The Challenge
A Junior School identified a significant rise in social, emotional, and mental health (SEMH) needs among pupils, which was contributing to an increase in behavioural incidents and external suspensions. This concern was also highlighted in the school’s 2023 Ofsted inspection. The school recognised the need to address these challenges through a comprehensive review of behaviour management, support structures, and inclusive practices to ensure a safe and supportive learning environment for all pupils.
Actions Taken
Between Autumn 2023 and Autumn 2024, the school implemented a wide-ranging strategy involving internal restructuring, policy reform, and multi-agency collaboration. Key actions included:
Policy and Practice Review: The behaviour policy was simplified to three core rules, and the concept of ‘Time Out’ was replaced with ‘Reflection Time’ to encourage pupil self-awareness and emotional regulation. The suspensions policy was revised to include internal suspensions as an interim step.
Targeted Support for SEMH: Pupils were categorised into Tier 2 and Tier 3 based on need, with tailored interventions to prevent escalation. Nurture provision was developed for vulnerable pupils, and structured lunchtime activities were introduced to support positive social interactions.
Staff and Parent Engagement: Staff received training in Thrive, PACE, and the ‘Curious not Furious’ approach. Parent workshops and regular communication were used to strengthen home-school collaboration.
Multi-Agency Collaboration: The school worked closely with the Hampshire County Council's Primary Behaviour Service, SEND Support Lines, Virtual Schools, Occupational Therapy, and local secondary schools to support individual pupils and improve overall provision.
Leadership and Structural Changes: The SEN team was restructured to include an Inclusion Manager and SENCO Assistant. Senior leaders took active roles in supporting key pupils during unstructured times and mentoring staff.
Transition and Inclusion Planning: Enhanced transition processes were introduced for all pupils, particularly those with EHCPs or identified as Tier 2/3. This included additional transition sessions, social stories, and collaborative planning meetings with parents and staff.
Curriculum and Teaching Improvements: A renewed focus on teaching and learning was implemented, including the development of a new Teaching and Learning Policy and targeted interventions for speech, language, and communication needs (SLCN).
Impacts
The school observed a marked improvement in pupil behaviour and engagement. Notable impacts included:
A significant reduction in behavioural incidents, including violent and discriminatory behaviours.
Increased use of proactive and preventative strategies by staff.
Improved parental satisfaction and pupil wellbeing, as evidenced by feedback from surveys.
Enhanced staff confidence and consistency in managing SEMH needs.
Successful reintegration of pupils from specialist settings and effective support for post-LAC pupils.
Outcomes
As of February 2024, the school reported: Can we change this to as of a year later?
Zero external suspensions and only one internal suspension for the academic year.
A measurable decline in behavioural incidents and physical interventions.
Stronger structures and systems in place to support pupils with SEMH needs.
Positive feedback from parents and pupils, indicating a more inclusive and supportive school environment.
Improved teaching and learning practices, with a greater focus on quality and consistency.