Behaviour Support in Halton
This information is to support families and schools across Halton in understanding functions of behaviour; supporting pupils, schools and parents with meeting the needs of pupils who communicate their emotions in behavioural ways and to support school staff and families to meet Social, Emotional and Mental Health (SEMH) needs and to provide consistency of practice within schools across the Borough whilst increasing knowledge and understanding regarding the impacts of developmental trauma and adverse childhood experiences.
Who to contact: Educational Psychology Service (EPS)
If you would like further support with regard to behaviour in Halton please initially raise this with your Link Educational Psychologist.
They will hold a planning meeting with you at the beginning of term and can support you with training and support regarding SEMH, trauma, adverse childhood experiences, mental health and the resulting behaviours that can impact on children and young people accessing education.
Alternatively you can email the service at educationalpsyc@halton.gov.uk
EPS Training Offer for School Staff
EPS can provide training to any school should they wish to contact the team to make arrangements for any of the following to be delivered:
| Topic | Time required |
| Positive peace in schools (a restorative approach to conflict resolution) | 1 hour for awareness raising Twilight 3 hours for in-depth Full day inset for deep delve and culture shift |
| Attachment in schools | 1 hour awareness raising twilight 3 hours in depth Full day inset for deep delve and enhanced understanding |
| Nurture | 1 hour awareness raising 3 hours in depth |
| ACES and trauma | 1 hour awareness raising twilight 3 hours in depth Full day inset for deep delve and enhanced understanding and becoming trauma informed – leading to trauma informed practice in school |
| Know me to teach me | 1 hour for awareness raising Twilight 3 hours for in-depth Full day inset for deep delve and culture shift |
| PACE | 1 hour for awareness raising Twilight 3 hours for in-depth Full day inset for deep delve and culture shift |
| Emotion Coaching | 1 hour for awareness raising Twilight 3 hours for in-depth Full day inset for deep delve and culture shift |
| Flipping my lid and managing children’s distress with emotion coaching | 1 hour for awareness raising Twilight 3 hours for in-depth Full day inset for deep delve and culture shift |
| ELSA | 6 days of training over 6 weeks Half termly supervision |
| Solution circles and staff supervision models | 3 hour session |
| Neurodiversity training | 1 hour twilight sessions on following: ADHD ASD The Dys’ ASD with PDA (why don’t I say yes?) |
| The impact of tech on developing brains | 1 hour – 3 hour session on latest research on I-tech and impact on brain development and learning (for teachers and parents) |
| No worries training | Access for staff in school regarding CBT based intervention to deliver support for worriers |
| Bespoke training |
EPS team can and do regularly create bespoke training meeting schools developing needs as they arise. Some examples:
|
| The wellbeing experience | 6-8 sessions of 3 hours working with school staff, children and young people or their parents over 8 weeks learning about positive psychology and the wellbeing |
Documents and Support
Behaviour Bitesize
Mental Health Support in Schools and Training
Relevant Government Documents
- House of Commons Report CYP’s Mental Health-Role of Education
- Mental Health Toolkit
- DFE Respectful Schools Signposting Tool
- Behaviour+Discipline in Schools Guidance – Governing Bodies
- 2018 Searching Screening+Confiscation
- 2018 Mental Health+Behaviour in Schools
- 2018 Investigative Research – Alternative Provision
- 2017 Creating a Culture
- 2016 Mental Health of Children in England
- 2016 Behaviour+Discipline in Schools Guidance – Headteachers+School Staff
- 2015 Use of Reasonable Force Advice
- 2014 Below the Radar low-level disruption in classrooms
- 2012 Impact of Pupil Behaviour on Outcomes
- 2011 Getting the Simple Things Right
- 2019 HMCI Commentary: Managing Behaviour Research
Halton Summaries - Government Documents
- Academy-Staff Summary Behaviour+Discipline in Schools
- Maintained-Staff Summary Behaviour+Discipline in Schools
- Summary – Governor Responsibilities on Behaviour
- Summary – Promoting Emotional Health and Wellbeing
- Summary – Reasonable Force
- Summary – Screening+Searching
- Summary Mental Health and Behaviour
- DfE Tom Bennett Summary – Creating a Culture
Checklist for Pastoral Leadership
Behaviour Support Resources
Absence from school
At Risk of Suspension or Exclusion
Team Around the School
Halton has adopted a 8-week rolling programme of visits to secondary settings where we will create a team around the school approach to the issue. Within this team we hope to have Educational psychology, Mental health in school team, Education welfare, safeguarding, virtual school, school improvement, specialist teachers and the early help team.
The aims are to visit each school one Friday out of eight on a rolling programme to work with you to understand your schools’ experiences. We will discuss suspensions and the reasons for them as well as considering wider systemic issues as they present with a view to working together to problem solve at the individual, class and whole school levels and to create change that is supportive, and evidence based. What is needed will vary from setting to setting as everyone has individual needs and we hope this bespoke approach to support will feel helpful.
Schools will need to provide the following:
- A link person or team who can action interventions and work with the wider school on the outcomes agreed at the meetings
- A knowledge of the suspensions that have occurred and the reasons why so that we can unpick, problem solve and support
- A room and refreshments for the meeting to take place.
The LA will provide:
- The team around the school expertise
- A chair to facilitate the meeting
- Admin to record the outcomes and next steps
- Further in school support through link officer work where needed
- A joined-up approach in tackling common themes as they arise in the meetings across settings.
- CPD opportunities for staff who meet with the team
Schools involved include:
- St Peter and St Paul
- Sandymoor
- The Heath
- OCA
- The Grange
- OBA
- Half Term
- St Chads
- Wade Deacon
- Chesnut Lodge
- Ashley
- Cavendish
- Riverside
School Behaviour Toolkit and Checklist (THE CARE SCHEDULE)
School Behaviour Toolkit and Checklist (Discretionary Top-up Funding DTUF)
THE SCHOOLD BEHAVIOUR TOOLKIT AND CHECKLIST (SBTandC) HAS REPLACED THE CARE SCHEDULE
Helps to support children with SEND can include blocks of specialist teaching, Outreach, advice and recommendations from specialist teachers and short-term Discretionary Top-up Funding (DTUF) for those with increased need. DTUF funding is accessed through a panel based process chaired by school staff alongside officers of the LA.
Requests for DTUF should be made using the appropriate School Behaviour Toolkit and Checklist (SBTandC) documents below: