Behaviour
Anchored School’s approach to supporting schools with pupil behaviour starts with the why. Why can children and young people display challenging behaviours? Why can some children be aggressive and confrontational? Why can they be disruptive in lessons? Why can they present bullying, coercive or manipulative behaviours?
Our ‘why’ approach is based on scientific evidence into neurological development and looks at how adverse childhood experiences and trauma can detrimentally impact on a child and/or young person’s brain development and the subsequent consequences on behaviour.
When staff can appreciate why some children do display ‘unwanted’, ‘unacceptable’, ‘challenging’ behaviours then we can move on to the ‘how’. How can we support these pupils in making positive changes that can assist them in re-engaging in their learning and repairing relationships that will strengthen their future in and beyond education?
Our approach is unapologetically inclusive and is focused on supporting schools in creating, what we refer to as the R culture. This model for behaviour improvement focuses on everyone (staff and pupils) being able to develop the skills and qualities necessary to allow them to accept responsibility, reflect, repair and restore and build positive, respectful relationships.
Behaviour in Action
We have been privileged to have worked with a school in a community in England that has been shattered by a national safeguarding incident. The school recognised the part it needed to play in the community’s healing process and so started a drive to change the culture to one of positivity and optimism.
All staff attended our first training session ‘Let’s Get Our Brains Round Behaviour’ where we looked, in some depth, at ACES and the neuroscience theory behind delay and damage to brain development. Staff were gripped by the information we shared with them and eager to know what they could do to repair and restore key functions; they had looked at the ‘why’ and were already committed to the ‘how’.
One member of staff said, ‘I wish I had known this earlier in my career…and before I became a parent!’ Other staff were genuinely shocked as to how children’s brains can be so significantly damaged by trauma and we were moved by their immediate desire to help, support, change and nurture their pupils.
As the revised approach embedded incidents of aggression decreased, defiant behaviour became less common and disruption to learning was rare. Removal of pupils from classrooms was uncommon and periods of fixed term exclusion were infrequent.
The school continues to develop it’s R culture and the community continues to heal.
How we can help.
Staff Training
How adverse childhood experiences (ACES) may detrimentally impact on a child’s brain development causing damage and delay in executive functions that may then lead to challenging behaviours
How a whole school approach to challenging behaviours through restorative language can restore and repair positive relationships and re-engage children in their learning
How to develop positive staff - pupil relationships that cultivate an R culture (contact us to find out the full extent of the R culture!)
(Key staff) Collation of behaviour data and creating the narrative – reporting to governing bodies, the local authority or providing secure evidence for an Ofsted inspection
Staff induction and training for NQTs
Guidance for Senior Leaders
Advice and guidance for senior leaders on the legal implications of exclusion, ensuring that your school and key personnel are compliant with the law and guidance surrounding the exclusion of children and young people from school.
Both Corrie and Debbie have completed the Independent Review Panel for School Exclusions training. If you would like more information about this service, please contact us directly.
Policy Reviews
Review of the school’s Behaviour Policy and other linked policies i.e. anti-bullying, exclusions, rewards and recognition etc. Your school’s practice and culture should be reflected in your policy as well as including all current legislation and guidance to ensure that you are compliant with statutory requirements. Anchored Schools can offer you explicit advice and quality assure this and associated policy documents.
Inspection Ready
Advice and guidance on creating a robust evidence base for external and internal inspections. We can share our extensive experience of local authority and DfE inspections; guiding staff in the collation and presentation of impactful data and other evidence which shows the demonstrable improvement of pupil’s behaviour and attitudes to learning.
Behaviour Review
We have two types of Behaviour Review - a Health Check Review and an Extensive Review. Both reports include RAG-rated responses which will support you in developing a comprehensive action plan. The Extensive Review results in a thorough report which highlights strengths and areas for development as well as recommendations to inform future planning and equip school leaders in achieving a positive, respectful school culture.
Behaviour Reviews
Health Check Review - Recommended for settings who have already had an Extensive Review and wish to check progress, or are confident in the effectiveness of their behaviour policies and procedures and require external verification.
A one day visit by a member of our team, resulting in a RAG-rated report. Verbal guidance and support will be offered on the day of the review by the Anchored School colleague.
Extensive Review - Recommended for schools where senior leaders wish to comprehensively audit their policies, systems and procedures for behaviour, including anti-bullying.
A one day review visit by a member of our team, followed by a comprehensive report. The report contains RAG-rated responses to the lines of inquiry, actions, and recommendations as well as an executive summary. The stakeholder voice will be explored during the review to triangulate evidence. Guidance and support will be offered on the day of the review by the Anchored Schools colleague. In addition, we will offer a verbal feedback session at the end of the day for senior leaders, governors, Trust members etc.