Tier 1 – Whole School

SUPPORT

• Planning Placement Consultation Meeting with parents, prior to pupil joining the school
• Induction training (five weekly sessions) for all new staff
• Electronic library maintained for all staff /professional development
• Whole school inset and guidance
• Professional Network Log for each child to facilitate multi-professional liaison and to inform staff
• Team Teach training for all staff
• Access to 3 in-house Team Teach trainers, 2 advanced tutors and 1 intermediate tutor, to support with high risk incidents where Team Teach strategies are used to de-escalate, defuse and  divert situations in order to prevent and reduce the risk of injury to self, others and the environment
• Termly meetings of the TA team with the Educational Psychologist and Senior Mental Health Worker to discuss topics, issues and support for pupils.
• Assessment of the literacy levels of all pupils (RAG rated) on entry to the school
• Whole school behaviour policy
• System of positive noticing children’s behaviour/achievements: gold awards, ‘top banana’
• Risk assessments for all pupils
• Positive Handling Plans for all pupils
• Consistent recording and monitoring of behaviour through the behaviour incident forms known as ‘pinks’. This enables us to see patterns and notice increasing and diminishing trends for individuals and groups of children
• Meet and greet of individual pupils by staff every morning
• All staff share mealtimes with young people
• Twice daily circle time to share values and learn from staff and fellow pupil’s experience and also learn appropriate measured responses known in OUR school as the Woodeaton Way
• A system of choices to motivate pupils to be engaged and pro-social
• Healthy eating policy with food made on the premises. Meal times, with all staff, are where pupils socialise and see for themselves modelling of positive actions and interactions during mealtime
• Mentoring scheme – Head Boy and Head Girl, and Pupil Mentors
• Parents Group meets six times a year

OUTCOME

• Increase in attendance for every child
• Increase in basic literacy and numeracy which enables more engagement and motivation in lessons
• Children look presentable and wear school uniform
• Increase in time in lessons
• Staff feel a part of a team which supports them
• New staff have an induction programme which is informative and useful with regard to understanding and managing children
• All staff can access the information they need about the children
• Parents feel supported by the initial in-depth consultation, weekly phone calls, the Parents’ Group and the school’s work with their child 

Tier 2 – Group Support

SUPPORT

• Twice daily circle time, used on occasions to address specific issues with regard to behaviour such as: e-safety, bullying, expectations of pupils in situations- for example, Farmers’ Market
• Nurturing group for more vulnerable Year 7 pupils.
• Weekly small group for children with speech and language difficulties led by Speech and Language Therapist with school staff, to develop expressive language and language comprehension skills in a small social group
• Opportunities for small group/ team activities and challenges which provide for developing behavioural repertoires:  Consumer Challenge, Hospitality Challenge
• Triggered by a raised level of ‘pinks’ (behaviour incident forms) for the class and/or concerns raised in daily staff meetings
• Potential intervention strategies discussed in daily staff meetings
• Meetings between behaviour support and form tutors to agree strategies forward
• All staff informed of interventions strategies in daily staff meetings
• Intervention strategies implemented
• Monitoring the behaviour incident score to assess the impact of the intervention strategy put in place and by observation of pupils
• Restorative Justice

OUTCOME

• Children being able to participate in group processes in school: twice daily circle times, mealtime routines, joining with peers at breaktimes
• Steady, co-operative class groups
• Children who are established and settled in school helping newer pupils/ pupils experiencing change, challenge and loss
• Staff working in professional groups and getting mutual support/ joint working to the benefit of the children
• The monitoring of behaviour incident scores for all the pupils indicates a decrease in scores, measuring each child against their past scores
• Young people identify themselves as belonging to a group and having roles and responsibilities within it

Tier 3 – Individual Pupil Support

SUPPORT

• On-going monitoring of children with literacy problems/programmes for children with dyslexic difficulties
• Access arrangements for public examinations for pupils based on special need
• Opportunities for individual children in twice daily circle time, to air an apology and always have it accepted
• Triggered by a raised level of ‘pinks’ (behaviour incident forms) and/or concerns raised in daily staff meetings
• Potential intervention strategies discussed in daily staff meetings
• Teachers and Teaching Assistants informed of strategies in a daily staff meeting
• Parents/carers informed on the day if need be or during weekly phone calls home
• Intervention strategies implemented, one-to-one/paired literacy or numeracy programmes for pupils.
• Modifications to curriculum/environment made. E.g. seating plan/class composition/key staff roles adjusted
• Annual EHCP reviews for each pupil by all professionals involved
• Opportunities for residence experience/activities
• Termly meetings for the staff in residence with the Educational Psychologist and Senior Mental Health worker to discuss issues and concerns about pupils
• Termly (six times a year) professionals’ meeting to promote liaison with regard to support for individual children
• Refer pupil to in-school support from (Educational Psychologist) and/or (Senior Mental Health Practitioner) and/or(CPN – Community Psychiatric Nurse)
• SALT programmes on a one-to-one/small group basis for pupils who need this
• OT programmes for individual pupils who need this  
• Core group meetings of key staff and specialist professionals in school
• Family support for behaviour management strategies is offered: meetings in school/home visits/parent support
• Positive Handling if required and post incident learning
• Restorative justice
• School nurse completes Health Action Plan assessments for children in the Looked After System
• Educational Psychologist attends all pupils’ Annual SEN reviews
• Senior Mental Health Practitioner attends School based CPA reviews/ Liaises with CAMHS teams
• Staff support attendance at external appointments

OUTCOME

• Pupils are able to take public examinations and achieve success
• Steady settled behaviour that allows for social and emotional learning gains
• Staff feel informed about in-school professional support for children and families:
• Professional network log, the systems for ensuring that diagnoses, medication and on-going CAMHS input is regularly reviewed and effective
• Where behaviour incident scores for a given child are not decreasing, intervention strategies are reviewed and revised
• Consideration is given to referring the child for in-house support from specialist practitioners
• Parents are kept reliably informed about the difficulties of their child and the strategies being used to support the child in school
• Residential opportunities are individually tailored for children with significant difficulties and temporary crises
• Discussions with parents when needed to support them at home with their management of the child and other children in the household
• There is the possibility of a parent being supported by another parent who feels able to share their experience and strategies