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Behaviour Support

Kate Connah

Behaviour Support Lead

Our Behaviour Support Lead, Kate Connah, works closely with a small core team to support and assist pupils in their behaviour management.

Kate and Sarah Collins (our Emotional Health and Well-Being (EHWB) Mentor and Therapeutic Behaviour Lead) attend (approximately half-termly) Institute of Applied Behaviour Analysis (IABA) co-ordinator meetings as part of the Cheshire Special Schools Consortium.



The Behaviour Team:

  • Reviews policies and procedures relevant to ensuring good behaviour for learning
  • Monitors whole school behaviour standards
  • Monitors relevant professional development and support opportunities for all staff
  • Liaises with pastoral staff to support behaviour management. Support includes:
    • Class observations
    • Functional Behavioural Assessment (FBA)
    • Creation of behaviour support plans
    • Advice, strategies and resources

Behaviour Clinics

Kate and Sarah Collins (our EHWB Mentor and Therapeutic Behavior Lead) jointly hold Behaviour Clinics.

These are short, 30-minute appointments to discuss challenging behaviours at home.

Parents/carers first refer their child to the Behaviour Clinic. An appointment is then arranged to discuss any challenging behaviour being experienced with their child at home. The Behaviour Team then source and create appropriate resources, advice and strategies for parents/carers to trial at home. A review takes place after four weeks to see what has/hasn’t worked and what, if anything, to do next.

Behaviour Clinic Referral Forms:

Functional Behavioural Assessment (FBA)

Functional Behavioural Assessment (FBA) is an approach used to figure out why a pupil acts in a certain way. The basic idea is that a pupil’s behaviour serves a purpose. If what’s causing the behaviour can be understood, ways can be found to change the behaviour. So, a specific challenging behaviour is identified and its purpose determined. The Behaviour Team then develop a suitable intervention programme to support the pupil in extinguishing the behaviour or developing a more appropriate alternative behaviour, one that will not hinder their learning.

The paperwork used consists of:

Zones of Regulation

Zones of Regulation is taught as part of our school’s PSHCE curriculum. Zones of Regulation is full of a range of activities to help a child develop skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self-management and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. For example, when your child plays in a basketball game, it is beneficial to have a higher state of alertness. However, that same state would not be appropriate in the library.

There is progression around what is taught and learnt. For example, children in Lower School learning to identify different emotions and children in Upper School discussing how behaviour impacts the feelings of those around us.

Please read our Zones of Regulation Guide for Parents. If you’ve any questions, please ask your child’s teacher.

Other resources and information available are:

Learning Disability Child & Adolescent Mental Health Services (LD CAMHS)

We also access mental health and well-being support from LD CAMHS.

LD CAMHS assist with behavioural or sleep issues. Parents/carers can self-refer their child or discuss referral with school. LD CAMHS will typically visit home and school.

For further information, you can call LD CAMHS on 0151 488 8041 or follow this link.

Other Resources