Useful Publications
Useful Publications
Primary Behaviour Support & Provisions are continually developing strategies and approaches based on current research to enable all pupils with SBEW needs to thrive in their school. The publications below have been designed to support school staff to support their pupils.
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The Planning Glossary has been put together as a simple guide to the plans available for school staff to assist them to support pupils presenting with Social Behaviour and Emotional Wellbeing (SBEW) needs.
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The first principle of nurture is to accept children at their emotional/developmental level - not expected academic level.
This booklet shows staff how to use PLACE as a helpful structure and prompt to build strategies and support around their pupils. This approach is based on the PACE model by Dan Hughes.
http://www.danielhughes.org/home.html
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PBS&P led a multi agency team to develop the updated guidance on SBEW found in the Department of Education's SEN Resource file. This chapter provides practical guidance on fully implementing trauma informed practice, nurture principles and a restorative approach to support positive SBEW for the whole school community.
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Take 5 Steps to Wellbeing and the Trauma Informed Approach work effectively together to promote and support the emotional health and wellbeing of the school community. This booklet provides a guide to support schools wishing to embed these approaches effectively into the work and life of their school community.
PBS&P have developed a whole school training programme called Whole School Together (WST). Rather than simply targeting behaviours or pupils who are presenting with social, behavioural and emotional wellbeing (SBEW) needs, the WST approach is concerned with the emotional wellbeing of the whole school community – both pupils and staff.
In line with the current SEND, Addressing Bullying in Schools legislation and updated guidance in the Special Education Needs (SEN) Resource File, this approach puts the child’s voice at the centre and is firmly based on evidence based good practice applying trauma informed and nurture based principles. The approach aids schools to establish, inspire, support and challenge staff to consider what each of these developments in education really look like in practice, because nothing changes if nothing changes. Click on the image for more information.