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residential activity is then assessed including the individual targets set. The targets can be adapted following discussion with the pupil to meet his individual needs. It is extremely important that the pupil clearly understood the target, why it was there and it should be clear he knew when he had achieved the target. Targets are time related in that they cover each school lesson and residential activity, with relevant staff indication on the daily diary and discussing with the pupil if the target was met. The full aid memoir for all fifteen behaviours is attached as Appendix 17, but for illustrative purposes Conduct Behaviour Six (CB6) is presented here:-

CB6. Behaves respectfully towards staff

Behaviour: Does he respond positively to instruction

Behaviour: Does he refrain from talking back to the adult

Target: Do not answer back to adults

Behaviour: Is he co-operative with the adult

Target: Do as adults ask

Behaviour: Does he refrain from being impertinent to the adult

Target: Be polite when talking to adults

Behaviour: Does he refrain from aiming verbal violence at the adult

Target: Don’t threaten staff adults with violence

Behaviour: Does he refrain from swearing in the adult's presence

Target: Do not swear

Behaviour: Does he answer the adult politely

Target: Answer politely

Behaviour: Does he refrain from being quarrelsome with the adult

Target: Do not argue with adults

Behaviour: Does he refrain from deliberately annoying the adult

Target: Do not deliberately wind adults up

Behaviour: Does he refrain from thinking it is funny to make the adult angry

Target: Don’t try to wind up the adults in school or activity

The targets highlighted are intended to be used as an aid to thinking and discourse. They are an indicator of the type of target which could be used after personalisation. They are not intended to be used verbatim. Targets are reviewed fortnightly and if achieved, new targets are derived using the next set of means in the rank order. Scores from the individual pupil diary across the school day and through the residential aspect of the school are percentaged weekly. The percentages accrue certificates depending on level; each certificate has a value which can be used by the pupils as currency in the school shop. Thus termly, fortnightly, weekly and daily assessment of Learning, Conduct and Emotional behavioural

targets provides evidence for regular discussion with the pupils in order to assist motivation in affecting their behaviour to the positive and thus enhance well-being.

The desire to improve behaviour and consequently well-being through praise and reward led to a points system used by Balpet School. The system is constantly evolving, as it adjusts to suit the special educational needs of the pupils and is viewed by the school as a natural process. This system has been designed and developed by staff to address a number of areas i.e.

 the ability to reward for short term attainment,

 immediacy and fairness,

 a specific element for rewarding academic effort and attainment.

Where there is a need in a pupil to receive immediate recognition for good behaviour, the class teacher can set a scoring period of one lesson and set a score, which recognises success. This may be set fairly low in the first instance, and then slowly raised as the child’s behaviour improves, moving eventually into a longer scoring period. Rewards for short-term success can be awarded at the class teacher’s discretion, in the form of stickers, certificates, choice time etc. Rewards for medium-term success e.g. over a day could take the form of the child being sent to see a member of staff who is significant to them to receive recognition from them. Rewards for sustained effort over the week will take the form of a certificate, which will have a currency value for spending in the school shop. The certificates will be awarded in the Friday praise assembly. The awarding of rewards forms a central thread to the school’s strategy for managing behaviour. Rewards can be achieved from both formal agreed procedures and on an ad-hoc basis. Formal rewards will invariably stem from pre-planned system e.g. Impact Awards, Head Teacher Awards, individual Behaviour Certificates and short term rewards generated from the points system. It is school policy that rewards should not be given: -

 as bribes e.g. for classroom control

 on demand

 in a way which causes embarrassment

 in a way which devalues their worth to others.

Impact Awards are presented to children who conduct themselves in such a fashion, as to make a positive impression and can be handed to the child by any member of staff. Informal rewarding of positive behaviour on an ad hoc basis is encouraged by the school, as it is felt this can have a very positive effect on a pupil. The positive affirming action needs to be no more than that of recognition for something through praise or a positive gesture.

Rewards utilised at Balpet fall broadly into the categories as Table 34 highlights: -

Table 34 - Balpet Rewards

Generic Class Whole School

Verbal praise. Class award for weekly performance. Impact Award

Positive touch. Class award for half-termly performance. Attainment Certificate

Sticker. Class award for sustained effort.

Positive comment in the pupils book.

Free choice time. Sent to another member of staff

for recognition.

Sent to a senior member of staff for recognition.

Learning, Conduct and Emotional Mean scores for the January 2009 cohort are reproduced as Appendix 18. Analysis of the cohort’s scores can lead to the identification of the need for intervention with individual pupils or groups of pupils. The mean score for each pupil of the cohort, in each behaviourial category is compared to the previous term’s mean score. Upward movement to the positive is denoted by ↑, a downward movement to the negative by ↓ and no significant change by →. Through tracking trends over time in relation to each pupil’s placement at the school provide a pattern of behaviour for each of the three behavioural categories. Thus a track of each behavioural category is denoted as a ‘best fit’ measure. Movement in mean scores may be upward, downward and level or show no Mean Scores to Cohort Analysis