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1. Context

1c. How to use the toolkit

Developed in line with Southwark’s broader strategic priorities for children and young people, this toolkit strengthens local efforts to create inclusive environments that nurture emotional wellbeing and encourage positive behaviour. 

This toolkit is built around a graduated, approach to behaviour support, referred to in this toolkit as the behaviour support pathway. It draws on the SEND Code of Practicevi which recommends the ‘Assess, Plan, Do, Review’ cycle as the framework for identifying needs, planning provision, delivering support and reviewing progress. Each tier builds on the one before it, ensuring pupils receive the right support at the right time. 

The pathway begins with universal strategies, which are the consistent whole-school practices used with every pupil. These are the foundations: the routines, relationships and expectations that create a safe and positive environment for learning. ‘High-quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.'3 In some cases, targeted and specialist support will run alongside each other, so pupils benefit from both day-to-day adjustments in class and more individualised help. Where pupils are taken out of the classroom for interventions, these should be closely aligned with and reinforce the learning that takes place in class.

‘Both targeted interventions and universal approaches have positive overall effects. Schools should consider the appropriate combination of behaviour approaches to reduce overall disruption and provide tailored support where required’4

In most situations, following the graduated approach will be the most effective and sustainable way forward. However, there are scenarios where you might need to act outside the normal graduated order, usually in cases of immediate risk, safeguarding concerns or urgent needs.

For example:

  • If a pupil’s behaviour presents a serious and immediate risk to their safety or the safety of others, the priority is to act quickly to make everyone safe. That may mean moving straight to specialist assessment or crisis intervention.
  • If a safeguarding concern emerges, schools must follow statutory safeguarding procedures immediately, regardless of where the pupil currently sits in the pathway.
  • If a pupil arrives with an already-identified complex need (for example, an Education, Health and Care Plan requiring specialist provision). In these situations, universal and targeted work will still happen, but the starting point for support may need to be higher up the pathway.

The example below shows how the Assess, Plan, Do, Review process can be applied to behaviour in your setting:

 

What this means in practice

Where to look in the toolkit

Assess
  • Observe behaviour in different contexts (class, playground, transitions)
  • Identify when, where, with whom and what triggers behaviours.
  • Gather views from the pupil, family and staff.
  • Review behaviour logs, safeguarding, attendance and attainment data.
  • Use tools to baseline and track progress.
  • Audit staff skills/confidence in behaviour management.
  • Involve SENCO in initial assessment and ensure alignment with SEN Support/EHCP if relevant.

Section 2

Section 3a

Section 3b

Plan
  • Agree clear, realistic behaviour goals with the pupil and family.
  • Identify strengths and protective factors to build on.
  • Decide on universal vs. targeted approaches.
  • Create/adjust an individual behaviour plan if needed.
  • Ensure expectations align with school behaviour (relationship) policy.
  • Identify and record any reasonable adjustments required under the Equality Act and share these with the whole staff team
  • Identify available supports (e.g. mentors, nurture groups).
  • Involve relevant professionals if additional needs are suspected

Section 4

 
Section 5a

Do
  • ☐ Implement agreed universal strategies consistently (routines, safe spaces, positive reinforcement).
  • Use de-escalation and restorative approaches after incidents.
  • Deliver targeted support where needed
  • Record and monitor incidents to spot changes or progress.

Section 4b–f

Section 5b–c

Section 6

Review
  • Review progress against agreed goals regularly.
  • Check impact using observation, pupil/family feedback and behaviour data.
  • Celebrate improvements and share successes.
  • Adapt strategies if progress is limited.
  • Step up to targeted or specialist support (e.g. CAMHS, MHST, Ed Psych) if difficulties persist or risks escalate.

Section 3
 
Section 4–6

Useful links:

 

 3. Department for Education & Department of Health (2015). Special educational needs and disability code of practice: 0 to 25 years. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

 4. Education Endowment Foundation (n.d.). Behaviour interventions. Teaching and Learning Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/behaviour-interventions