Bothwellpark High School
Promoting Improved Behaviour Award
Promoting improved behaviour is not a recent initiative in Bothwellpark. Our longstanding, approaches (constantly reviewed, updated and refined) are derived from our acceptance that behaviour, especially for those with severe and complex difficulties, is a challenge to us as educators, and for many of our pupils, a means of communication.
Moreover, we do not see behaviour as a discipline problem, but rather as an aspect of Personal and Social Development.
Issues that we address:
The relevance and quality of the curricular activities on offer
The relevance of the learning environment
The impact that delayed development in communication/communication difficulties has on behaviour
The need for consistency in approaches to managing behaviour between home and school
The impact of behaviour on learning
The long-term impact on future lifestyle and life options
Perceptions, expectations and attitudes of others in the community, in respect of those with disability
Setting the Climate
School re-designated as a High School as a means of indicating to pupils, parents and others, the secondary status of pupils with severe and complex disability
Organising the timetable to reflect mainstream secondary timetabling
Treating our pupils as young adults with respect and dignity and providing a role model for other adults to emulate.
Setting high expectations of achievement within each activity
Use of praise and celebrating pupil achievement, irrespective of how small the step
Accepting the principle that ‘what the adult does’ is one of the most significant factors in improving pupils’ behaviour.
Accepting that the ‘onus’ is on us to improve behaviour and should we fail, no effective learning will take place and the pupil’s life and life options will be severely restricted.
Accepting that improvement takes time to effect – solution focused as opposed to ‘quick fix solution’,
How the issues are addressed:
Careful planning of curricular activities/resources matched to the age of the pupils to promote interest, motivation and co-operation in the learning process.
Using the community as a teaching resource, so that pupils learn through ‘doing’ in a real life setting.
Management monitoring of pupil targets which are set across all curricular areas
Whole school approach to implementation and evaluation of individual language and communication strategies to support pupils’ understanding, functioning and achievement.
Whole school involvement on content, implementation and evaluation of individual Personal & Social Development Profiles (behaviour strategies)
Staff training in Crisis Intervention.
The involvement of psychologists and health board personnel in the content of strategies and evaluation of their effectiveness.
Support to parents in implementation and evaluation of Strategies at home.
Where appropriate, the involvement of pupils in taking responsibility for evaluating their own behaviour.
Management support for staff.
When we succeed in effecting, change the outcomes for our pupils are:
Increased achievement in course work
Increased self esteem and self confidence
Increased post school options
A more enriched life!
