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.

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?

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

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

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. 

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.

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.

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.

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.

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