A Powerpoint that can be used to support development of whole school practice in the use of of student Self-Assessment and Peer-Assessment.

A resource that questions the functionality of the attendance protocols you have in place in your schools and therefore aids reflection upon all aspects of attendance monitoring.

Two Surveys attached that can be adapted and used by any provision: a. A General purpose survey that asks parents questions about the quality of education their child is receiving. b. A Survey that specifically asks questions about the quality of communication between the School and its Parents/Carers ( I designed this one for use in my PRU where a weekly snapshot report was sent home to parents)

When students are in isolation or have been excluded they need time to reflect upon their actions/behaviour. When a student returns from FTE they should have time after the Return from Exclusion Meeting, to discuss their behaviour with a key adult - this form provides the student with a number of questions to help their reflection. If a student is sent to isolation, there could be an expectation that they complete this reflection form before returning to mainstream lessons - its a resource that can be used in many ways.

I wrote this paper to present to my staff, after focusing on its content during a series of staff training sessions. The paper outlines some key points that focus on developing high quality teaching that promotes high levels of learning for students of all abilities. The resource focuses on: Key Principles to consider for developing High Quality Learning and Achievement An introduction to the PAR Model - Present/Apply/Review Discussion points on Effective Feedback Developing a Blame Free Environment for Learning Developing Peer and Self-Assessment The staff training that aligned to this paper was delivered over the course of two terms and was a key objective on our School Development Plan.

A resource that will stimulate thinking on how to reduce FTE in your provision as well as providing a proven list of interventions and ideas that have worked in a PRU

Using positive language is a feature of good classroom/behaviour management. This resource identifies both unhelpful phrases and statements and then a preferred way that uses positive language, that may initiate a better response from the student.

This resource guides staff into using appropriate questioning to help re-focus student attention - this was used as part of staff training to help my teams take more responsibility in the classroom for low level disruption, instead of referring the behaviour on to pastoral staff - this resource links to ‘Using the Levels of Behaviour’ and ‘Classroom Procedures’.

This reflection tool can be used in Behaviour Management training sessions as a starter or indeed as a discussion tool to help generate appropriate discussion of ‘Managing Behaviour’ in the classroom.

Key Concepts that underline this resource include tips on… Transition between Learning Activities - this can be problematic and often poor transition can result in a loss of teaching and learning time. ‘Lesson Sequencing - this is the process of organizing several lesson plans that will be taught consecutively. The purpose of lesson sequencing is to create smooth transitions between lessons in order to meet the objectives of the unit plans and to achieve optimal learning outcomes.

Are you looking to give guidance on how behaviour incidents should be managed in the classroom and how this aligns to whole school procedures? In this resource that can easily be adapted to suit your school, the template and procedures identified are those I introduced as a Head that guided staff into making appropriate decisions on poor behaviour they may come across. It links to using the Levels of Behaviour that I have also added to this package. The procedures also ensure that your team feel well supported.

When a FTE is being considered the Head requires all available evidence in order to make an appropriate decision. This Template identifies all key areas of evidence required and helps collation of paper work before a decision is made. I designed this template to support my decision making as a Head of Alternative Provision; the form would be accompanied by all appropriate written statements from staff and, or students.

The procedures identified on this flow chart were the ones I put in place in my school to track student absence. The effective monitoring of such protocols will depend on the effectiveness of your tutor team, alongside good communication with the Attendance Manager. Such tracking is vital due to increased levels of absence because of Covid 19 and the increased vulnerability of young people, especially those in Special Education.

The Attendance Support Plan Template can be used as a higher level intervention, to support improvements in student attendance and to identify key attendance data that can be used with parents and the child, so that what is required for improvement, is shared by all and is represented in one clear document.

The Learning Diary is a booklet that can be used for students to record evidence of their learning that takes place outside of the classroom environment.

This is Part 1 of 3 Behaviour Support Programmes. The BSP 1 is a module of work that can be used with students who are unable to demonstrate effective social skills and frequently allow their emotions to get the better of them, often demonstrating bouts of anger and increased emotion. The module is best suited to be delivered by a Mentor or Behaviour Coach in a 1-1 or small group environment. It consists of between 4-6 lessons and contains all appropriate worksheets and lesson guidance.

This bullying resource includes: An initiative that can be used to tackle bullying in school - bullying levels. A bullying contract that can be used with students who are frequent bullies An exemplar letter that can be sent to parents to help with paper trail regarding any bullying incident The bullying levels are used to help discourage bullying in school alongside appropriate consequences for those who do bully. For students who are frequent bullies, there is a bullying contract that can be used to further discourage this kind of behaviour and this could be used in conjunction with a parental meeting. Alongside this is an exemplar of a bullying letter that can be sent to parents.

Using this resource will prove an excellent way to reinforce Behaviour Management expectations for staff. It aligned to our 'Behaviour Slip System of blue and red slips for poor behaviour and reminded staff of when follow up was required, or indeed if they needed to deal with the named ‘behaviour incident’. It stopped staff writing lots of behaviour sips and always passing on issues to pastoral staff or sending students out; it helps to make staff more accountable for what goes on in their classrooms. It can be adapted to suit your own BM protocols. There are two models added, with the coloured version an update on the first. It really does work with teachers, as well as proving a useful resource for staff training.

This is an extensive list of statements that were developed to support staff and students (Student Voice) in formulating a new whole school Code of Conduct. After the brainstorm of statements comes well written examples that may be an ideal fit for your schools. The statements are split into sections that include: Classroom Code of Conduct Corridor Behaviour Developing Positive Relationships Conduct during Break and Lunch Time Conduct in the Community