Behaviour Strategy: Inclusion of Children and Young People with Behavioural, Emotional and Social Difficulties

2006 – 2010

Brighton & Hove Children and Young People’s Trust

Introduction

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BESD covers a continuum of need that rangesfrom mild to severe and from those children andyoung people whose needs will be met within thefull range of resources available to the school tothose in need of highly specialist provision and/orplacement. While all these children and youngpeople may have common features of behaviourthat causes concern, the individual underlyingcauses can be very diverse. Such difficulties can bea result of long-term emotional difficulties ormental health problems; others arise from ahistory of complex family problems, perhapsleading to them being placed in public care, orplacement on the child protection register. Somemay be experiencing substance misuse or be fromfamilies with substance misuse issues. Others maybe responding to inconsistent management byadults in the school environment, or to aninappropriate learning programme; and othersmay have poorly developed social skills whichmake relationships with others difficult. Whethera child is judged to have BESD should depend on a range of factors. These should includeconsideration of the nature, frequency,persistence, severity and the cumulative effect ofthe difficulties compared to normal expectationsof a child of that age. It is not an exact sciencebut will depend on experience, regularobservation and expert judgement.

The government’s Respect action plan is a highlocal and national priority, and states that;“Children and young people are the future, ourchance to make the country better, stronger andmore able to meet the demands of the 21stcentury. Positive parenting and schooling help

children and young people make the transition toadult life successfully.” In Brighton & Hove wewant to strike the right balance between rightsand responsibilities, appreciating the enormouscontribution children and young people makewhile expecting them in return to appreciate andrespect the opportunities available to them. Inorder to create a culture of respect, we need toprovide opportunities and support to children,young people and their families challengeinappropriate behaviour as it occurs. Poorattendance and behaviour at school are oftenlinked to anti-social behaviour. Tackling these istherefore an important part of our strategy andthe Respect programme.

The development of a strategy for behaviour ishighlighted as a key priority in our publishedChildren and Young People’s Plan (CYPP). Thestrategy will be used by schools, managers andpartner organisations to support them in theirwork. It is a living document and will evolve anddevelop over time. We want schools and ourpartners to use this plan and take account of itspriorities when writing their own developmentplans, and we hope other partners will do thesame. The strategy should be read alongside theSEN and Disability Strategy: Inclusion for Childrenand Young People with Special Educational Needsand Disabilities (2006-2010), the Child andAdolescent Mental Health CommissioningStrategy and the developing Parenting Strategy.The Behaviour Strategy identifies five key prioritiesto improve outcomes for children and youngpeople around behaviour and learning.

This new city-wide Behaviour Strategy sets out our vision for inclusion of children andyoung people with Behavioural, Emotional and Social Difficulties (BESD) and how weintend to make that vision a reality. This strategy describes how we will work inpartnership across the city to achieve inclusion and high achievement for this vulnerablegroup of children and young people. It seeks to provide an inclusive approach to themanagement of behaviour in schools in line with our overall vision for children andyoung people in Brighton & Hove.

Aims of the StrategyThe aim of the strategy is to build upon thesuccesses of the Behaviour Support Plan (2004)and to develop firm foundations for newapproaches to support children and young people,families and schools. In particular, this strategystresses the access and entitlement of learners tobenefit from a curriculum and range of learningexperiences of the highest standard possible,which take account of unequal starting points and which are provided irrespective of gender,ethnic background, age, disability or sexualorientation. Underpinning this strategy is acommitment to evidence-based policy andpractice, including decisions made regarding theallocation of resources.

This strategy aims to:• Identify clear priorities for action for the next

four years.

• Build on existing good practice and recognise,promote and share this good practice.

• Promote partnership working between allinterested parties including children and youngpeople themselves and their parents.

• Provide joined-up services for children andyoung people and their families throughpartnership between agencies.

• Promote inclusion and set out a plan to ensurewe meet the needs of the majority of childrenand young people with BESD in their localmainstream schools and, where it can bedemonstrated that their needs could beeffectively addressed, support the successfulreintegration of pupils currently outside themainstream setting.

• Prevent, wherever possible, children and youngpeople developing significant problems byproviding intervention at an early stage.

• Provide high quality alternative forms ofeducational provision in Brighton & Hove for those children and young people whopresent the most challenging emotional andbehavioural difficulties.

The Children and Young People’s Trust (CYPT)wishes to help families, schools and its partners inimproving the behaviour and achievements of allchildren and young people in an inclusive manner.We are committed to working in partnership withschools, parents, children and young people andthe community to maintain good behaviour andwork closely with other agencies to promote this.Staff, school governors, parents and children andyoung people themselves all have a role to play in ensuring positive and productive learningenvironments for the whole school community.

Through the activity outlined in this strategy theCYPT and its partner agencies have committedthemselves to achieving progress and coordinatingmore effective approaches to positive behaviouracross the city. We believe that working togetheris the best way to make a positive difference tothe lives of children and young people.Fundamentally, this means creating a realpartnership with schools and our partner agenciesacross the city and with children and youngpeople, their parents, carers and families.

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The behaviour of the majority of children and youngpeople in Brighton & Hove schools is good. Wehave some excellent examples of good practicewhich have developed to support the managementof behaviour in our schools and centres, and helpchildren and young people and their families whoare experiencing BESD. Schools manage behaviourwell and are orderly places which have a caring andsupportive whole-school ethos.

Attitudes to learning and behaviour in our schoolsare good overall. Inspections of all primary schoolsunder the new framework show the behaviour oflearners is good. In recent secondary schoolinspections, behaviour was judged to besatisfactory or good. In school categorisation 96%of primary schools were evaluated as having goodor better attitudes, attendance and behaviour. The recent Joint Area Review (JAR) highlightedthat our schools are “becoming more inclusive”.The report stated “The council has a range ofactions and initiatives in place to managechallenging behaviour and the number ofpermanent exclusions is in line or below thenational average. However the number of fixedterm exclusions is high across both primary andsecondary phases”. In relation to our managementof data the JAR concluded, “Data is analysedeffectively and a range of support is available fordifficult behaviour through behaviour focusedprojects at projects at the Alternative Centre forEducation (ACE).”

Where unsatisfactory behaviour does occur, in the vast majority of cases it involves low leveldisruption in lessons. Incidents of seriousmisbehaviour, and especially acts of extremeviolence, remain exceptionally rare and involve avery small proportion of children and youngpeople. There is however a small number ofchildren and young people who schools areidentifying as having behavioural difficulties whichthey are finding difficult to manage. There isconcern that this minority of children and youngpeople, who find it difficult to access thecurriculum and respond to the reasonableexpectations of their schools, may be growing.We wish to develop a strategy to begin to addressthis concern.

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How are we doing?

Data on children and young people with BESD (as of January 2007):

• 189 (16%) of the 1154 children and youngpeople with statements of SEN were childrenand young people identified as having BESD(PLASC ’06).

• 60 (32%) of the children and young peoplewith BESD statements were placed inmainstream school (PLASC ’06).

• 129 (68%) of the children and young peoplewith BESD statements were placed in SpecialProvision (PLASC ’06).

• Permanent exclusions in the academic year2005/06 increased to 42. This is an increaseon the previous academic year when a total of37 permanent exclusions were issued.

• Of the 42 permanent exclusions on 05/06, 11 were from the primary sector and 29 fromsecondary and two from special. During theprevious academic year 14 exclusions werefrom primary, 22 from secondary and onefrom special.

• Of the 42 permanent exclusions during theacademic year 05/06 eight pupils hadstatements of SEN and three were Looked After Children.

• During the academic year 05/06 2580 fixedterm exclusions were issued by schools. This isan increase on the previous academic yearwhen a total of 2264 exclusions were issued.

• Of the 11 permanent exclusions from primaryschools, eight pupils were reintegrated tomainstream provision. Of the 29 permanentexclusions from secondary schools, 16 werereintegrated to mainstream schools. The twospecial school permanent exclusions werereintegrated to alternative special provision.

• Of the excluded pupils reintegrated tomainstream provision, it took an average timeof 72 school days to do so. Interim provisionand reintegration support was put in place byACE for these pupils following confirmation of their exclusion.

• The number of first time entrants into theYouth Offending Team (YOT) April ’05 –March ’06 was 383 children and youngpeople.

• The Police and anti-social behaviour teamhave the names of over 700 children andyoung people that have been involved inpublic disorder over the last 12 months.

• There are about 325 referrals to the Anti-Social Behaviour Order (ASBO) teaminvolving children and young people annually.

• An average of 75% of young offenders are on the special needs register, and mostly have BESD.

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Vision and Aspirations for InclusionThis strategy and its action plan have been written to support and promote the vision outlined in thebox opposite. The behaviour strategy is also based on the beliefs that:

• The quality of learning, teaching and behaviour in schools are inseparable issues, and theresponsibility of all staff.

• To enable learning to take place preventative action is most effective, but where this fails, schoolsmust have clear, firm and intelligent strategies in place to help pupils manage their behaviour.

• There is no single solution to the problem of poor behaviour, but all schools have the potential toraise standards if they are consistent in implementing good practice in learning, teaching andbehaviour management.

• Respect has to be given in order to be received.

• Parents and carers, children and young people, and teachers all need to operate in a culture ofmutual regard. The support of parents is essential for the maintenance of good behaviour, andparents and schools each need to have a clear understanding of their rights and responsibilities.

• School leaders have a critical role in establishing high standards of learning, teaching and behaviour.

In Brighton & Hove we believe all children andyoung people should receive an inclusiveeducation. We believe that children and youngpeople’s behaviour is a consequence of theirsocial and emotional development and their mental health and that it is essentiallylearned. Schools, in partnership withparents/carers, play a key role in promoting thesocial and emotional development of childrenand young people. Although children and young

people are individuals and may behave differentlyin response to their environments, they areunlikely to achieve their learning potential if theirsocial and emotional needs are not met. We support the fact that research stronglyindicates that, for children and young peoplewith behavioural difficulties, outcomes are bestwhen problems are addressed at an early stageand where they are exposed to positive models and expectations.

Our vision for Children and Young People“Brighton & Hove should be the best place in the country for children and young people to grow up. We want to ensure all our children and young people have the best possible start in life, so thateveryone has the opportunity to fulfil their potential, whatever that might be.”

(Children and Young People’s Plan)

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Statement of Inclusion

We believe that all children and youngpeople, including those with specialeducational needs, should have access toeducational and social opportunities withinthe mainstream system, alongside highquality appropriate specialist provision.

To support Brighton & Hove’s overall vision forchildren and young people, schools, parentsand pupils want an effective and inclusiveeducation system, where all children and youngpeople are:

• valued equally;

• treated with respect;

• given equal opportunities

• We want a system which values andcelebrates diversity.

We want children and young people who leaveschool as confident learners, with respect andunderstanding of the needs of othersregardless of race, gender, sexual orientation,disability and social circumstances.

We want all children and young people toreceive high quality education and achieveeducational standards appropriate to theircapabilities. This should be available andaccessible to all children and young peoplewith special and additional needs, learningdifficulties and disabilities (including those with BESD).

In the spirit of Every Child Matters, we wantservices to be available to children and youngpeople regardless of whether they are in theclassroom, out of school or involved in specialprogrammes.

In order to achieve this, we want a CYPTwhich is committed to planning andworking in partnership with:

• children and young people;

• their parents and carers;

• schools and local communities;

• other service providers.

Ensuring effective education for children andyoung people with special educational needsand disability including those with BESD is partof the joint responsibility of the CYPT and itsschools. Together we can achieve ongoingimprovements in the provision of education forall children and young people, including thosewho need more help and support than most inachieving their potential. The approach will becharacterised by a clear focus on localcommunities, supported by appropriateinvestment and practical partnerships withother service providers.

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What do we want to achieve?

1. To raise the achievement of all children andyoung people with BESD.

2. To improve the quality and appropriatenessof provision for children and young people withBESD in and out of school, and ensure that thesanction of permanent and fixed termexclusions is used appropriately in accordancewith DfES guidance.

3. To reduce permanent and fixed termexclusions in the primary, secondary and specialschool sector.

4. To ensure that all pupils are able to accessquality full time provision appropriate to theirneeds.

5. To avoid the exclusion of looked afterchildren and young people from our schools.

6. To avoid the exclusion of children andyoung people with statements of SEN.

7. To provide support so no schools are judgedas having unsatisfactory behaviour by OfSTED.

8. To ensure that all school behaviour policiesare in place and comply with legal requirementsand that all schools have a behaviour incidentmonitoring system in place.

9. To reduce the persistence of low-leveldisruption in classrooms leading to an improvedenvironment for school, staff and pupils.

10. To ensure all children and young peoplewith BESD targeted for extra support havepersonalised learning and support plans withinterim milestones linked to their needs, choicesand long term attainment goals.

11. To ensure that all excluded children andyoung people have access to a full timetable ofeducation with appropriate education, teachingstyles and support.

12. To reduce the number of children andyoung people with statements for BESD.

13. To increase the number of 16-19 year oldswho are in Education, Employment or Trainingwhen they leave school.

14. To reduce the number of children andyoung people with BESD being placed out ofthe city.

15. To reduce the number of children andyoung people placed at the Pupil Referral Unit(PRU) for more than two terms.

16. To increase number of permanentlyexcluded children and young peoplereintegrated from PRU into mainstream school.

17. To reduce the number of young peopleinvolved in criminal activity.

18. To increase the involvement of parents inworking with schools to improve behaviour.

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Our Priorities (2006–2010)1. Develop the content and deliveryof the curriculum to meet the needs of children and young peoplewith BESD.

We will:

• Support the School Self-Evaluation process sothat schools become more confident with theEvery Child Matters requirements and are betterplaced to address gaps in provision for childrenand young people with BESD.

• Support schools in improving the social andemotional aspects of the curriculum throughPersonal Social Health and Citizenship Education(PSHCE) and the implementation of Social andEmotional Aspects of Learning (SEAL) with theirhealthy schools work.

• Develop effective practice at transfer and acrossinternal transitions.

• Develop new and alternative approaches to thecurriculum at Key stage 3 and at Key stage 4including the implementation of the 14-19strategy.

• Improve the consistency of whole-schoolapproaches to the management of behaviouracross all schools, to support children and youngpeople with BESD and to promote emotionalhealth and well-being.

• Use the specialist schools framework to supportthe development of positive approaches tobehaviour and inclusion in schools.

2. Reorganise and rebalance allprovision and resources to supportchildren and young people withBESD across the city.

We will:

• Improve the balance of provision and resourcesavailable in mainstream schools and in specialistprovision, city wide, area/locally based and at anindividual child and family level.

• Develop appropriate in-school provisionincluding Learning Support Units (LSUs), nurturegroups, breakfast and lunch clubs, use ofmentors and alternative support and provisionto prevent exclusion.

• Support all schools to develop systems and putin place provision to educate children and youngpeople from six days of exclusion.

• To help ACE and our special schools developnew ways of working including the provision ofoutreach support to mainstream schools.

• Develop multi-agency joined-up planning andsupport across the city and target the work ofthe School and Community team to supportinclusion.

• Provide early intervention and target support forchildren and young people with BESD.

• Improve our CYPT systems, protocols and panelsto support early intervention and reducebureaucracy.

• Utilise the research on the links betweenlanguage and communication development andBESD to provide effective multi agency earlyintervention.

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3. Train and support our workforceand build capacity within schools tosupport the management ofbehaviour across the city.

We will:

• Provide a range of high quality professionaldevelopment which recognises the professionalneeds of staff who may have limited trainingand experience in dealing with the most difficultchildren and young people.

• Put in place effective support (e.g. coaching andconsultation) for practitioners which recognisesthe potential difficulties and stress involved indealing with pupils with BESD, and theirfamilies.

• Provide immediate and ongoing advice, supportand coaching for head teachers to support themto prevent and avoid exclusion.

• Involve ACE and our special school staff inmodelling positive approaches to managementof behaviour and training staff in mainstreamschools.

• Establish a Teacher Coaching Service to includeregular training, ongoing support andopportunities to network.

• Establish and train Lead Behaviour Professionaland Learning Mentors in all schools.

• Train staff to deliver parenting programmes (e.g.Triple P positive parenting programme) tosupport better management of behaviour ofchildren and young people.

4. Develop effective communication,collaboration and partnership tosupport the management ofbehaviour across the city.

We will:

• Align existing networks and establish newcollaborations (Education ImprovementPartnerships) with clusters of schools to look atsharing of resources and setting up of newprovision to meet the needs of children andyoung people with BESD across schools.

• Facilitate greater collaboration between specialschools and mainstream schools to supportmanagement of behaviour across the city.

• Work with head teachers to further develop ourreintegration and hard to place protocols andimprove the managed move system to supportquick, appropriate and successful reintegrationto mainstream school.

• Communicate effectively and transparently withschools and all partners about the CYPTsystems, protocols and guidance on behaviourmanagement and prevention of exclusion.

• Facilitate opportunities to share good practiceon inclusion and alternative approaches toexclusion, including those developed as part ofBehaviour Improvement Programmes (BIP).

• Develop models of joined-up multi-agencyplanning and working including support fromhealth (e.g. CAMHs), social care, Youth andConnextions and the Youth Offending Team toprevent exclusion and support the positivemanagement of behaviour.

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5. Involve and work closely with allchildren and young people withBESD and their parents and carers.

We will:

• Identify and share information about all servicesand provision (including health and social care)available to support parents and carers ofchildren and young people with BESD.

• Target pupils for extra support and put in placepersonalised learning and pastoral support plansfor children and young people with BESD andensure children and young people have anidentified adult who provides individual supportand monitors progress.

• Ensure appropriate monitoring and evaluationprocedures are in place for children and youngpeople with BESD, which ensures that processesand procedures are adhered to and all childrenand young people are provided with full timeand appropriate provision/education.

• Support and strengthen school councils, areayouth panels and other systems to involvechildren and young people in decision makingto support the development of provision andsupport for children and young people with BESD.

• Introduce a model of a pupil centred approachin all schools, which demonstrates that eachpupil has a voice, is valued, and strives to raiseself-esteem through learning.

• Consult with parents of children and youngpeople with BESD and make sure their views arerepresented and inform practice.

• To ensure that schools and support servicesincreasingly engage with hard to reach families.

Case Studies A partnership project in makingday one provision for pupils.

Moulsecoomb Primary and Falmer High Schoolcurrently both offer provision for their excludedchildren and young people, from the first day ofany exclusion.

As neighbouring Behaviour ImprovementProgramme schools, the two head teachershave embarked on a joint project to establish aunit on the Moulsecoomb site for this purpose.Modest building work is taking place to ensurethat the facility is completely self-contained andhas its own entrance, toilets, outside space etc.The facility will be managed by a senior teacherfrom Falmer High School and mentors from thetwo schools will work with excluded childrenand young people in the unit. Whilst clearlyneeding careful management, the combinationof secondary and primary aged children andyoung people will offer a range of new andexciting opportunities and the two schools areexploring possibilities for peer mentoring andrestorative justice programmes.

There are also longer-term plans for this facilityto operate as a Learning Support Unit forsecondary aged young people. This will utiliseresources to the full. However, whilst in thesame part of the building, the school is keenlyaware of the importance of keeping suchdifferent programmes and facilities totallyseparate.

Effective policy development

Following an audit, survey and a staff INSET dayplanned by the head teacher, the LeadBehaviour Professional and the BIP coordinator,Coldean Primary School has developed a newpolicy for behaviour management. There is nowconsistency in relation to expectations andmanagement of behaviour.

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The policy includes a specific statement on whena child will be excluded, provision from the firstday of exclusion and the role of our InclusionMentor in the process. The school decided tokeep it’s Golden Rules and continue to link thesewith Golden Time. However, the wording of therules was amended to make them positive andmore accessible. The associated BehaviourHandbook has been created specifically for usewith children and is displayed in all classrooms.

Learning Support Assistants and Midday SupportAssistants (MSA) have met to discuss the policy,clarifying their use of the yellow “choice” cardwhich they see as a useful tool when talking withchildren about behaviour. MSAs are nowsupported by senior staff at lunch time and havehalf-termly meetings with the Senior ManagementTeam (SMT).

A wider range of sanctions allow for a moreindividualised approach with children who are "introuble". Children may be required to engage in"community service" and be allocatedresponsibilities, such as sorting library books.

There is now a clear system for monitoring andrecording behaviour. This enables the school toreview it’s strategies and provision moreeffectively. The School Council was consultedwhen drawing up the policy and continues to beinvolved in the review cycle.

Avoiding exclusion through apackage of intervention

ACE Behaviour Support Service (BSS) received areferral to work with a child when he was in Year8 and attending a local Brighton and Hovesecondary school.

The school was very concerned about a rapiddeterioration in behaviour and attitude towardsthe school. A ten day fixed term exclusion hadbeen issued for violence and aggression towardsothers and himself.

The ACE BSS offered in school support sessionsand advice to the school on managing this child’sbehaviour. A transfer to another mainstreamschool took place and ACE then continued tooffer advice and guidance. An AngerManagement programme and daily support withthe ACE Behaviour Support Assistant (BSA)working in the school was developed.

Extreme behaviour problems persisted throughoutthe remainder of Year 8 and Year 9. There was agrave danger of permanent exclusion. The dailysupport work form the Behaviour SupportAssistant worked on positive behaviourmanagement techniques to engage and re-directthis boy’s responses. Over a long period of timethis was established and the timetable increasedin school to full time. Transition support was alsooffered in July for Key stage 3 to Key stage 4.

Strategies offered to the school included:

• Withdrawal for 1:1 work with BehaviourSupport Service (anger management) and BSA(behaviour modelling)

• Daily support from BSA in class.

• Positive behaviour programme with rewardsessions with BSA in Food Tech.

• Close home/school liaison – often daily contact.

At the time of writing this child remains largelywithin the mainstream setting. He attends oneday a week on a construction course, a day aweek at ACE and the rest of the time is includedwithin lessons at his mainstream secondaryschool.

It is hoped that with long term support through a‘with support from ACE’ statement arrangementthat this boy can continue to be included within amainstream setting. Undoubtedly without thecommitment made by many people to help thischild he would have been permanently excluded.

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Social and emotional aspects oflearning (SEAL) in the primaryschool

Brighton & Hove now has 53 primary schools whoare implementing the DFES SEAL curriculumresource to support pupils’ and social andemotional development. The LA promoted theSEAL materials through a pan-Sussex conferenceand now supports schools through termlynetwork meetings and in school training. Thiswork is lead by the Healthy Schools Team andencourages a whole school approach to theimplementation of the SEAL resource. Schools arepositive about the potential impact on childrens’attendance and behaviour and evidence of impactwill be available from the 25 schools in phase oneof the implementation from January 2007.

Use of solution focused strategies

A Year 4 child was referred to ACE outreachservice during the spring term of 2006. The childhad recently been taken into care and had movedto a new school. School reported daily acts ofaggression in the playground and refusal to work.ACE were able to facilitate times when the teamdealing with this child could meet and usesolution focused tools to devise a plan to supportthe child during this difficult period. One teacherand three TA's were released for an hour everytwo weeks to meet with a member of the ACEteam and look at times when the child wascompliant and calm and able to achieve in theclass. Staff were given the opportunity to look atwhat progress was being made and their part inthis. As the weeks passed regular solution focusedmeetings continued and the group were able togive examples of successes and clearly pinpointtimes when support was a pre-requisite. Theresults of the meetings were that staff felt more incontrol of the child's behaviour and they had agreater understanding of how they werecontributing to the improvement. The school havestarted to use these tools independently as ameans of dealing with other issues 'in-house'. The

child's behaviour has settled as a result of thesupport provided by the school and the child isnow discharged from ACE support.

Successful joint working

Originally referred to ACE in Year 1 because offears for their safety, this pupil was often on theschool roof, climbing across stairwells andabsconding. There was history of going missingfrom home. The child attacked peers and adults,and was very distressed. Permanently excluded inYear 2 after series of family crises, he remainedwithin ACE whilst assessment was undertakenand therapy was provided.

ACE involved other agencies because of severityof concerns and the child was placed in carefollowing child protection concerns. They receiveda long period of intensive support to sustain themthrough a period of violent rage and distresslasting three years.

The pupil was motivated by academic andsporting achievements which contributed tobuilding self esteem and confidence. Thiscontributed to a remarkable change in attitude toschool and the pupil is now about to startattending a new mainstream with ongoingsupport and therapy from ACE to assist thistransition.

The new school has been excellent in planningwith ACE, visiting the pupil and making them feelwelcomed.

Behaviour and Attendance work

The Behaviour and Attendance strand of theNational Strategy has led to improved attendancein three secondary schools and improvedbehaviour policies in four. Training has led to fiveschools developing behaviour working groups andLead Teachers have successfully shared findingsfrom project work. Teacher coaching for

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behaviour is being used effectively to improvebehaviour management through ACE behavioursupport, leading behaviour teachers and recentlythe BIP Lead Behaviour Professionals. Earlyintervention support is provided through the earlyyear’s consultant and small group work by theEducational Psychology service (EPS), whichinvolves the parents with their children.

Targeted programmes throughpartnership

Targeted programmes to identify children andyoung people at risk of anti-social behaviour aredelivered through the Brighton & Hove Anti-SocialBehaviour Team and Partnership CommunitySafety Team; Youth inclusion Programme (YIP)and YIP+ in East Brighton; Youth Inclusion andSupport Project (YISP) in Neighbourhood RenewalFund area of Hangleton and Knoll ; HollingdeanYouth Programme and Community Safety Project.These targeted programmes have a sustainedrecord of success in reducing the numbers ofchildren and young people offending or re-offending. A range of diversionary activities areoffered to children and young people.

Youth Inclusion Support Project(YISP)

YISP in Hangelton and Knoll provides a positivemodel of preventative work between schools,local agencies working with children, youngpeople and families and leads a project specificallyfocussed on 8-13 year olds at risk of beinginvolved in crime. There has been highengagement of the local community, two parentssit on the steering group for the project and agroup of young people previously involved informproject development. 100% of young people andfamilies met with in the home agree to YISPsupport and onset assessment. 95% of negotiated‘targets for change’ in integrated support planshave been met or partly met.

Lead Behaviour Professionals (LBP)

The LBP role is now well established in manyschools. LBPs have embarked on a range ofexciting whole school improvement. The LBPForum offers continued support and opportunitiesto network and share best practice.

Training to encourage and enhance inclusivepractices within school and classroom hasincluded: developing a positive behaviourplanning framework, including the impact ofnegative and positive consequences, establishedroutines and of teaching positive behaviour.Training has also focused on the teacher-pupilrelationship and individual teacher skills, such asvigilance and assertiveness, the use ofinstructional and corrective language and praise,and avoiding and defusing confrontation.

LBPs have used the training to undertake auditsand to draw up and implement plans for schooldevelopment and Continual ProfessionalDevelopment (CPD). In every case, emphasis hasbeen on planning a qualitative process to securesustainable high impact, rather than aiming for aquick fix with little actual effect. Underpinning allwork has been an emphasis on rights andresponsibilities of all, and a commitment tomeeting the needs of children and young peoplein the school context.

As a part of the 2006-7 Behaviour ImprovementProgramme (BIP) outreach programme, ten non-BIP schools will participate in the LBP training andsupport programme.

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For more information contact:Jo Lyons, Assistant Director for Learning and Schools on (01273) 293514

Gil Sweetenham, Assistant Director for School Support and Central Area on (01273) 293433

GlossaryAcronym Meaning

ACE Alternative Centre for Education

ADHD Attention Deficit Hyperactivity Disorder

APA Annual Performance Assessment

ASBO Anti-Social Behaviour Order

ASC Autistic Spectrum Condition

BESD Behaviour Emotional & Social Difficulties

BIP Behaviour Improvement Plan

BSA Behaviour Support Assistant

BSS Behaviour Support Service

CAMHS Children & Adolescent Mental Health Services

CSB Children’s Social Behaviour Project

CYPT Children’s and Young Peoples Trust

DDA Disability Discrimination Act

DfES Department for Education & Skills

ECM Every Child Matters

EIP Education Improvement Partnership

EPS Educational Psychology Service

ESPP Early Support Pilot Programme

INSET Inservice Education Training

JAR Joint Area Review

LA Local Authority

LBP Lead Behaviour Professionals

LDD Learning Difficulties and Disabilities

LSA Learning Support Assistant

LSC Learning & Skills Council

LSS Learning Support Services

Acronym Meaning

MSA Midday Support Assistant

NEET Not in Education, Employment or Training

NHSP New-born Hearing Screening Project

OfSTED Office for Standards in Education

PARM Planning and Review Meeting

PMLD Profound and Multiple LearningDifficulties

PPP Positive Parenting Programme

PRESENS Pre School Support Service for Special Educational Needs

PRU Pupil Referral Unit

PSF Primary Special Facility

PSHCE Personal Social Health and Citizenship Education

SEAL Social and Emotional Aspects of Learning

SEN Special Educational Needs

SENCO Special Educational Needs Co-ordinator

SLA Service Level Agreement

SLSS Speech and Language Support Services

SLT Speech and Language Therapist

SLD Severe Learning Difficulties

SMT Senior Management Team

TA Teaching Assistant

YISP Youth Inclusion and Support Project

YOT Youth Offending Team

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