APDR where the need presents as 'behaviour' by Sarah Milne

smilne21 — 2026-02-03 18:49:23 UTC

Start with a question "what can we see"? What do you know about the child? Answer each of the questions below ...

smilne21 — 2026-02-03 18:51:46 UTC

What is fabulous for this child? It might be certain subject areas. It might be their use of language. It might be relationships with particular staff. It might be the way that they speak to younger children. It might be their handwriting. It might be their punctuality. It might be the way that they wear their school uniform.

Find as many positives as possible - frame them as the wonderful things about the child.

smilne21 — 2026-02-03 18:54:12 UTC

Where are the challenges? Is it certain types of behaviours? Is it certain lessons? Is it interactions with particular people? Is it punctuality? Is it about "low level disruption"?

What is that this child is seeing or experiencing that is the area of focus.

This will help to identify the child's needs.

smilne21 — 2026-02-03 18:55:24 UTC

When identifying challenges, consider the language used really carefully. This graphic can help to reframe some very unhelpful language.

smilne21 — 2026-02-03 18:56:39 UTC

What does the quantitative data show?

This could be universal data, such as ...

behaviour data
suspensions data
academic outcomes
transition data
attendance data
wellbeing data

smilne21 — 2026-02-03 19:09:22 UTC

The outcomes identified should be about showing improvement. Improvement is not the same as perfection. If you are concerned about behaviours, explore what you do want to see.

It might be about speaking with trusted adults, it might be about improved engagement with learning, it might be about interactions at unstructured times.

smilne21 — 2026-02-03 19:09:32 UTC

smilne21 — 2026-02-03 19:10:56 UTC

Scroll through to Craig on slide 31 for the 'behaviour' related recommendations - though all are really helpful.

smilne21 — 2026-02-03 19:13:04 UTC

Use this space to capture what the school will be putting into place to support the child to meet the outcomes.

In the classroom

smilne21 — 2026-02-03 19:16:09 UTC

What will the classroom teacher do as part of their high quality teaching in order to support the child?

Examples:

clarify understanding
prompt focus
engage at least 3 times with x
encourage talking partners
use now & next boards
make key vocabulary available

Teaching Assistant support

smilne21 — 2026-02-03 19:23:40 UTC

If there is a TA in the classroom (already there, for this child or another), HOW do you want them to work with this child? What is the focus? Is there specific language that you are hoping to see / hear?

How can the TA work with the teacher to support the cycle of support for this child?

smilne21 — 2026-02-03 19:32:39 UTC

Are you stuck as a school? Is one of the outcomes to assess for underlying need? Maybe a speech and language screener? Maybe an SEMH assessment tool?

smilne21 — 2026-02-03 19:33:20 UTC

Maybe it is about exploring the underlying need for the behaviours - use our 'exploring behaviours' Padlet to help.

Targeted support

smilne21 — 2026-02-03 19:38:26 UTC

What interventions will you schedule in order for this target to be met. How frequently and by whom will the provision be delivered?

smilne21 — 2026-02-03 19:41:19 UTC

Is there any specialist input as part of this plan? S&L? Specialist teacher?

smilne21 — 2026-02-03 19:42:04 UTC

This is the "easy bit" ... deliver what has been planned

smilne21 — 2026-02-03 19:43:07 UTC

Monitor that the provision is occurring and that the reasonable adjustments are in place

smilne21 — 2026-02-03 19:45:40 UTC

Reflect on each outcome. Has progress (MEASURABLE PROGRESS) been made? How can you evidence this - look back at the quantitative data and also the child's and family voice that supports the information shared in the outcomes.

smilne21 — 2026-02-03 19:46:22 UTC

Use the REVIEW to inform the next ASSESS stage and begin a fresh cycle of support.