Managing Challenging Behaviour Caroline Currie V.P. Conference 22 nd November 2013

 Pupils with severe learning difficulties and PMLD  Range of diagnoses - ASD, ADHD, SEBD, Downs Syndrome, sensory impairment, speech and language difficulties, global development delay, etc  Total of 48 pupils ranging from 4 – 19 years old About Riverside

Role in School

 Key Stage 1 teacher  Designated teacher for Child Protection  Member of school Behaviour Management Team  Vice Principal Role in School

Challenges

 Pupils’ needs are ever changing!  Pastoral care for pupils and staff  Personal values, experience, skills, personalities, home situation, attitudes, etc  Time to record Challenges

 Knowing pupils and building respectful, positive relationships  Supportive role  Staff development, sharing information  School Behaviour Management Team Overcoming Challenges

 Children’s Challenging Behaviour Service (CCBS)  Social services  Therapists  Clinical Psychology Outside Agencies

 Behaviour classes – Junior/ Senior  Small number of pupils  Range of behaviour management strategies implemented e.g. Team Teach  Limited opportunities for integration  High risk Case Study: Previously

 Behaviour Management included on SDP  Action plan developed  Staff training provided and resources produced  Develop confidence and skills Case Study

 Behaviours – physical aggression, verbal outbursts, property destruction, absconding, urinating, threats, swearing  Class of 3 pupils: 2 staff  Reduced school day, time out, reduce distractions, quiet room Case Study: Sam

 Risk assessment/ positive behaviour plan  Gradual integration into KS2 classroom  Structured, varied timetable  High levels of visual strategies and support  Positive approaches to challenging behaviour Case Study: Sam

Our Focus

The reason we do it!