KEY ISSUES FOR ACTION: Behaviour, social, emotional and mental wellbeing Mr Barker Planning Monitoring/ Evaluation Target Action Staff Target Cost Success Criteria Monitoring Reporting Date Procedure - Developed a - Develop behaviour recovery and good RB, On – July On – - Each year has less - Observe the staff using Termly positive to be green schemes to suit out school. PT, 2017 Going behaviour issues as a emotional coaching and behaviour - Go on a Behaviour Recovery course. SNAT result of the structure. Behaviour Recovery structure that - Develop the use of the class dojo and team - Positive ethos is seen strategies works other positive strategies. throughout the school - Track the progress of successfully - Develop the use of Inside out characters and staff. the children’s behaviour. throughout to help with emotional coaching. - Emotional Coaching is a - Review Reflection the school. - Emotional Coaching course. predominant strategy to sheets and their - Make behaviour areas positive and deal with negative effectiveness. resourceful. behaviour. -Learning walks to - Help staff develop their understanding evaluate reflection areas, of Behaviour Recovery. teachers relationship - Track data using reflection sheets. and atmospheres. - Use relevant courses to help develop - Pupil conferencing. scheme. - Staff questionnaire. Visit other schools with successful - Compare data from behavior schemes. previous year. - Organise - Develop the procedures Learning RB, On - July On – - Learning mentors have a - Hold fortnightly Termly and develop Mentors need to follow. PT, 2017 Going positive and effective meetings with Learning Learning - Provide initial and basic training for the SNAT relationship with children Mentors to monitor. Mentor team Learning Mentors team (and mentees). progress and introduce for effective - Track progress. - Learning mentors begin new procedures. mentoring - Develop interventions and strategies for to understand and - Keep training record of and coaching learning mentors to use. identify children who the staff. for children - track data for the children being need their support. - observe mentors with mentored. - Learning Mentors begin delivering emotional behavioural to develop a whole school coaching and difficulties approach to their interventions. practice. - compare and monitor - Interventions and progress. strategies have a positive - Staff questionnaires. impact on the children’s - Pupil conferencing. social, emotional and - Parent conferencing. mental well being.
KEY ISSUES FOR ACTION: Behaviour, social, emotional and mental wellbeing Mr Barker Planning Monitoring/ Evaluation Target Action Staff Target Date Cost Success Criteria Monitoring Procedure Reporting - Developed a positive behaviour structure that works successfully throughout the school. - Develop behaviour recovery and good to be green schemes to suit out school. - Go on a Behaviour Recovery course. - Develop the use of the class dojo and other positive strategies. - Develop the use of Inside out characters to help with emotional coaching. - Emotional Coaching course. - Make behaviour areas positive and resourceful. - Help staff develop their understanding of Behaviour Recovery. - Track data using reflection sheets. - Use relevant courses to help develop scheme. Visit other schools with successful behavior schemes. RB, PT, SNAT team On – July 2017 On – Going - Each year has less behaviour issues as a result of the structure. - Positive ethos is seen throughout the school and staff. - Emotional Coaching is a predominant strategy to deal with negative behaviour. - Observe the staff using emotional coaching and Behaviour Recovery strategies - Track the progress of the children’s behaviour. - Review Reflection sheets and their effectiveness. -Learning walks to evaluate reflection areas, teachers relationship and atmospheres. - Pupil conferencing. - Staff questionnaire. - Compare data from previous year. Termly - Organise and develop Learning Mentor team for effective mentoring and coaching for children with behavioural difficulties - Develop the procedures Learning Mentors need to follow. - Provide initial and basic training for the Learning Mentors - Track progress. - Develop interventions and strategies for learning mentors to use. - track data for the children being mentored. RB, PT, SNAT team On - July 2017 On – Going - Learning mentors have a positive and effective relationship with children (and mentees). - Learning mentors begin to understand and identify children who need their support. - Learning Mentors begin to develop a whole school approach to their practice. - Interventions and strategies have a positive impact on the children’s social, emotional and mental well being. - Hold fortnightly meetings with Learning Mentors to monitor. progress and introduce new procedures. - Keep training record of the staff. - observe mentors delivering emotional coaching and interventions. - compare and monitor progress. - Staff questionnaires. - Pupil conferencing. - Parent conferencing. Termly