Behaviour Difficulty Identification, Intervention and Tracking Document This EXCEL document was designed for use in a mainstream setting. It has been used across several schools, as a way of gathering key data, in supporting children with various forms of social, emotional, mental health and other behavioural difficulties. It can be adapted to suit individual school, and local authority, settings. The aim of the document is to identify:- • The specific forms of behaviour that a child might be displaying • How often the behaviour occurred • Any additional information which might be causing the difficulty • Any referrals made so far • Preventative and Adaptive Strategies used • Sanctions used The document can be used for:- Individual pupils:- • As a personal record of changes in behaviour • As a way of gathering all the relevant data together in one place • To identify possible causes of the behaviour • To identify external support services, who might be able to provide advice on supporting the child • To identify, and track, the strategies put in place to support the child • As a fore-runner to providing evidence to support a request for an EHCP. • To provide information for parents regarding their child’s behaviour • As a way of gathering information about a child’s behaviour at home, and in other external settings, from parents School level information:- • As a way of identifying all the pupils who have social, emotional, mental health, or other behaviour difficulties • To identify patterns of behaviour within different groups, classes, or settings • As a way of linking possible causes of the behaviour, with the behaviour seen • As a way of providing the most relevant, and suitable, interventions for each child • As a way of identifying groups of children who could access preventative, or intervention strategies together • To track the effectiveness of any interventions • To identify professional development requirements • As evidence of the effectiveness of support for children with social, emotional, and mental health difficulties

As a new school year begins, pupils and members of staff encounter many new people and situations. Whilst most anticipate these with excitement, anxiety can also predominate. This power point identifies possible causes of anxiety, similarities between those experienced by pupils and members of staff, and strategies for overcoming them.

A person who is engaged in their work; who feels safe; listened to; supported and respected, will want to give of their best. They will cope better with the on-going changes in education, and in their place of work. This information provides a checklist for members of staff, which will enable them to establish how happy they are with their work role, and what may need to be done to enable them to enjoy it more. Happy staff are usually more inclined to remain working in the same school. This allows leaders to deploy their staff in the best way possible, as their individual strengths are known, as well as how they work together as a team. In turn, this makes it easier for them to move forward their plans for school improvement. This guidance can be used to provide the basis of discussions around how a school can be made more staff-friendly. It can also form the basis of a staff engagement, or retention, policy. Suitable for all members of staff in a school:- Caretaker, Head, Lunchtime Supervisor, Teacher, Admin Officer, Teaching Assistant etc.

Based on over 60 cases studies, this document describes over 70 of the most common behaviour difficulties seen in school. Behaviours described, fall within the areas of disrupting learning, poor peer relationships, withdrawal of themselves from situations, violence towards children and adults, and challenging behaviour. Possible causes, of each behaviour difficulty, are then identified. Causes are related to Special Educational Needs and Disabilities, health difficulties, family situations and life changes. Based on the belief that all behaviour is an action, or a reaction, this document aims to help professionals, to consider the possible causes of the behaviour they observe in the child. (See:-A tried and tested INSET on behaviour policy review and management) Linked with the “Behaviour Identification and Tracking Document” a tailored programme of support can be formed, to meet the specific needs of the child. Use of this document enabled schools to provide well thought through interventions.