25. A Primary Pupil with Significant Challenging Behaviour Supported in a Shared Placement

Background As a result of increasingly frequent incidents of challenging behaviour within his school setting, and with the imminent transition to secondary school it was agreed that this P7 boy needed further additional support. Solution Focused Approach A partnership approach was agreed as the best way forward to help support this pupil in reducing the challenging behaviour and increasing his positive engagement in school. This included time with a Pupil Support teacher either one-to-one or in a small group setting and 4 sessions a week at a Specialist educational provision aimed at supporting primary pupils with social, emotional and behavioural needs. Regular meetings were agreed so that all staff involved in supporting this pupil could share aims, strategies and successes. Strategies Key success factors included: • providing a calm and nurturing approach in a positive supportive environment; • providing a safe base for growth, development and learning; • building a positive relationship between the pupil and his teacher through close contact, talking, sharing, laughing, etc where trust was a key aspect; • building and maintaining a supportive and positive relationship with his mum; • working in close partnership with the school and other agencies such as PACT/ Action for Children sharing information daily when required.
Range of Strategies to Promote Positive Behaviour and Improve Learning • A visual timetable providing routine and structure • Individualised educational programme. • Weekly baking sessions. • Therapeutic play opportunities. • Two supporting adults modelled appropriate behaviour. • Active /earning approaches to literacy and numeracy. • Providing opportunities for success to help raise self-esteem . • Football and outdoor games and activities. • Opportunities to make new friends and build a close friendship with another pupil. • Consistent approach to help the pupil work through his range of emotions. • Daily short bursts of physical activity. • Recognising his needs, in particular the need to be in control and allowing opportunities for him to fee/ he had choice while at the same time learning to share space and allow others choice. • Receiving rewards for a chance to be the ‘star of the day’. • Inviting mum to be involved and see what he had been doing/learning (for example Christmas concert/coffee morning). • Home link diary which shared good news and indicated next steps using 3 stars and a wish approach. • Building in opportunities for him to share success from one learning environment with another. For example, his experience of his mainstream class outing was discussed and shared during circle time in the Specialist provision. His significant piece of work with PACT/ Action for Children – making a DVD – which he was very proud of, was shared with both his primary school and the Specialist provision. Other pupils in the provision watched the DVD, which was a great success. Individualised Planning and a Flexible Curriculum in Line with Curriculum for Excellence This pupil had an Individualised Educational Programme which took account of his wider needs. In order to recognise the importance of health and wellbeing for this individual, circle time and weekly baking sessions proved invaluable in developing his self-awareness and self­ worth. Many opportunities were planned with a specific focus to help him build relationships with peers and adults and to develop his skills in listening, speaking and turn taking.  Imaginative active learning opportunities were also integral to meeting his educational, social and developmental needs. Partnership Working The mainstream Headteacher and Specialist provision maintained close links which included fortnightly meetings and regular contact by phone to share success, strategies or advise the other of any situations which might impact on his day. PACT/Action for Children also attended meetings to share their work and strategies with this pupil.
Successful Outcomes included:
  • a significant decrease in challenging behaviour in his Primary school;
  • a marked increase and interest in attending school, in particular, a positive attitude and eager willingness to attend the Specialist provision;
  • engagement in his daily timetable and more focused/on task;
  • increased confidence and self-esteem which in turn helped this pupil to develop a close meaningful relationship with a peer;
  • a significant improvement in being able to deal with his anger through a variety of strategies (for example, walking away, ignoring others, etc rather than being aggressive);
  • a positive and successful relationship with the Class teacher and other adults.
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