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1 Day Schoolwide Positive Interventions and Supports

1 Day Schoolwide Positive Interventions and Supports

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Course Description

Aim
To provide staff with the knowledge and skills to confidently support pupils who struggle to participate in learning due to the persistence of behaviours of concern. Our driving passion is to shift cultures within education services away from reactive responses to behaviours that challenge to proactive approaches. This is proven to produce positive outcomes for the whole school community, enabling students to achieve greater social and academic success.

Values
Above all else, safeguarding pupils and staff. Our values are informed by principles of individualised behaviour support planning, children’s rights, and a commitment to the principles of least restriction and social validity.

Settings
Training is tailored to meet the needs of specific education settings including – mainstream schools, specialist SEMH and SEND provisions, pupil referral units, and residential schools.

Who is this course suitable for?
Staff who have direct contact with pupils. Schools benefit from also having members of SLT’s and Governors participate.

Level
Introductory, assumes no prior knowledge of SWPBIS. Provides a foundation for participation in our more advanced courses.

Core Content

  • The influence of trauma and attachment in relation to behaviours of concern and what to do about them.
  • The three tiers of SWPBIS and strategies linked to them.
  • A tool designed to identify tier one expectations (Primary Prevention).
  • Functions of behaviour and their importance in understanding and improving behaviour.
  • Key components of behaviour support plans and a template to facilitate planning for pupils exhibiting behaviours of concern (tier 2 and 3).

Course Outline

Preface
The Value base of Trauma and Positive Behaviour Support informed approaches
Delegates are introduced to the core values which underpin a trauma and PBS informed approach to behaviours of concern. This includes, Behaviour Support UK value base, safeguarding, inclusion, ICRC, individualised, child centred behaviour support planning,
principles of least restriction and social validity.

Session 1
Understanding Behaviour
Introduction to Trauma and attachment and how this might impact behaviour in the classroom.

Session 2
Introduction to School wide positive interventions and supports (SWPBIS)
Meeting the needs of all students- the three-tier system in practice.

Tier 1 Primary Prevention: School and classroom-wide systems for all students, staff, and settings.
Tier 2 Secondary Prevention: specialised group interventions for students at risk of developing chronic behaviours of concern.
Tier 3 Tertiary Prevention: Specialised individualised strategies for students with high-risk behaviours of concern.

Staff will learn to use a tool to identify and reinforce tier 1 schoolwide behavioural expectations

Session 3
Positive Approaches to Behaviours of Concern
Behaviour as Communication-unlocking the code
The four-phase contingency model – A model for understanding behaviour
Functions of behaviours through a trauma informed lens and why they are critical to understanding and changing behaviours of concern. The key to success is in linking proactive and reactive strategies to identified functions.

Session 4
Positive Behaviour Support Plans – Breaking the ‘wait to fail model’, maintaining the gains and reducing restrictive practices
Structure of behaviour support plans. Staff leave with a template for organising behaviour support plans:

  • Proactive Preventative Strategies
  • Proactive Developmental Strategies
  • Reactive Strategies

Course Outcomes

Knowledge
Staff will be able to understand and describe:

  • Key values underpinning good quality pupil centred thinking, planning and action in pursuit of improving behavioural and academic outcomes
  • What is meant by Positive Behaviour Support
  • The characteristics of Trauma informed practice and why this is important
  • Underlying causes for behaviours of concern within the context of adverse childhood experiences, attachment, and genetic factors.
  • The three-tiered system of School wide Positive Interventions and Supports and how this is used to improve behavioural, social, and academic outcomes.
  • ‘Functions’ of behaviour from a trauma informed perspective and how this understanding is critical to proactive behaviour support planning
  • Positive Behaviour Support Plans
  • The difference between proactive preventative, proactive developmental and reactive strategies.
  • The difference between restrictive and non-restrictive strategies and when a strategy may be aversive

Skills
Staff will be able to:

  • Use a matrix to identify school wide expectations to establish/ improve pupil behaviour.
  • Describe behavioural expectations in terms of specific behaviours which pupils will understand
  • Use a template to assist in formulating behaviour support plans

Impact
The creation of a safe and orderly environment with a positive school climate that enables students to achieve both social and academic success.

  • Reduced problem behaviour
  • Increased academic performance
  • Reductions in restrictive practices
  • Reduction in administrative referrals
  • Reductions in suspensions and exclusions
  • Improved feelings of safety
  • Reduced bullying behaviours
  • Increased time for instructional leadership
  • Reduced staff turnover
  • Improved social-emotional competence
  • Improved wellbeing and quality of life for staff and students
  • Improved positive school climate and culture.
  • Happier staff and students