Derrick Bruce Scottish Government June Orr HMIE Pam Slater LT Scotland

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Positive Behaviour Approaches and Curriculum for
Excellence
Edinburgh 18 March 2008
Derrick Bruce Scottish GovernmentJune Orr
HMIEPam Slater LT Scotland
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Standards in Scotlands Schools etc.
Act 2000 Education is to be directed
to the development of the personality, talents,
mental and physical abilities of the child or
young person to their fullest potential.
Learning abilities and life skills are both
important and complementary.
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Where can we find positive behaviour approaches
in Curriculum for Excellence?

• Teachers for Excellence
• Teachers modelling the 4 capacities
• Teachers developing the 4 capacities in children
  young people
• Experiences outcomes

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Purposes of the curriculum

• Confident individuals
• With
• self respect
• a sense of physical, mental and emotional
  wellbeing
• secure values and beliefs
• ambition

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And able to

• relate to others and manage themselves
• pursue a healthy active lifestyle
• be self aware
• develop communicate their own beliefs and view
  of the world
• live as independently as they can
• assess risk take informed decisions
• achieve success in different areas of activity

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• The task is to produce a curriculum framework of
  experiences and outcomes that will describe the
  expected learning experience of each child and
  young person from Early to Fourth Level.
• Curriculum Design
• Commissioning Statement
• (summer 2006)

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Within an outcome
Show skills
De-clutter Show
progression Indicate methodology
Literacy relevant to all teachers CfE
Capacities Allow for
cross curricular work Teach for
understanding Increase cognitive demand
Link
to cross-cutting themes
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Interpreting an Outcome

• Consider
• Similarities to my current practice/programme of
  work.
• How I might enhance my current practice/programme
  of work.
• Resources and/or CPD I might need.
• How I might make use of ICT.
• How I might make links to other themes/curricular
  areas.
• How I might evaluate the outcome has been
  achieved.

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Teachers are key

• ...to successful implementation of Curriculum for
  Excellence
• The quality of learning and teaching in every
  classroom and the inspiration, challenge and
  enjoyment which can come from teachers
  enthusiasm and commitment will be critical to
  achieving our aspirations for all young people.

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Supporting Schools Promoting Positive Behaviour

• Joint Action Plan to Promote Positive Behaviour
  (involving the
• Scottish Government, COSLA, professional
  associations and
• other education leaders The Discipline
  Stakeholders Group).
• The Positive Behaviour Team funded by the
  Scottish Government will work with teachers,
  schools and councils to develop and sustain
  proven approaches to (promote) positive
  behaviour.
• Every Council and Headteacher will be expected to
  use an appropriate mix of new approaches known to
  improve behaviour.

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Aims of the Positive Behaviour Team

• To promote positive behaviour through the
  development of
• effective strategies leading to better outcomes
  for
• children and young people through
• Provision of regional information, training and
  networking regarding
• approaches to positive behaviour.
• Ensuring staff at all levels have an awareness of
  Promoting Positive
• Behaviour approaches (and increasingly how
  they link with and
• support CfE.)

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Nationally Recognized Training / CPD Approaches

• Being Cool in School
• Solution Oriented Approaches
• The Motivated School
• Frameworks for Intervention
• Inclusive Education in Primary Schools
• Restorative Approaches
• Nurture Groups
• Building Positive Relationships Training
  Programme for schools support staff

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National Approaches

• Promote positive behaviour in schools and support
  improved achievements
• Fit well with Curriculum for Excellence
• Encourage young people (and adults!) to think
  about their behaviours and actions and to repair
  harm
• Skills that are transferable Learning for Life
• Are concerned with the development of fair
  communities including the community of the school
  cultural growth and
• Are about building, maintaining and repairing
  relationships across schools and communities.

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HGIOS 3 and CfE

• How Do I Know?
• Cross Cutting QIs
• 1.1 Improvements in Performance
• Improvements in performance progression over
  time.
• Raise attainment and wider achievement of those
  at risk of missing
• out.
• Extent to which four capacities are developing
  in individuals.
• Our school improvement plan priorities have a
  measurable impact on
• improving the achievements, attainment and
  well-being of our
• learners.

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HGIOS 3 and CfE

• How do I Know?
• 2.1 Learners Experiences
• We observe that learners are motivated and
  actively involved.
• Learners tell us they are. They feel that
  their views are sought and
• acted on.
• They feel they are valued, involved in decision
  making. They feel
• successful, confident, responsible and they
  contribute effectively to the
• school and the community.
• Almost all, including those at risk of missing
  out and who are vulnerable,
• have progressed well from prior levels.
• This does not happen without good training for
  teachers e.g. in
• emotional literacy, promoting confidence
  and self-esteem.
• Has to be taken alongside 5.2 Teaching for
  Effective Learning which
• outlines processes in place to achieve
  impact outlined in 2.1.

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HGIOS 3 and CfE

• 5.3 Meeting Learning Needs
• Tasks, activities and resources matched to
  needs of individual
• learners. Appropriate support and
  challenge.
• Need for early identification and management of
  needs all
• needs pastoral, learning and
  behavioural.
• Take steps to remove identified barriers to
  learning e.g. family
• circumstances, health needs, learning
  needs, social and
• emotional needs.
• School staff work effectively with other
  agencies to meet
• individual needs.
• Planning in place e.g. staged intervention,
  support plan, behaviour
• plan, IEP, CSP.

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Inspecting Pupil Support

• Audit Trails
• Individual pupils with different needs identified
  and tracked across their educational experience
  to assess how well their needs are met and the
  extent to which they are developing in relation
  to the four capacities.

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• What we teach must work for all the children and
  tap all their potential talents not just some
  of them.
• The curriculum that we offer must be broad,
  balanced and progressive. It must reach out and
  touch all children in a way that makes sense to
  each individual child. It must motivate each
  child, involve each child, inspire and enlighten
  each child.
• It must be a curriculum that recognises that
  there are many kinds of knowing, feeling and
  expressing truth.

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Workshop

• Read the case study Andrew
• In your groups consider the questions.
• Finally, within your own organization, identify
  one specific action that you could take that
  would make a positive difference.

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Case Study Andrew Part 1

• When Andrew was in primary 6 his behavioural
  difficulties and educational progress caused
  concern to his class teacher. Even at this stage
  there were concerns that this might be a very
  troubled boy. He was bright, articulate and well
  mannered. When he was settled he was keen to
  work. He had no cognitive difficulties but his
  educational progress was significantly delayed.
  Contact with his other revealed that there were
  significant family pressures. He had a younger
  brother and a sister at home and two older
  brothers both in separate foster care. His father
  was not around consistently and frequently
  failed to turn up for contact visits. He
  frequently made promises to Andrew he did not
  follow through. A social worker was involved with
  the family. It was agreed at a meeting with
  Andrews mum, the social worker and school staff
  that difficulties at home were having a major
  impact on Andrews ability to benefit from
  education.

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Case Study Andrew part 2

• The learning support teacher worked with Andrew
  and the class teacher on targets set in an IEP
  covering numeracy, literacy and personal and
  social development. In P7 he was referred to the
  Educational Psychologist and behaviour support
  staff from the local authority became involved.
  A transition plan to secondary was set up.
  However, due to changes in staffing the plan was
  not put into place and Andrew was excluded in
  week 1 of S1 following a violent incident. His
  mother was sent for.
• The secondary school put a support plan in place
  involving Andrew spending some time in the Pupil
  Support Base. The social worker met regularly
  with Andrews guidance teacher and stronger links
  were made with Andrews mother. During a review
  meeting Andrew disclosed he had been abused by
  his grandfather who had been charged with abusing
  Andrews mother and older brothers. He began to
  receive help form a specialist project for abused
  young people.

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Case Study Andrew part 3

• At the end of S1 he was self harming and
  violently attacked his mother, after which he was
  temporarily placed in an assessment centre. His
  case was referred to the Childrens Panel which
  decided that Andrew should be placed in foster
  care. A Care Plan was opened for Andrew covering
  family contact and future plans for his care.
• No foster carers were available and Andrew
  remained in the assessment centre for a further
  few months before suddenly being transferred to a
  childrens home. In the childrens home Andrews
  behaviour deteriorated dramatically- there was a
  culture of non attendance at school and
  incidents in the community. He threatened suicide
  and attempted arson. At this point the Child and
  Family Psychiatry Team become involved. His
  behaviour continued to be unpredictable and there
  were significant mental health issues.

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Case Study Andrew part 4

• Towards the end of S1 the Educational
  Psychologist referred Andrew to the authority
  Social Emotional and Behaviour Difficulties Panel
  who agreed to a shared placement in a specialist
  behaviour provision. Although this would mean
  extra support it also involved yet another team
  of people working with Andrew and another set of
  plans. During S2 Andrew showed signs of settling
  down. He responded well to the specialist
  provision and greater staff pupil ratios but his
  behaviour in mainstream was still a cause for
  concern. Communication between the Childrens
  Home and the school was poor e.g.
  situations/information was not passed on due to
  shift changes. An experienced foster family was
  finally identified for Andrew.

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Case Study Andrew part 5

• The major issues for Andrew were not school
  issues though they impacted greatly on his
  ability to benefit for education and ability to
  learn.
• The DHT pupil support in Andrews mainstream
  school commented This is a real hotchpotch. It
  is difficult to join all this together to make
  sense. The communication failures have been
  constant and have created huge problems.

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Case Study Andrew Evaluation toolkit

• What additional support needs does Andrew have,
  taking into account the Additional Support for
  Learning Act and Code of Practice?
• What interventions were put in place for Andrew ?
  
• Which interventions would you regard as
  effective?
• What were the barriers?
• What impact did these have on Andrews progress
  in terms of the 4 capacities of a curriculum for
  excellence?
• What could have been done differently to create
  more positive outcomes for Andrew?
• Having heard Derrick outline of the work of the
  positive behaviour team what elements/ training
  would have assisted professionals working with
  Andrew?
• How would you evaluate provisions made for Andrew
  in terms of the 2 following QIs of HGIOS 3 to
  assist you 2.1 Learners Experiences and 5.3
  Meeting Learning Needs?
• You may wish to use this as a toolkit to assess
  the progress of a young person you deal with.

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