A Behaviour Risk Assessment that can be used for targeted students in any provision, but more especially in Special Education and Pupil Referral Units. A clear and precise template to identify risk and associated interventions that support targeted students.

An excellent resource for all those staff needing to track, monitor and trigger support for student behaviour; a useful resource that works alongside other SEN documentation as part of any action planning processes - this documents forms an evidence base over time of actions taken and the appropriate support that has been implemented. I have added the Inclusion Support Plan as an additional resource with this package - both documents would work together.

A Powerpoint that guides the students into strengthening their memory through image chains - the PP could help shape a Learning session/PSHE lesson to help students improve their working memory.

Aims for the use of this Booklet: This booklet will help schools support students in developing positive aspirations for the future; the statement produced will help teachers to address the needs of individual students (Gatesby BM 3) and then provide evidence for encounters with employers and employees (Gatesby BM 5) as in Practice Interviews, for example. A positive Careers statement will serve any young person well and advertise their skills, achievements and experiences to future employers and for College and University applications. This extensive step by step booklet can be used for KS4 and Post 16 students alike, as both age groups would benefit from using such a statement alongside their CV. The aim of this booklet is to guide students in to writing a Careers Statement, that helps to show off their strengths, personality and achievements during their school career and to bring together the positives of their educational journey to date.

Are you involved in organising interviews and need a range of appropriate questions for the candidates - then look no further. This extensive resource provides a range of questions and desired responses for a number of different roles in schools… Senior Leaders/AHT Pastoral Roles including Learning Coach/Behaviour Coach Vocational teachers LSA/HLTA/Lead TA role School Council questions I have also added an additional 'General Questions and Desired Responses resource that will provide appropriate questions for a diverse number of job roles in a school environment.

A very useful template for collating information on new students to your provision. This can be used by staff supporting the induction of new students or indeed by admin staff who support the collation of information on new students - Once completed this is a useful document to share with key staff who work with the student.

I wrote this document/template when I was successful in securing my final Headship before retirement; In addition to key school documents like the SDP/SEF/Raise Online Data etc, It proved a very useful ally when I was exploring all aspects of my new school. Once I had discovered an item on the list I would check it off and identify where I saw it or where it could be found. This is not an Ofsted related document but a personal template that I found very useful.

An Extensive Questionnaire (22 Questions) that can be used for self evaluation within the LSA/TA Support teams or as part of wider school/staff evaluation that informs the school development plan or gives feedback to Senior/Middle Leadership.

A bank of statements that can be added to a spreadsheet or Tracking Document, that identify a range of Behaviour, Behaviour for Learning and Emotional Targets that can be used to track student behaviour in any educational provision.

Are you looking to interview for your new Senior Leaders or Assistant Heads and Deputies? If so, this resource will provide a range of tasks that can be administered for these interviews and give you a range of feedback to help you choose the best candidate for the role. I have used each of these tasks for SLT interviews in Special Education and they had proved invaluable. As a bonus I have also added a wide ranging number of interview questions that I feel sure you will find useful.

This resource consists of a presentation that I wrote and delivered on Differentiation for staff training. The slides explain clearly what differentiation is, how it links to effective learning for all students and the keys ways to differentiate in the classroom. The presentation can be paused at regular intervals so that staff can discuss the points raised. It formed part of a whole morning training session and so what would be required after the delivery of the Power Point, is an opportunity for colleagues to explore the process of differentiation/ideas in their subject or departmental teams.

Student attendance continues to come under scrutiny since the Covid Pandemic. The Tracking and Monitoring attendance package contains the appropriate monitoring tools and associated resources/letters/templates to effectively track student attendance in any school. Alongside the resources are appropriate letters that align to different stages of the tracking and an overall monitoring chart to be used by the attendance officer, to track referrals and cases which require additional follow up. In addition I have added monthly Red/Amber/Green Letters which are an additional monthly resource to inform parents of their students attendance and how it aligns to school expectations. I have also added a template that helps staff to identify historical attendance and exemplar narrative to help you use the appropriate language used by monitoring agencies. I have used this bundle of tools to track attendance in all of my roles in the past 6 years and it has proved very effective and easy to use. Updated to include…the individual student Action Plan and a tracking document aimed at evidencing actions taken to support improvement in attendance across the school - for the complete package for improving attendance see the resource called Strategic Improvement of School Attendance.

Pastoral Leaders use Part time provision for exceptional circumstances often where there is a complete breakdown in school discipline or where the reduced provision will benefit the health and wellbeing of the student. Such provision needs tracking and auditing; this resource provides you with a visual week by week tracker that identifies student targets and incentives during the reduced provision, that can be used as ongoing evidence for the review process at the end of the agreed time. This exemplar tracker is set up for a 4 week Programme but it can be adapted to suit student needs - the document can be referred to when staff need to discuss behaviour and the targets with the student. I also include a recording sheet with this resource.

This resource includes a model 'Anti-bullying Policy, in addition to an in-depth evidence form for recording bullying incidents. In addition, I have added a couple of initiatives that were introduced in my Centre…A bullying levels programme that can be incorporated into any Behaviour Policy/Anti-bullying Policy and an appropriate letter that can form as a template to shape any bullying letters that need to be sent home to parents. In addition to these excellent resources I have also included a Bullying Contract that can be used with students who are habitual bullies in your provision. All have been proven working documents in a PRU.

Are you training your new staff in the basics of Behaviour Management or are you reinforcing appropriate expectations for Managing Behaviour in a whole staff training session? Are you reflecting upon your own Behaviour Management and feel your responses to students could be improved upon or are you a new teacher looking for tips and advice regarding using appropriate language in the classroom? If so, this resource is perfect for you. This excellent training/reflective document identifies an extensive list of possible ways students could disrupt learning in the classroom, alongside some less than helpful responses by the teacher…the document then identifies a more appropriate response that helps the teacher to manage the situation more successfully. The resource identifies more than 20 different scenario’s alongside an opportunity to have ago at some answers for yourself.

Do you have Peer mentors or Peer Mediators in your school…If not, then why not? Peer Mentors can offer another layer of support for your Pastoral System in any educational setting; You will find that if the Mentors/Mediators become embedded as part of your Pastoral System, then other students will generally respond very well to them. If students are trained correctly and they are given the responsibility and trust to work with younger students they can become an invaluable team in your school. This support pack offers guidance and advice for your Mentors/Mediators as they move forward in their role; it gives advice on how to run a meeting, it identifies key questions to ask and key words to use alongside tips on problem solving. I wrote this resource once I had trained up the Mentors in my Centre and they commented it gave them useful support in their role.

The I.B.P. is an in-depth document for recording and tracking student behaviour. It is a supportive document that collates a range of evidence on the student and identifies a range of strategies and interventions to support improvements. This is an individually designed IBP that has been used alongside other Pastoral Support Programmes and which has been used to help provide evidence in both EHCP Review meetings and PEP’s.

Do you have an induction process for a new student? If so, this resource will help your colleagues get to know them a little better, especially useful in AP where new students may be a little nervous about sharing information; this mini booklet asks some gentle questions to help the colleague inducting the student to collate useful information and encourage discussion.

A module of work to support students who have been excluded from school; An ideal piece of work for delivery to those students who have received more than 1 FTE who will form a targeted group within your provision. The 8-9 week module can be delivered by a Mentor, Tutor, LSA or more specialist teacher both in 1-1 sessions or with targeted groups of students. It could also be delivered through a Life Skills or PSHE Programme - I originally wrote the module for delivery by PSHE teachers in a KS3 PRU. The key focus for the module is: Looking at an ideal future Locus of control Appropriate decision making Stop, Think, Go How to handle stress