including behavioural difficulties should be supported in receiving suitable education to avoid becoming disengaged.

The Strategy seeks to build upon the good practice already evidenced in the LEA and to promote and extend the high standards of teaching and learning within many schools and educational settings.

Local Policy The Behaviour Strategy will reflect the aims and objectives of the Caerphilly County Borough Council Community Strategy, the Single Education Strategic Plan, Inclusion Service Improvement Plan and the Behaviour Support Service Improvement Plan.

Local Context Caerphilly LEA is a large geographical area with a school population of approximately 29,550.

Many schools in the LEA have placed positive behaviour at the forefront of their planning for higher academic attainment for all. In order to continue to raise standards of achievement, many behaviour policies include support programmes for pupils with additional learning needs and those likely to become disengaged from the curriculum and society as a whole. These include a range of programmes, which support positive discipline and anti- bullying strategies (see Appendix 1)

Schools have also agreed to develop managed moves for disengaged children and young people and those who are at risk of exclusion as part of the Protocol for Managed Moves. (Appendix 2)

07.04.09 Page 2 of 6 A high percentage of excluded children and young people are found appropriate educational placements through the Additional Provision Placement Panel at Key Stage 4 and the Specialist Placement and Provision Panel (SPPP).

This Strategy promotes early intervention and supports the principles of nurture and social inclusion for all children and young people.

 The Behaviour Support Service will work in partnership with schools and other educational settings to support self-evaluation and ensure that all children and young people with emotional, behavioural and social difficulties (EBSD) achieve their personal potential.

 Caerphilly LEA will support early intervention by providing a range of whole authority initiatives to secure a positive approach to behaviour and social inclusion.

 Caerphilly LEA will track and monitor individual progress and evaluate outcomes in relation to support provided.

 Caerphilly LEA will work collaboratively with schools and other educational settings to secure effective partnerships with other agencies and relevant stakeholders to promote positive engagement and social inclusion.

Principles The LEA will endeavour to develop an inclusive ethos in all our schools and other educational settings where all children and young people are valued as individuals, protected and cared for.

The Behaviour Strategy endorses all the principles set out in the WAG guidance document ‘Inclusion and Pupil Support’ Circular September 2006.

Our prioritised commitment that underpins the Behaviour Strategy are the following three key themes:

 Partnership

 Inclusion

07.04.09 Page 3 of 6  Early Intervention

Process and Implementation Positive behaviour and attendance at all Key Stages are pre-requisites to achieving improved standards of attainment in schools. The Behaviour Strategy will help schools develop effective whole-school approaches by providing quality training, early intervention and positive support.

In order to promote positive behaviour and social inclusion, Caerphilly

LEA in partnership with schools will:

 Further develop the effective use of PASS (Pupil Attitude to Self and School) as a tool to identify patterns of need at school, group, cohort and individual level.

 Provide a continuum of specialist support (Appendix 3) and provision, such as the Nurture and Social Inclusion classes, to meet the continuum of need identified. (Appendix 4)

 Promote effective learning and teaching in order to secure positive behaviour and engagement.

 Further develop the area team support and the role of the Behaviour Support Advisory Teacher within the Behaviour Support Service. (Appendix 5)

 Continue to develop the training programme in order to raise the profile of attendance, behaviour, social inclusion, emotional well-being and anti-bullying training in all schools and educational settings. (Appendix 6)

 Produce a Directory of Providers of appropriate provision for use in schools in line with the 14 to 19 Learning Pathways curriculum

 Continue to work closely with the School Effectiveness Unit in order to address behavioural and attendance issues as part of the monitoring and school review process.

 Support schools in developing strategies for reducing disaffection including the use of Pastoral Support Programmes and Student Assistance Programme.

07.04.09 Page 4 of 6  Promote the use of the Protocol for Managed Moves across all LEA schools in order that all children and young people have access to an appropriate education.

 Effectively analyse and use data to ensure all children and young people with EBSD are identified early and are appropriately supported.

 Monitor and support the effective implementation of the LEA and school anti-bullying policies. (Appendix 7)

 Develop strong links with the Youth Inclusion Support Panels (YISP).

 Continue to promote the use of appropriate provision for those children and young people who are unable to maintain a place in mainstream through the monthly Alternative Provision Placement Panel.

 Continue to offer advice, support and guidance to families through effective targeting of the Include Primary Intervention Team.

 Continue to develop effective links with other agencies that are involved with vulnerable young people such as the Children’s Service and Youth Offending Team.

Monitoring, Evaluation and Review

 The LEA will monitor how effective schools and other educational settings are in meeting the needs of children and young people with EBSD via:

- the Annual Review and Development programme undertaken by ESIS - Estyn reports - specialist staff visits and reports - independent consultant reviews - a range of self evaluation processes - tracking and collating relevant data

 The work of the Behaviour Support Service will be reviewed against service standards, statutory responsibilities and national and local performance indicators  The rigorous implementation of continuing professional development procedures will also contribute to the review process.

The Behaviour Strategy will be reviewed bi-annually

07.04.09 Page 5 of 6 SOCIAL INCLUSION SERVICE

SERVICE MANAGER – SOCIAL INCLUSION

Senior Education Welfare Principal Educational Safeguarding Manger Officer Psychologist Child Protection LAC Team Education Welfare Service Educational Psychology Service Team

HEAD OF BEHAVIOUR SUPPORT SERVICE

3 Behaviour Support Advisory Teacher Posts

3 Behaviour Support Officer Posts

The Learning Centre – (PRU)

Pont Isaf – (Portfolio PRU) 07.04.09 Page 6 of 6