Improving Behaviour - The National Teaching & Advisory Service - children | education

Children in Care

NT&AS supporting young people who display challenging behaviour

The National Teaching and Advisory Service supports young people who find it difficult to conform to behaviour expectations in schools. We promote education inclusion for young people with ESBD in mainstream schools and colleges.

Young people

We aim to help young people to understand and manage their own behaviour. We want to give young people the skills to succeed in a variety of educational and social settings.

Families

We work closely with families, listening carefully to their views, ensuring everyone is able to contribute and that children and young people are always at the centre of plans. We provide families with advice and support in managing behaviour consistently.

Schools

We provide advice for schools helping teachers to understand and support young people who challenge behavioural expectations. We can support schools in developing behaviour plans around young people that help them to access the curriculum and social benefits of education.

Health and Social Care

There may be many complex issues impacting on the behaviour of a young person in school. We work closely with professionals from all statutory agencies bridging the gap between education, health and social care.

Success Stories* >>

Daniel...

Daniel had been absent from school for nearly a year following a number of fixed term exclusions and a breakdown in his relationship with school. He was subject to an ISSP and he been convicted of a number of offences.

NT&AS worked with Daniel, and his school, to try and rebuild relationships and to help Daniel understand the impact of his behaviour upon other pupils and staff in the school. Initially Daniel attended on a part time basis supported 1:1 by NT&AS. Working towards progressive behaviour targets each week over the course of an academic term Daniel became accustomed to conforming to expectations and teachers in the school began to build positive relationships with him. NT&AS trained and mentored a Teaching Assistant who took over as NT&AS withdrew. Daniel was able to complete the year in school without any incidents of concerning behaviour.

Trevor...

Trevor was referred to NT&AS when his school became increasingly concerned about his aggression towards pupils and teachers.

NT&AS teachers observed his behaviour in the primary classroom. With the support of NT&AS a statutory assessment was completed and he was diagnosed with ADHD. NT&AS teachers worked alongside school staff differentiating the curriculum and using a range of positive behaviour management techniques. His class teacher was very pleased with the progress he made and the contribution that new approaches made to teaching in the whole class. Trevor is no longer at risk of exclusion from his school.

Peter...

Peter had attended a special school since he was in Year 4. His school did not provide Key Stage 4 education and NT&AS was asked to help him move on to a new placement.

NT&AS began work in Year 9 so that introductions to a mainstream school could begin. Information was provided for Peter’s family and NT&AS taught Peter 1:1 for a number of hours each week to prepare him to move for Year 10. NT&AS supported Peter in mainstream school and helped him overcome the culture shock of large buildings and the numbers of children. While with him in the classroom NT&AS gave Peter guidance on conforming to boundaries. NT&AS shared information with a school learning mentor and modelled behaviour management strategies. After two school terms NT&AS was able to withdraw allowing Peter to manage independently with some support from his learning mentor.

*Names have been changed to protect confidentiality.

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