Better BehaviourBetter Learning

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better learning
better practice
better behaviour
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What is being done?
What is being done?
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What is BB-BL?
Leadership and vision A school community for all
children A positive ethos
Capable staff
Flexibility
Integration
Support
Policies/ procedures
Rules and expectations
Happy, Safe and Achieving their Potential
Ambitious Excellent Schools
Safe and Well
Additional Support for Learning
Curriculum for Excellence
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What is being done?

• Whole school approaches
• Restorative Practices Fife/Highland/
• North Lan
• Motivated School Glasgow
• Solution-Oriented Schools Moray
• Supporting teachers
• Staged Intervention (FFI) East Ayrshire
• Resources for Inclusion East Renfrewshire /
  Barnardos
• Relationships between teachers and pupil (and
  parents)
• Developing Empathy Edinburgh
• Pupils skills and competence
• Cool in School Fife
• Social and Emotional
• Learning Framework (SELF) Glasgow

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Fife, Highland and North Lanarkshire Restorative
approaches
Provides safe environments and opportunities to
discuss problems
Involves participants in thinking and feeling
Encourages appropriate behavioural change
Leads to shared understanding
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Alan Maclean
The Motivated School

• How do motivators, motivate?
• A set of tools that helps you think about
  motivation,
• identifies the key engagement responses and
  optimal learning climates that get the best out
  of learners.

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Solution Oriented SchoolsMoray Council and Sycol

• Agree a core professional purpose
• Guided by solution oriented principles
• If it works well do more of it, if it doesnt
  well do something different
• The problem is the problem, not the purpose
• People have the resources to make change possible
• Endless possibilities
• Knowing our strengths, skills and resources
• Creating optimal conditions
• Building strength-based support

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East Ayrshire CouncilStaged Intervention (FFI)

• Peer support model for managing low level
  indiscipline.
• Childrens behaviour is central to the teaching
  learning process
• Behaviour problems are a product of a complex
  interaction of factors
• Importance of moving beyond a within-child
  approach wider view effective, efficient and
  just

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Being Cool in School

• Skills
• Facial expressions
• Body language
• Repeating skill
• Last chance warning
• Word shield
• Expressing yourself
• Compromising,
• negotiating and accepting
• Saying sorry
• Forgiving yourself and others

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A coherent approach
For teachers Emotional literacy Integrate into
classroom management practices Integrate into
school environment Structures for staff
involvement in school development
For pupils Progressive curriculum Integrate into
pupil participation and pupil roles /
responsibilities Integrate into school
psychological contract Structures for practice
and challenge
Restorative Practices
Developing Empathy
Cool in School
Staged Intervention (FFI)
Motivated School
Solution Oriented Schools
Restorative Practices
Resources
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Common threads

• Building a positive school ethos
• Confident school staff
• Support for staff when it is needed
• Social, emotional, behavioural skill development/
  emotional literacy
• Relationships and communication
• A focus on solutions

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How do we know it is working?

• Monitoring implementation
• Connect Report shows authorities progress in
• meeting recommendations
• HMIEs A Climate for Learning
• An informed view
• Independent research on school discipline
• Regular discipline survey
• Consistent but dynamic highlight and promote
  specific recommendations
• Recommendation 12 out of class areas
• Recommendation 15 involving parents
• Recommendations 1314 pupil involvement and
  citizenship

How do we check direction?
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• New areas for investigation
• Mental health and behaviour in school
• who makes the link? Who responds?
• Perceptions of behaviour issues and responses in
  the early years

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• Regional communications
• team
• National conferences
• Teacher magazine
• www.betterbehaviourscotland.gov.uk
• Round tables
• Personal contact!