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Three prerequisites for success...

Local authority leadership and strategy, action in schools to promote positive behaviour and responding to the most difficult pupils are the three prerequisites for success, HMI states.

Local authority leadership

* Clear corporate policies for social inclusion.

* Authority-wide educational policies should consistently make clear links between effective behaviour management, effective learning and teaching, and well-judged use of curriculum flexibility.

* Staged assessment and intervention, linking assessment and intervention.

* Suitable access to a range of specialist provision and support for schools, including specialist support staff, on-site support bases or units, and good off-site provision.

* Effective systems for disseminating good practice across schools and other agencies.

* High-quality staff development on learning and teaching and behaviour management for teaching and auxiliary staff.

Action in schools * Strong leadership from all staff to ensure a consistently high quality of learning and teaching and achievement for all pupils.

* Arrangements for regularly and conspicuously celebrating pupil achievement.

* Procedures for reinforcing good behaviour and for dealing with indiscipline which are clearly articulated, implemented consistently and evaluated systematically.

* Effective action to address any unusually high levels of problems in particular classes or departments.

* Curriculum flexibility used effectively to avoid pupils becoming disengaged and disaffected, while still challenging them educationally.

* Support for staff in developing their approaches to learning and teaching, drawing on and disseminating their best practice.

* Class teachers well trained in implementing appropriate techniques for promoting and maintaining positive behaviour and who are supported quickly and effectively if major problems arise.

* Access for teachers to relevant information on vulnerable pupils.

* Effective support and advice for mainstream staff, through behaviour co-ordinators or others, aimed initially at helping them resolve problems in situ without the need to resort to more exclusive strategies.

* Access to a range of opportunities for all pupils so they can contribute to decision-making.

Responding to challenging behaviour * Effective early intervention arrangements so that the care and educational needs of pupils with social, emotional and behavioural difficulties are addressed at an early stage.

* Headteachers and other managers of services at local level agree a system of staged assessment and intervention to ensure additional support in classes for individual pupils presenting persistent behavioural problems.

* Additional support outwith the mainstream class in a unit or base or in off-site provision, but maintaining as high a level of inclusion within the mainstream as is appropriate.

* Effective partnership working at local level among a range of professional agencies, based on agreed contributions from each.

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