Service III
Behaviour System Review
Why do the same pupils, often with SEMH or autism needs, cycle through removal and suspension, and what changes at system level so the approach works for them too?
For trusts and secondary schools where the behaviour policy works for most pupils and not for the same few. Two days in each school looking at the graduated response on paper against practice, the quality of behaviour support plans, how staff understand the function of behaviour, and how the base, part time timetables and suspensions fit together. Then a plan for leaders, and a method your improvement lead can run in the next school, having shadowed this one.
What it covers
- The pupils the system does not work for, and what the data says about them
- Policy and practice: the graduated response and reasonable adjustments
- Understanding behaviour: form and function
- Quality of behaviour support plans
- How the base, part time timetables, removals and suspensions join up
- What leaders and the board see, and when
What you will have at the end
- A short diagnostic per school: three strengths, three priorities
- A leadership plan with owners and dates, which belongs to the school
- A written note of what a good behaviour support plan contains and how yours compare
- For trusts: a method and templates your improvement lead keeps
Scope and limits
Reviewed against the DfE guidance on behaviour in schools, suspensions and exclusions and restrictive interventions, and the Equality Act 2010, using the versions in force when the review takes place. Informed by the PBS Academy Positive Behavioural Support Competence Framework. Systems and leadership only: no training, no casework.
Why me
Why this is work I can do.
A decade in senior leadership of specialist schools with responsibility for behaviour, including building a special school for pupils with SEMH needs and autism from scratch: its behaviour team, its policy and its support plans. Before that, as a deputy headteacher, I established a whole school approach to positive behaviour support and was invited to speak about it at the PBS UK best practice conference. I am a positive behaviour support coach accredited by BILD, the British Institute of Learning Disabilities, and trained in functional assessment, so I start with what a behaviour is doing for a pupil before deciding what to do about it. That is the question a consequence ladder cannot answer on its own.
Questions
Questions schools ask.
Is this training?
No. It is a review and a plan for leaders. Where staff training is needed, the plan says what to look for in a provider, and points to the free national training due from 2027.
Do you look at individual pupils?
The review starts from the pupils the system fails, because that is where the system shows. But it judges systems and documents, never children, and it never advises on where a pupil should be placed.
How do schools fund it?
Typically the Inclusive Mainstream Fund, which lists a coherent whole school approach to managing behaviour among the activities it can pay for. Pupil premium can top it up where the barrier is identified for disadvantaged pupils. Your school decides the funding line.
Can primaries use it?
Not as standard. For most primaries the Governance Check or the Inclusion Base Review answers the question first. If a behaviour review is still needed, I scope and price it in the proposal.
Is travel included?
Travel within the North East is included in the fee. Further afield, travel and any overnight stay are quoted as a fixed amount in the proposal, so you know the full cost before you agree.
Other services
Let's talk
Twenty minutes is usually enough to know whether a review would help.
If it would not, I will say so, and point you to free support instead.
Book a 20 minute call (opens booking page in a new tab)