BEHAVIOUR MANAGEMENT AND SEN
Supporting
SEN children
Tony Cousins
The challenge facing schools today is incorporating a
tailor-made “system” for behaviour management which
from the
teachers and other staff feel comfortable implementing
on their own and in conjunction with others. A successful
system also creates a better learning environment where
Witherslack
children feel relaxed, motivated and safe.
The Witherslack Group faced this challenge. The
Group of
Group consists of eight schools and six children’s
homes and provides a diverse day, residential and 52-
schools talks about their
week system of education and care for children with
special needs.
One of my first management tasks was to evaluate
approach to SEN and
the accredited systems which could be used to support
the existing behaviour management. Like most special
behaviour management
schools, individual behaviour management plans but it also includes positive handling strategies for
were in place where required, however none of the situations where pupils present a danger to themselves
schools within the Group employed an accredited or others.
EHAVIOUR MANAGEMENT system to support with the management of challenging It was developed by British educationalist George
B
is a fundamental issue for anyone behaviour. Matthews after he had spent a great deal of time
working with children and young It was my responsibility to research what systems researching different methods for management of
people. Furthermore, while resources were being used around the country before adopting aggression and violence in children and adults.
for teacher training are undoubtedly one that would be suitable for the Witherslack Group. One of the first things we learnt in our Team-Teach
increasing, research seems to Having identified several systems that may have training is that challenging behaviour must not be
suggest that the level and nature of been suitable, I trained as a tutor in two of them. I “dealt with”, but “supported”. Our training stressed
challenging behaviours within secondary schools are felt that the best of these was Team-Teach, the largest that behaviour is merely the outcome of something else
also increasing. provider of training in this area for both mainstream and going on in a child’s mind, such as anger, frustration,
Understandably, without solid behaviour management special schools, and it was agreed that its use would be fear, jealousy and so on. If we are able to recognise how
procedures in place, more and more teachers and pastoral trialled in one of our schools. The impact of this was a child is feeling and support him or her in dealing with
staff are feeling insecure and ill-equipped to deal with extremely positive and valuable lessons in behaviour these feelings, then the challenging behaviour is less
pupils who exhibit challenging behaviour. Often they management were learnt along the way. likely to surface.
are unsure of what they are able to do and how to do it, Team-Teach is a structured, holistic approach to Our teachers, carers and support staff make it their
and they need to know that they can respond in a way working with children and young people who display business to talk to the pupils if they seem distracted,
that will be supported by the law, and by their managers, challenging behaviour. The emphasis of the approach upset or angry to find out what they are thinking and how
the local authority, parents and carers. is on preventing conflict situations from escalating, they feel. As a result they have a far greater insight into
the cause of the problem and, perhaps more importantly,
the child feels listened to, valued and understood.
We also identify “critical friends” of each pupil, i.e. occurred. These are monitored by the headteachers at
Organised by Sponsored by
other members of staff or peers with whom they have each of our schools, as well as our Group management
D
Delivering a particularly good relationship, and ask for their help team.
iplomas

if such conversations are difficult. Far from being seen Every child also has an integrated care and education
as a sign of weakness, teamwork like this has become a plan in which behavioural objectives, such as asking for
The UK’s only magazine dedicated to the 14-19 Diploma
professional expectation. help appropriately or improving table manners, are
PUTTING
Staff within the Group have encompassed the set. These plans are established with the child and are
The 4th National Conference on
concept of positive management of behaviour. By this regularly reviewed and amended following support
EDUCATION
I mean they are not merely containing challenging sessions between the child and their teachers or support
FIRST behaviour, but intervening in a positive, lasting way. staff. This approach allows us to be consistent and gives
Delivering Diplomas:
For example, if a child has shown physical aggression a high level of support to the child in a way that will
towards another pupil, their teacher will discuss with work towards positive changes in his or her behaviour
them what caused the behaviour and together they over time.
Engagement and collaboration
come up with alternative strategies should the problem Once our staff had been trained in the Team-Teach
occur again. If a child is rebelling against the school approach, we started to see positive results in our trial
system, we may, for example, give them a meaningful school and it was soon decided that Team-Teach would
Aston Conference Centre, Birmingham 1st October 2009
voice by involving them in the school council. be adopted across the Group. Today, every school and
We have found that some of our pupils feel calmer children’s home within the Witherslack Group has its
Welcome and address 3: Construction and the built
when sat in quiet areas or on their own at a computer own in–house tutor and every staff member with direct
Pete Henshaw environment
in the corner of the classroom. Strategies like this help supervision of children and young people undertakes
to enhance pupil-teacher relationships, rather than an initial two-day training course, followed by annual
Teaching and learning together:
4: Information technology
harming them; we have also found them far more refresher training. We also host a regular Team-Teach
Focusing on engagement
5: Engineering
effective at lessening the challenging behaviour rather forum where we share good practice and discuss
Teresa Bergin PHASE 2 DIPLOMA DELIVERY
than the traditional confrontational approach. problems.
Diplomas the second year:
1: Business, administration
amme subject to change
With its emphasis on de-escalation, much of Team- The challenge of having to research and implement a
Where are we now with
and fi nance
ogr
Teach’s training focuses on the verbal and non-verbal behaviour management policy taught us several things.
2: Hair and beauty studies Pr
partnership working?
skills needed to avoid situations spiralling out of Staff feel more confident and better prepared to handle
3: Manufacturing & product design control. These include body language, awareness of challenging behaviour if there is a common framework
Malcolm Trobe
4: Environmental and land-based
space and para-verbal skills – such as the use of tone, from which to work, communication between staff,
Engagement and collaboration
studies
pace and volume. pupils and parents is improved and, perhaps most
from an FE point of view 5: Hospitality
Adopting a non-aggressive body stance, moving importantly, a consistency in approach makes pupils
John Stone
round the classroom, and rephrasing commands are just feel better understood and more supported and thus
WORKSHOPS:
Employer engagement
some of the many strategies which help to improve the reduces the frequency and severity of challenging
Engagement and collaboration
pupil-teacher relationship while maintaining authority. behaviour in our establishments. SecEd
Margaret Gildea This hour-long session offers delegates a choice
of four workshops to choose from. Delegates
Another part of the Team-Teach programme which
Ask the experts panel discussion:
will have the choice to attend more than one
we have used is “help scripts” aimed at defusing • Tony Cousins is director of the Witherslack Group,
Sector Skills Councils
workshop during the hour. a situation through the use of carefully scripted an independent provider of education for children with
Delegates will have the chance to quiz
A: SECONDARY AND FE
exchanges. These can help to calm a child down as learning or behavioural, emotional and social difficulties.
expert representatives from the 10 Sector
well as signalling support or relief for a fellow member
Skills Councils involved in phases 1 and 2
COLLABORATION
BOOK
of staff when a change of face might help resolve a
Further information
of Diploma Delivery. Split by phase into
B: EMPLOYER
two workshops, delegates will be free to ask
situation before it escalates further. • www.witherslackgroup.co.uk
questions regarding any aspect of delivery
COLLABORATION Of course, there are occasions where physical • www.team-teach.co.uk
and will be able to drop into both workshops
C: GATEWAY SUCCESS
NOW! intervention may become necessary. For this, Team-
if desired. This session will provide a great
Teach has prescribed procedures with emphasis
networking opportunity and the chance
D: EXAM BOARDS AND
placed on the least intrusive intervention likely to be
to speak to the experts behind the fi rst 10
EXAM OFFICERS: ASSURING
successful. Again, communication is paramount. If one
Diploma lines.
AWARDING HAPPENS
of our pupils needs sitting down, we will tell them that
PHASE 1 DIPLOMA DELIVERY
Drawing together and
we are going to sit them down. After they have calmed
1: Creative and media
closing remarks
down, we then have a therapeutic follow-up, where
2: Society, health and development Chairperson: George Turnbull staff will talk through with the pupil what triggered the
behaviour and look at alternatives such as asking for
MA Education Ltd
For a brochure visit www.sec-ed.co.uk
St. Jude’s Church
help or time-out.
Dulwich Road
Following our Team-Teach training we also have
and follow the link or call 020 7501 6762
London
systems to record, monitor and evaluate incidents when
SE24 0PB
they occur. Restrictive physical intervention forms are
filled out with details of how and why the intervention
18 SecEd • June 11 2009
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