Developing a plan
The prompts below are intended to provide a framework to guide meetings about individual pupils' behaviour. Such meetings should involve parents, school staff, and where appropriate, the pupil, outside school support services and other agencies. Before this meeting, assessment information should be gathered, to begin to answer the questions in the previous section.
The headings for each section correspond to the headings in Appendix B, which offers a possible format for recording the outcome of this meeting. This does not imply, however, that Appendix B offers the only way to record a Pastoral Support Plan or Individual Management Plan. It is the quality of the thought process, not the type of form on which that process is recorded, that will make the difference to the pupil's behaviour.
Key behaviour difficulties
- Give a general overall description of the current concerns.
- Refine these current concerns into a list of observable behaviours ( If you recorded the behaviours causing concern on a video recorder, what would you see and hear happening? ).
- Choose the priority problem to consider. You might prioritise a particular behaviour because:
- it is likely to have a positive, domino effect on other challenging behaviours
- it needs to be tackled first because of its seriousness
- achieving initial success in this area will build confidence to address larger areas.
Our understanding of the behaviour
- What insights can the pupil and parents give into the purpose of his/her behaviour?
- What goal do you think the pupil is trying to achieve?
What we want to see instead
- Identify positive, realistic replacement or tolerance behaviours which you wish to see in place of the unwanted behaviours.
- Express these in clear language, which is understood by the pupil. A useful format is to use SMART targets that are S pecific, M easurable, A ttainable, R ealistic, and T ime scaled.
- The Behaviour Environment Checklist should indicate possible modifications to the environment, which may make the challenging behaviour less likely to occur.
- Observational data gathered in the assessment phase may indicate times and places where challenging behaviour is more likely to occur. In particular, it is worth considering aspects such as movement between activities/classes, social groupings, and general supervision arrangements.
- What new strategies, attitudes, competencies and skills will need to be taught in order to enable the pupil to achieve the desired behaviour change?
- How will these be taught and supported?
- What organisational/staffing/curricular arrangements will be necessary in order to support the desired changes?
- Who will take key responsibility for implementing the support arrangements and informing other staff as necessary?
- How will outside agencies be involved?
- What additional resources or equipment will be necessary in order to support the plan?
How the pupil can help
- What exactly will the pupil be asked and encouraged to do as a way of achieving behaviour change? Consider making specific requests such as self-monitoring, regular meetings with staff, completion of negotiated targets etc.
How the parents/carers can help
- Consider issues such as home-school communication, home-based rewards and homework completion, as well as seeking agreement on ways of managing behaviours that are seen both at home and at school.
- What are the meaningful incentives to help encourage this pupil to learn and apply more positive behaviours?
- How can they be used to recognise the effort involved in learning new behaviours and unlearning old habits?
Responding to difficulties
- What strategies have previously been found effective in responding to difficulty? In particular, what are the low-level responses that seem effective in cueing the pupil back on track?
- What will be the agreed response to continued difficulty?
- How will these be presented to the pupil as an attempt to reinforce the importance of the plan, rather than a threat concerning non-cooperation?
- How will progress be monitored in the short and medium term?
- Who will be responsible for gathering information regarding progress?
- How will this information be communicated with others, particularly between home and school?
- When will a more formal review of progress be made?
- To what extent have the interventions been successful?
- What changes will need to be made? (It may be useful to record detailed changes on a subsequent plan.)
Only a small amount of space has been kept in the proforma for this section. This does not imply that review is any less important than other stages of the planning process. Instead, it recognises that, in many cases, the review would lead to another plan being developed and recorded. Where this is the case, staff may choose to simply record "See next plan" in the space available.