Claire Bones, Maths Curriculum Lead and Research Lead Practitioner at Hollinwood Academy in Oldham, demonstrates the need to consider a range of guidance reports and recommendations when developing learning behaviours, exemplifying this in a special school context.
Hollinwood Academy provides an educational offer for children and young people with a diagnosis of Autism Spectrum Condition (ASC) and speech, language and communication needs (SLCN) and we are privileged to work closely with them. As evidenced in this blog, their whole approach to learning behaviours aligns with the recommendations in Improving Social and Emotional Learning alongside Improving Behaviour in Schools.
As part of the New Bridge Group Multi Academy Trust, we share our school’s mission statement, “Learning together, learning for all, learning for life” with the MAT and this is at the heart of everything we do. It is our belief that all children and young people, whatever their background or ability, will achieve their full potential and become valued and participating members of our community.
Our approach to behaviour for learning begins with making sure we know our children and young people (CYP) well; we have a high ratio of TAs to CYP in all our classes. The TAs stay with the same class throughout the day which provides a consistency and routine vital to our CYP. We have a deep understanding that CYP behaviour can have multiple influences, some of which teachers can manage directly.
