# data[].attributes.headline
Support plan    is a written plan that explains help a child or young person needs with their behaviour, learning. It is used in schools or care settings so that all adults working with the child know how to support them in the best way.

# data[].attributes.subject
Support plan    is a written plan that explains help a child or young person needs with their behaviour, learning. It is used in schools or care settings so that all adults working with the child know how to support them in the best way.

# data[].attributes.body
Personal details: Name, age, and any relevant background information.

Strengths and interests: What the child enjoys and does well.

Areas of need: What the child finds difficult (e.g. following instructions, managing emotions, staying focused).

Behaviour triggers: What might lead to challenging behaviour (e.g. loud noises, changes in routine).

Support strategies: What staff or adults should do to help (e.g. give clear instructions, use calm voice, provide break times).

Targets: What the child is working towards (e.g. improving listening, using kind words, asking for help).

People involved: Names of adults supporting the child (e.g. teacher, teaching assistant, SENCO).

Review dates: The dates when the plan will be reviewed to check if it’s working or needs changes.

# data[].attributes.body
Behaviour Support Plans (BSPs) are documents used to identify behaviours of concern, and provide carers with evidence-based prevention and response strategies to reduce and respond to kids' behaviours

1. Identify – what is the issue? Why? Define the behaviour of concern

2. Assess – gather your evidence, look at what your evidence might mean – a function of the behaviour.

3. Plan – develop strategies to get the change you want – positive behaviour support

4. Implement – all support. Consistently follow the plan

5. Monitor – put in place a monitoring and review process of the implementation of the plan

6. Evaluate – analyse the information that you have gathered through monitoring and review. Has anything changed for the student? Do you need to change the plan?

# data[].attributes.body
Using abc charts to meticulously record the events preceding, during and following a specific behaviour.

# data[].attributes.body
An ABC chart, also known as an Antecedent-Behavior-Consequence chart

This is a tool which is used to monitor patterns of behaviour by observing what happens, before, during and after.

this information is aimed at helping us analyse and understand behaviours in more depth

it allows us to identify triggers, patterns or potential reasons behind behaviours that challenge

# data[].attributes.body
Scatter plots help us identify correlations between variables. This can help us predict the likelihood of future events. In a classroom setting this could be used to help assess triggers and diffuse them before hey escalate. an example could be, times of day, or after certain lessons correlating with a child's anger and distress rising.

# data[].attributes.body
Individual Education plans are structured documents that outline educational needs, goals and targets and which people are involved.

There are different types of education plan; EHCP (Education, Health and Care Plan) for children/young people with complex needs and is legally binding. IEP(Individual Education Plan) for Children with less complex SEN and is a school-based document. ESP for looked after children for children in care and focuses on closing learning gaps and collaborates with other services. it is important to offer a tailored approach, improve confidence and achievements and ensures consistent support from home, school and other settings

# data[].attributes.body
A self- monitoring plan is a tool that students use to help themselves manage and track their own behaviours and learning.  The children will record and evaluate their actions by using a checklist, tally sheet or different methods to identify and areas that they can improve on and also it helps them promote self- regulation. The students will then be able to set SMART goals (specific, measured, achievable, relevant and time-bound) that relate to their target behaviours. It helps the students to become proficient and the level of support and prompting from teachers may gradually be reduced.

# data[].attributes.body
It is a document that identifies and explains the learning difficulties of an individual. It will also outline the learning goals and strategies on how the child can achieve these goals. In this plan, it will outline the support the individual needs and how you can support them.

# data[].attributes.body
These plots can be incorporated into various subjects and activities, from math and science to even social-emotional learning, to enhance data analysis skills and critical thinking.

Scatter Plot Applications in Schools:

Mathematics

Analysing the correlation between variables, such as height and weight, or study time and test scores.

Science

Visualizing relationships between data points in experiments, like temperature and reaction time.

Social-Emotional Learning

Tracking behaviour patterns to identify triggers or times when behaviours are more or less likely to occur.

# data[].attributes.body
An ABC chart is a useful and simple method of behavioural observation. It's used when trying to understand a child's behaviour, and identify the emotions and triggers involved with behaviours that challenge.

Antecedent - This involves recording what happened before the trigger. This could include a change in environment, routine, topic of conversation, illness or sensory regulation.

Behaviour - This involves logging the behaviour that followed, ensuring as much detail is included as possible

Consequence - This is what happens after the behaviour. This is not used as a form of punishment, but as a way to identify what happens next, as this could be the reason for the repetition of behaviour.

# data[].attributes.body
Safety mapping can be used by practitioners as part of a broader assessment of risk within local neighbourhoods or on its own with individual young people.

# data[].attributes.headline
IEP track progress towards goals collect data on intervention effectiveness and ensure safety through regular reviews and open communication.

# data[].attributes.subject
IEP track progress towards goals collect data on intervention effectiveness and ensure safety through regular reviews and open communication.

# data[].attributes.body
Report incidents of challenging behaviour, its triggers and individual response. avoiding subjective language or labeling. Follow procedures and include the individual, be prompt and report asap no gaps time elapsed, describe behaviour.

# data[].attributes.body
Antecedent: The event, actions or circumstances that precede the behaviour (trigger)

Behaviour: The response of action exhibited

Consequence: What happens after as a result of the behaviour

Example:

A teacher asks a child to clean up their toys

The child the throws the toys and begins to cry

The teacher asks the child to take a time out.

It is used by observing and recording the three stages to gain insight to triggers.

# data[].attributes.body
individual education plan IEP is when a child qualifies for an individualised plan to support them beyond what is typically provided in mainstream education. This means a child with a disability or a learning difficulty that requires specific educational provisions to help them learn efficiently. The document will include the child's specific learning needs, goals and support they require. specific teaching approaches, modifications to the curriculum, specialised resources or equipment, input from staff speech therapists and occupational health, and short-term targets.

# data[].attributes.body
A Behaviour Support Plan (BSP) helps understand and manage challenging behaviour by using positive strategies. It focuses on what the child needs, what triggers their behaviour, and how to support them in safe and effective ways. The aim is to reduce difficult behaviours and improve wellbeing for the individual and those around them.

The plan looks at the child’s background, their strengths, and the behaviours causing concern. It explores when and why these behaviours happen, like if the child wants attention, is avoiding something, or needs sensory input. It also identifies things that might upset or overwhelm them.

Proactive strategies are included to prevent behaviour before it starts. These could be routines, choices, calm spaces, or teaching new skills. Reactive strategies describe what to do if behaviour does occur, such as staying calm, offering breaks, or guiding the person to recover safely.

The plan is person-centred, meaning it’s built around the individual’s needs and preferences. It includes ways to communicate with them, what motivates them, and what support works best. It also explains how everyone involved should respond so the approach stays consistent.

Regular reviews help track progress and make changes when needed. Using a BSP can reduce stress, avoid restraint, and help build trust and independence over time.

# data[].attributes.body
ABC chart is broke down under headings to make it easier to reference back to.

date & time - when the behaviour occurred

Activity - What activity was taking place when the behaviour occurred

Antecedent - What happened right before the behaviour that may have triggered them.

Behaviour - What the behaviour looked like

Consequence - what happened after the behaviour or as a result of the behaviour

# data[].attributes.body
An education plan is plan that outlines the the individual's goals, learning and the support needed. To meet the person's needs, personal details, progress and support for any interventions. All staff involved with the child can see this, this is person centered and includes any services like speech therapy, any barriers to education.

# data[].attributes.body
Individual learning plans are legally binding documents outlining the child's learning goals and the support needed to achieve those goals. It's a collaboration of effort involving parents, teachers, other relevant agencies and the child. It is tailored to the unique needs of the child. It's a tool for planning, teaching and reviewing students with diverse needs so the receive appropriate support. They are tailored to the child detailing specific targets, strategies and resources need to help them to succeed

# data[].attributes.body
Powerful chart used to understand ands manage challenging behaviours, especially in educational and care settings. Antecedent is what happened before the behaviour eg the trigger and the environment. Behaviour is concerned with the action that was observed. Factual descriptions needed. Consequence is what happened after the behaviour. What was the outcomes/ reactions of individual. WE can recognise patterns with this method. Helps support targeted interventions. Encourages objective observations not subjective. Can be used for individual support plans.

# data[].attributes.body
A support plan is a structured framework designed to provide targeted assistance to a child who requires specific support in achieving their goals in a certain area. it should clearly define key issues; specific behaviours and actions; support resources and be monitored. defining what the success criteria would look like.

# data[].attributes.body
Self-monitoring interventions involve an individual observing, recording, and evaluating their own behavior to promote change. This technique is used in various settings, including education and therapy, to improve academic performance, social skills, and address problem behaviors.

# data[].attributes.headline
BSP is a structured document designed to address and improve challenging behaviours in individuals, especially those with disabilities or emotional behavioural difficulties.

# data[].attributes.subject
BSP is a structured document designed to address and improve challenging behaviours in individuals, especially those with disabilities or emotional behavioural difficulties.

# data[].attributes.body
Behaviour Support Plan (BSP), which outlines strategies to manage and reduce challenging behaviour. Staff use tools like ABC charts to record what happens before (Antecedent), during (Behaviour), and after (Consequence) an incident. Incident reports provide detailed descriptions of specific behaviours, including context and responses. Frequency counts track how often a behaviour occurs, helping to measure progress. Additionally, self-monitoring involves the individual recording their own behaviour, increasing self-awareness and involvement in their behaviour change. Together, these methods ensure accurate tracking and help evaluate the effectiveness of interventions.