Pastoral Support Plan Form – Fill Out and Use This PDF

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Pastoral Support Plan

SE Surrey PSP Guidance for Schools

Children, Schools and Families Directorate

SE PSP Guidance July 2013

Who should be invited to a Pastoral Support

Plan meeting?

The county Exclusion and Reintegration teacher should be invited to attend the first meeting. There is a teacher allocated to each quadrant within Surrey. This allows them to hear a potted history of issues and support to date. If by the time the interim and final reviews are held, things have not progressed then the Exclusion and Reintegration teacher should be invited to these meetings. The teacher keeps records of all the information sent. This can be particularly helpful and important if he/she is supporting schools, for example in cases where parents feel that a school is not doing enough to support a child or young person.

For pupils in primary or secondary schools in Surrey maintained settings a Specialist Teacher from Behaviour Support Team should also be invited to the meeting. Inviting these staff in Academy and Secondary settings will depend on whether schools have chosen to buy back into the behaviour support team which is part of the Specialist Teaching Team. The Specialist Teachers may provide additional support and assessments for pupils in these years and liaise with the school, pupil and family. A referral to the STT should have been made in a timely manner, in advance of a PSP being required, so that the Specialist Teacher can provide assessments and advice. If this is not the case the person arranging the PSP should invite those currently involved.

A Specialist Teacher from Behaviour Support should be involved in a case for a prolonged time before a PSP becomes necessary to ensure that the school have tried a range and variety of strategies to support the pupil. This enables the Specialist Teacher to attend a PSP and have knowledge and understanding of the issues being discussed and strategies already used. Referral to the Specialist Teachers Team should be made via the Senior Lead teacher – there is one for each quadrant in Surrey using the Pupil Referral Form. Referrals should then be sent to the appropriate area office.

Who should be invited to a Pastoral Support

Plan meeting?

Appendix 1

Initial Summary Sheet

Appendix 2

Staff Questionnaire

Appendix 2 - continued

Staff Questionnaire

Things this student does well in school

What strengths / skills does the pupil demonstrate in other areas?

What specific behaviours shown by this pupil regularly cause concern?

Any other comments you may wish to make

Please return this sheet to:

Return date:

Appendix 3

Parent Questionnaire

What sorts of things worry you about your child?

When did you first notice difficulties with your child’s behaviour?

How does your child behave at home?

Appendix 4

Letter to Parents

Dear ______________________

As you know we are worried that ________________________ may be placing themselves at risk of

permanent exclusion from school. We want to do everything we can to avoid this, and are asking for your help.

We would like you to come to a meeting to plan a support plan for

________________________________ on ___________________________

at __________.

It will be an opportunity for you to give us your views and will enable us to work together to help

________________________ to be successful in school. We have also invited staff from the school

and professionals from other services to attend.

Would you please complete the form and return it to me by _____________. If you wish to add

additional information please do so overleaf.

Thank you for your help.

Appendix 5 - continued

Pupil View - Primary

What things do you enjoy doing at school?

What things do you find tricky in school?

What would make school better for you?

What do you enjoy doing when you are not at school?

Appendix 6

Pupil View - Secondary

What things do you like doing at school?

What things do you find tricky in school?

What would make school better for you?

What do you enjoy doing when you are not at school?

Appendix 6 - continued

Pupil View - Secondary

What do you think about your behaviour in:

Appendix 7

Emotional and Behavioural Scale Descriptors

Conduct Behaviour

1.Behaves respectfully towards teacher. The pupil:

respects the teacher and is co-operative and compliant, responding positively to instruction; does not talk back to the teacher or aim verbal aggression at the teacher;

interacts politely with the teacher;

will not be quarrelsome or deliberately try to annoy the teacher and will not interrupt or answer the teacher rudely.

A pupil may respond negatively to instruction, talk back to the teacher, be uncooperative with the teacher, be impertinent to the teacher, aim verbal violence at the teacher, swear in the teacher’s

presence, answer the teacher rudely, be quarrelsome with the teacher, deliberately annoy the teacher, interrupt the teacher, think it is funny to make the teacher angry.

2.Shows respect to other pupils

The pupil:

respects other pupils and uses appropriate language, for example, not swearing or calling them names;

treats other pupils as equals and does not dominate them with the use of intimidation or abuse;

respects the views or rights of other pupils and avoids bullying or intimidation.

A pupil may aim verbal violence at other pupils, use psychological intimidation, show social aggression, be scornful with other students, call other pupils names, tease, try to dominate, use unethical behaviour, for example, inappropriate sexual behaviour, blame others, push ahead in queues.

3.Only interrupts and seeks attention appropriately

The pupil:

does not seek to attract inappropriate attention in the classroom;

acts in a manner appropriate to the classroom situation and does not play the fool, try to make the class laugh, shout out smart remarks or show of in the classroom;

does not display attention-seeking behaviour;

does not unnecessarily disrupt or interrupt other pupils who are working;

does not verbally disrupt the class and keep unauthorised talking to other pupils to a minimum; does not disrupt other pupils using physical disruption such as nudging or poking.

The pupil may hum, fidget, disturb or disrupt others, talk to other pupils when not authorised to, seek attention, make the rest of the class laugh, pass notes in class, be verbally disruptive, throw things about during lessons, often talk when someone else is talking, climb on things, run around classroom, tap their foot or pencil, call out in class, eat, suck or drink inedible substances, behave like a clown, be loud, get into everything, be hyperactive, act smart, show concern for immediate rewards, need excessive adult contact, be excitable, do dangerous things without thinking, talk about imaginary things as if they were real, shout in class.

Appendix 7 - continued

Emotional and Behavioural Scale Descriptors

4.Is physically peaceable The pupil:

does not show physical aggression towards adults or other pupils; does not physically pick on others;

is not cruel or spiteful to others; avoids getting into fights with others;

does not strike out in anger, have temper tantrums or aggressive outbursts.

A pupil may fight, aim physical violence at other students, often lose their temper, yell and throw things, bully, aim physical violence at teachers, force other students to do things against their will, be deliberately cruel, pick on others, try to get even, be spiteful

5.Respects property

The pupil:

respects the property of others – this may be seen by the pupil taking good care of property; does not take part in acts of wilful damage or destruction;

does not steal from others.

A pupil may have poor respect for property, destroy their own things, destroy others’ things, damage school property, steal things.

Emotional Behaviour

6.Has empathy

The pupil:

is tolerant and considerate towards others;

understands how others are feeling and tries to act in a way appropriate to the situation, for example, the pupil may try to comfort someone who is upset or hurt;

displays emotions appropriate to the situation and is not emotionally detached;

does not laugh at someone who is upset or injured.

A pupil may lack the ability to take on the role of others, be intolerant of others, be emotionally detached, be selfish, have no awareness of others’ feelings.

7.Is socially aware

The pupil:

who is socially aware will be conscious of, and understand, the social interactions happening around them;

interacts appropriately with other people both verbally and non-verbally;

is not socially isolated and does not spend long periods of time sitting or standing alone; has friends among their peers, and is not a loner;

is not frequently daydreaming and staring into space; is actively involved in activities within the classroom; does not seem aloof, inactive, passive or withdrawn.

A pupil may daydream, stare into space, be inactive, be passive, be aloof, be out of touch with reality, be withdrawn and unresponsive to stimulation, not participate in class activities, not be accepted, not

Appendix 7 - continued

Emotional and Behavioural Scale Descriptors

be well liked, lack accurate perceptions of others, say or feel they do not have any friends, stare blankly, be listless, show bizarre behaviours, lack self-awareness.

Emotional Behaviour (continued)

8.Is happy The pupil:

appears happy by smiling and laughing when appropriate; should be able to have fun;

is generally cheerful and not tearful and upset; is not discontented, sulky, morose or miserable.

A pupil may be depressed, discontented, unhappy, distressed, talk about not wanting to live, be prone to emotional upset, be unable to have fun, be tearful on arrival, cry easily, be sullen or sulky, be serious or sad, be self-harming, be pessimistic.

9.Is confident

The pupil:

is not anxious and is confident in most situations, while not showing bravado, recklessness or unrealistic expectations of their competence;

is not afraid of new things and does not fear failure when taking on new tasks;

is not self-conscious or shy in most situations and does not feel inferior to other pupils; is willing to read out loud in class and put their hand up to answer or ask appropriate questions;

is typically forthcoming in group/class discussions.

A pupil may act as if extremely frightened to the point of crying, be anxious, tense, fearful, upset by new people or situations, reticent, suck their thumb or bite their nails, lack confidence, fear failure, have feelings of inferiority, worry about things that cannot be changed, be negativistic, be afraid of new things, feel unable to succeed, lack self-esteem, be self-conscious, be overly submissive, be cautious, be shy, not take the initiative.

10.Is emotionally stable and shows good self-control

The pupil:

remains relatively emotionally stable and does not frequently swing from positive to negative moods;

soon returns to a stable frame of mind after being upset, shows good emotional resilience and is not moody;

shows good self-control and is able to manage their feelings and actions to suit the situation; is not easily frustrated or flustered and does not show signs of being touchy or uneasy;

is able to delay gratification when required, and can wait for rewards or pleasurable items for prolonged periods of time.

A pupil may be touchy, display inappropriate emotional reactions, have difficulty expressing needs and feelings, have frequent or strong mood changes, be irritable, be tough minded, stay disappointed for a long time if a favourite activity is cancelled, be unable to delay gratification, be easily flustered,

Appendix 7- continued

Emotional and Behavioural Scale Descriptors

be sensitive, have little self-respect, over-react to normal situations, not accept punishment or praise, instigate poor situations, be unable to accept responsibility.

Learning Behaviour

11.Is attentive and has an interest in schoolwork The pupil:

who is attentive listens to the teacher and is not easily distracted from the task in hand; should not find it difficult to work when others around them are talking at a reasonable level; shows an interest in most schoolwork;

gets started on tasks without delay and has the motivation to carry them through; generally get enjoyment from school tasks and consequently completes them without complaint.

A pupil may show verbal off-task behaviour, lack interest, not finish work, not listen or hear, have to be reminded again and again, have trouble paying attention, find it hard to sit still, not concentrate on tasks, have a short attention span, be easily distracted, fail to maintain interest in their work, give up easily, have a negative approach to schoolwork in general, be lazy, respond negatively to school, be frequently absent or arrive late at lessons, arrive late at school, not have ambition, not be keen to achieve.

12.Good learning organisation

The pupil:

competently copes with individual learning situations; produces tidy work, at a reasonable pace;

seems to have a good grasp of how to organise learning tasks so that they can be successfully completed;

This item deals with organisation deficits, which significantly hamper the learning of the individual, rather than motivational deficits.

A pupil may be forgetful, copy, have trouble organising schoolwork, rush into things without thinking, appear confused about learning tasks, be slow/inaccurate, worry about things that cannot be changed, get occupied overly with one activity, get easily frustrated, have difficulty in making choices, be fussy, have messy schoolwork, fail to meet targets/deadlines, complain of not being able to copy with schoolwork, not be prepared for lessons.

Appendix 7- continued

Emotional and Behavioural Scale Descriptors

13.Is an effective communicator The pupil:

will show good communication skills;

should be able to communicate effectively with adults and peers; is coherent;

knows when it is appropriate to speak;

is able to alter voice pitch and tone appropriately and uses non-verbal signals effectively, for

example, eye contact, stance, distance;

should be able to organise communication in both individual and group situations.

This item refers to using or ignoring social communication and not medical problems, for example, stuttering.

A pupil may answer before a questions is finished, not attempt to furnish information when requested, answer without stopping to think, not use language to communicate, have repetitive speech, have incoherent speech, avoid looking others in the eye, have difficulty communicating, have a speech difficulty, have limited non-verbal support of speech, have difficulty planning behaviour and feedback and responding to feedback, have limited non-verbal communication of attitudes and emotions, talk constantly.

14.Works efficiently in a group

The pupil:

works well in a group situation;

works collaboratively with others and is an effective communicator in group discussions; listens to what others have to say and consequently ads positively to group discussions; is willing to take on responsibilities in a group context.

A pupil may refuse to share with another student, have trouble waiting their turn, refuse interactive games or tasks, not be willing to work collaboratively.

15.Seeks help where necessary The pupil:

seeks attention from the teacher when appropriate;

works independently unless a problem arises that cannot be solved without the teacher’s help. A pupil may be unable to work independently, constantly seek help, have excessive demands, persist and nag, not seek information appropriately or ask relevant questions

Appendix 7- continued

Emotional and Behavioural Scale Descriptors

Appendix 8

PSP Meeting Agenda

Initial PSP Meeting Agenda

Interim PSP Meeting Agenda

1Welcome (includes anticipated finish time)

Appendix 8 - continued

PSP Meeting Agenda

Final PSP Meeting Agenda

Appendix 9

Pastoral Support Plan – initial meeting

Appendix 10

Pastoral Support Plan – Interim review meeting

Appendix 10 continued

Pastoral Support Plan – Interim review meeting

Appendix 10 - continued

Pastoral Support Plan – interim review meeting

Additional strategies

Additional actions to be taken

Future meeting dates

Weekly meeting (school and parents)

Final meeting (All professionals)

Pupil

Parents

School

Appendix 11

Patoral Support Plan – final review meeting