Behaviour support

Behaviour

At Springside, we recognise that all behaviour is a form of communication. Some behaviours may act as a barrier to learning, and we support learners appropriately to address these barriers. For this reason, within daily school life and school documentation, behaviour is referred to as one of a learner’s Barriers to Learning.

How do you support learners?

We believe that all people should be valued equally and treated with courtesy and respect. We are committed to creating an environment that promotes and encourages a shared responsibility for ensuring this across the school community.

While we have a whole-school reward system, learners are supported individually, and classrooms and provision are adapted to meet their specific needs. Learners are predominantly grouped into needs-based classes and are supported by a high staff-to-learner ratio.

We encourage all learners to develop independence, emotional literacy and appropriate communication skills. Learners are supported to recognise and understand different emotions in themselves and others, and to develop strategies to manage these emotions appropriately. The school strives to promote a growth mindset across the whole community.

At the core of our approach is the understanding that identifying the feeling or need a learner is experiencing prior to displaying a behaviour is key to understanding the purpose of that behaviour.

For many learners, this involves the use of individual Barriers to Learning Plans, which outline proactive strategies and support approaches (an example can be downloaded below). For some learners, Positive Handling Plans are also in place where there is a foreseeable risk of harm to themselves or others. These plans outline how reasonable force may be used lawfully and safely, in line with statutory guidance.

In addition, many of our targeted interventions are designed to reduce barriers to learning and to support learners’ development across all curriculum areas, enabling them to engage more meaningfully with the world around them.

How do you support families?

We recognise that learners make the best progress when school and home work together. Families are encouraged to take an active role in the planning and review of individual plans, helping to identify key priorities.

Termly parental progress meetings are held to support the planning and review of individual plans alongside other relevant progress information. In addition, parent workshops are offered to help families develop their understanding of behaviour and explore strategies to support their child effectively at home.

Who can help me?

In school, the class teacher has responsibility for the general welfare and behaviour of learners within their class. All staff are kept appropriately informed of any incidents of concern to ensure a consistent and supportive response.

Learners’ achievements and positive behaviours are recognised through certificate assemblies and other reward systems. Class teachers maintain regular communication with families, which may include telephone calls, letters home, home–school communication books or email.

Families may also seek support from our Behaviour Team:

• Behaviour Lead (Acting Deputy Headteacher): Mark H.

• Supported by: Charlotte K and James M.

If you would like support with behaviour at home, please contact the school office on 01706 764451 and leave a message for one of the staff members above.

Further information can be found in our Behaviour Policies, available by clicking here.