Summary

1. Strategies to support transition

Personal passports are personal profiles that a pupil can compile about who they are, their likes and dislikes, strengths and achievements, and other details they wish to share. http://www.specialistschoolstrust.org.uk/inclusion/projects/passtomain.html

Circle time is a group technique used in personal and social development and education. It aims to promote sociability and understanding in a supportive environment. Bubble time is related to Circle Time and provides pupils with opportunities for 1:1 talk with teachers.
http://www.antibullying.net/circletime.htm

Welcome packs for pupils are useful at standard transition times and especially when a child joins the school in mid-term. This can be a useful project for pupils themselves to develop, and it can explain rules and routines of the school.
Break times need to be well structured to enable pupils to relax within safe parameters http://www.scotland.gov.uk/deleted/structure/hmi/ppd8.htm

Many pupils can be excellent mentors or buddies to other pupils. Buddies and mentors do benefit from training and support, but good buddies do not need to be star pupils. Children who buddy may benefit themselves from the process by gaining self-esteem and an opportunity to take on a 'good' status. http://www.dfes.gov.uk/behaviourandattendance/guidance/socialinclusion/chapter2.cfm

2. Teacher responses

Teachers need to understand their own responses to challenging situations, to help them develop personal strategies for dealing with the emotions of others (pupils, parents and colleagues).

3. Supporting probationer teachers

Effective probationer programmes should support newly qualified teachers to develop and refine their approaches to positive behaviour.

4. Supporting supply teachers

All new staff in schools should be given an immediate introduction to the discipline policy of the school. http://www.scotland.gov.uk/deleted/structure/hmi/ppd15.htm

Consistency of approach to discipline is essential for pupils and staff. It can be helpful for supply teachers to have a mentor within the school who will help the temporary teacher to understand the ethos of the school and suggest ways that the school would usually deal with any problems.