Behaviour Support in Lockerbie Academy

The Behaviour Support Project

The Behaviour Support Project exists to support pupils who are experiencing difficulties within the school setting. The Behaviour Support Project was set up in November 1999 and is now part of Pupil Support provision within the school.

Mrs N Muirhead, one of the Principal Teachers (Pupil Support) has responsibility for Behaviour Support with Ms J Rogerson, Behaviour Support Teacher, working with the pupils on the project. Mrs B Lewis (Depute Rector) maintains close links to the project.

Mrs Muirhead and Ms Rogerson	Ms Rogerson with Pupil

The Behaviour Support Project can benefit the child at school and at home. We believe that:

• all children can succeed
• all children are able to make correct choices
• all children need to understand boundaries and limits
• all children need praise and sanctions to help them succeed

Behaviour Support Project

How does a pupil get on the project?

Pupil Support teachers may refer a pupil who is experiencing difficulties with behaviour, school routines or peer issues. Any behaviour that affects the pupil’s chance of success is a concern to us. Parents are consulted and must agree to their child joining the project.

What methods do we use?

Survey – when a pupil is accepted on to the project a Behaviour Profile is often circulated to the teachers. This helps us to build up a picture of the pupil across all subjects and this helps us to set targets and monitor pupil improvement.

Parents – after a few weeks, a meeting with parent(s)/guardian is arranged which includes the Pupil Support Teacher. Information is shared so that a strategy can be agreed involving both home and school.

Work – Pupils are seen as individuals who have their own needs. They are supported to make good choices. As School and parents are vital parts of the pupil’s life, they must work together. Each pupil on the project is seen individually (often weekly) and will work through a set of materials designed to encourage reflection, self knowledge and good choices. We have a range of materials tailored to different needs eg self esteem, school attendance, good behaviour etc. Some pupils may have a daily behaviour timetable which is customised to their specific needs and records progress in each class.

How do we monitor progress?

The pupil’s own perception of progress is an important indicator of success as are the views of subject teachers and parents. In addition we (Behaviour Support teacher and pupil) set/review targets for each pupil on a termly basis. These targets are shared with pupils, teachers and parents.

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