1. Working with everyone to support behaviour for learning.
Behaviour at Winton
Working with everyone to support behaviour for learning.

2. How do we do this at Winton?
Whole school approach guided by the behaviour policy.
2. Working together with pupils, their
parents and carers.
3. Working together with partner
agencies.

3. Behaviour Policy

4. Aims
We all have a shared responsibility for behaviour throughout the school. Every child in the school is the responsibility of every adult in the school.
This notion of shared responsibility is at the heart of our whole school approach to positive behaviour management. A consistent approach is needed to ensure that children, parents and staff have the same high expectations of good behaviour in and around the premises.

5. The ‘Solihull’ Approach …all about health and well-being.
As a school, we have invested heavily in the principles of the ‘Solihull Approach’ which means that we are committed to supporting pupils to create positive attachments with others.
We believe this will be essential to their success in life! We are committed to the principles of ‘containment’ and ‘reciprocity’ and to supporting pupils to understand that ruptured relationships can be repaired.
To this end, we support our pupils to understand the impact that they have on others and to become ‘problem solvers’ around their own behaviour whenever there are issues. We want them to understand that, wherever possible, they are capable of solving their problems themselves and becoming resilient, confident and aspirational young people!

6. Communication Matters…

7. …to those with Attention Deficit
…to those with Attention Deficit. … to those with Autism …to those with emotional difficulties. …to those with specific learning difficulties. …to those with social communication difficulties. …to all of us!

8. The Golden Rules: these are used in in all year groups to help children to understand school rules and to encourage positive behaviours.

10. Team-Work Principles: these apply to the way in which we work, in all the things we do, in order to be a great team.
Pupil Voice supports learning about our behaviours and building positive relationships.

13. Step 1 Step 2 Step 3 Step 4 You have a first warning
You have a first warning
Step 2
Time out in class to think about your behaviour
Step 3
Time out in a partner classroom
Step 4
Time out with an Assistant Head Teacher

14. Time out with the Head of School
Step 5
Time out with the Head of School

15. Supporting more vulnerable pupils at Winton…
These pupils want to succeed just as much as every other child, but their emotional regulation difficulties means that they can present with a number of challenges, including:
• Emotional volatility
• Deep fear of failure
• Slow to develop trust
• Difficult to keep engaged
• Have poor academic & work related skills
• And they lack the resilience that most children have within them - finding it difficult to deal with the fact that there is no such thing as a ‘perfect’ day where nothing will go wrong!

16. Supporting more vulnerable pupils at Winton…
Consistent boundary setting in school using the behaviour policy.
Behaviour support plans with agreed targets for pupil and family which are reviewed regularly.
Traffic light charts (daily report with teacher and targets that goes home to support pupils to reflect on behaviours with parents.
Targeted work with the Learning Mentor, anger, anxiety, circle of friends, nurture groups.
Structured play during lunchtime from the lunchtime team.
Jobs at lunchtime and attending a lunch club.

17. Problem solving together.
Supporting pupils at Winton who have effective emotional regulation skills…
These pupils most often have a lot of resilience or good capacity to develop resilience. They can regulate their emotions and are able to think clearly even in difficult circumstances. These pupils need support too at times, when they have experienced challenging behaviour from a peer.
Restorative justice.
I messages…
Problem solving together.
Whole class de-brief from a senior member of staff.
Time to be heard.
Know that consequences have been carried out and sometimes decide on consequences together.

18. Problem Ideas Consequences Select Implement Evaluate

19. Working with our Partner Agencies when things more challenging…
Behaviour support from New River College in Islington.
Children’s Social Care
General Practioners
Child and Adolescent Mental Health Services
Escalation Policy and Exclusion