1. Context
1a. Introduction
Southwark’s Vision 2030 is for everyone to live a good life as part of a strong community. This guides Southwark’s behaviour and wellbeing strategy, which focuses on inclusion in schools and the importance of meeting children’s emotional as well as learning needs.
Recent national reports highlight rising concerns about children’s wellbeing and behaviour in schools, with more pupils needing targeted support. Local data in Southwark reflects similar patterns, showing increased demand for inclusive, preventative approaches.
The Primary Behaviour Intervention Support and Interventions Online Toolkit was created in response to requests from Southwark’s primary head teachers, through the Primary Behaviour Strategy Task Force. They identified the need for a clear and practical resource to help staff put in place a graduated response for pupils whose behaviour gives cause for concern. The aim was to support school staff in assessing needs and choosing the right provision or intervention for each child.
This toolkit has been developed collaboratively between Southwark Local Authority and key partners, reflecting a shared strategic priority to support children’s wellbeing and inclusion. It is primarily focused on supporting primary school aged children, recognising the importance of early intervention and consistent approaches across settings.
While many behaviours that challenge2 can be addressed through good quality teaching, schools also wanted support to understand the wider factors that influence behaviour. The toolkit therefore gives an overview of these factors, recognising behaviour as a form of communication shaped by experience, need, and context. It is designed to help the whole school community look beneath the behaviour and use practical, evidence-based strategies at both whole-school and individual levels.
The toolkit is organised around the graduated response, with guidance across three tiers of support: universal, targeted, and specialist. It also recognises that children’s needs may not follow these stages in order, and staff may sometimes need to go directly to the type of support most relevant at the time.
By bringing together a wide range of tools, strategies, and resources, the toolkit aims to promote positive behaviour, emotional wellbeing, and a sense of belonging. It is an online, accessible resource that offers clarity and flexibility for staff, helping them provide effective, tailored support. It also includes links to further reading and external resources for professional learning.
2. Challenging behaviour' is being debated in education currently. Some professionals argue that the term stigmatizes pupils by labelling their behaviour, and therefore, them, as problematic. It also may imply that the behaviour is intentionally difficult, which is often not the case, particularly if students have additional (unknown/unassessed/unmet) needs.'Behaviours of concern' is an alternative, as it's proponents feel it encourages a problem solving, supportive approach, rather than punitive. The phrase shifts the focus from the behaviour/student being challenge, to it being a cause for attention and support.