Aluna
Behaviour
Consultancy

Overview of Training offered to Schools, Academies and Professionals

 

These training packages and workshops have been developed for a range of aspects of behaviour management in schools and academies.  They are designed to address a variety of issues which are applicable to a wide range of school-based staff, pupils and parents. 

 

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1.          CDI Strategy 

 

The course offers an opportunity to use the CDI (Choice, Decision, Instruction) Strategy to address low-level and medium-level behaviour issues.  Children benefit from understanding basic concepts that will help them in managing their behaviour.  Supporting children in making appropriate choices, making the right decisions and in following instructions will enable them to focus on necessary skills for successful interaction with adults and children in the school, and home, environment.  This strategy establishes a simple, whole-school structure for promoting these concepts. 

 

Aims of the training: 

• To establish the purpose of the strategy 

• To identify and use appropriate language and terminology 

• To demonstrate understanding of the concepts 

• To apply learning to practical situations in the classroom, school and home 

  

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2.          De-escalation Techniques

 

De-escalation is a targeted intervention for children who are likely to escalate low-level incidents into aggressive or dangerous behaviour.  It is carried out by a staff member using calm, non-threatening verbal communication, gestures and body language to diffuse, re-direct, or de-escalate a situation during which there is conflict.  This training gives experience of using the techniques effectively to reduce the likelihood of incidents escalating into extreme situations involving inappropriate behaviour. 

 

Aims of the training: 

• To recognise when children are anxious and in need of support with calming strategies 

• To practise techniques and strategies for de-escalation and managing extreme situations

• To be aware of the situations in which children benefit from help to de-escalate their behaviour  

 

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3.          Positive Behaviour for Effective Learning

 

The training offers staff members the opportunity to consider the learning environment and its effects for children demonstrating challenging behaviour.  Participants consider the ideal environment and how it is possible to realistically adapt their current setting to optimise effective learning taking place.  Barriers to learning are explored in order to reduce the impact of challenging behaviour and demonstrate effective management to address disruptive incidents.  Participants are able to formulate a clear framework to support pupils in achieving their behavioural goals. 

 

Aims of the training: 

• To appreciate the impact of a positive learning environment 

• To develop strategies to support children with particular needs affecting their behaviour 

• To identify the actions staff should use consistently when a pupil is becoming anxious, frustrated or agitated

• To use knowledge of children’s identified needs in order to consider specific behaviour goals for those children. 

  

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4.          Support Staff Training

 

The training for Teaching Assistants, Learning Support Assistants and One-to-One Support Staff explores the challenges facing those working with children who regularly demonstrate challenging behaviour which adversely affects their learning and, often, the learning of others.  De-escalation techniques are included, with identification of the optimum times for using such interventions.  Support is given in using positive approaches and behaviour management skills where children’s inappropriate behaviour is risk of reaching crisis, with useful suggestions and examples of good practice. 

 

By the end of the session, participants will: 

• Have considered their role as members of the support staff in their school 

• Have explored some of the qualities, skills and strategies necessary for their role 

• Have had the opportunity to explore new skills and approaches to support children with whom they work 

  

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5.          Mid-day Supervisor Training

 

This training focuses on the qualities, skills, roles and responsibilities of the Mid-day Supervisor.  It gives the opportunity for participants to explore good, effective practice helps in establishing authority, considering clear rules and boundaries and implementing appropriate rewards, consequences and sanctions.  This empowers Mid-day Supervisors to make clear expectations for the children’s behaviour that is consistent with the expectations of all staff during other times of the school day. 

 

By the end of the session, participants will: 

• Have considered their role as a Mid-day Supervisor 

• Have explored some of the qualities, skills and strategies necessary for their role 

• Have had the opportunity to explore and learn new skills and strategies to support children’s behaviour at lunchtime 

 

 

6.          Peer Mediation Training

 

This training is for schools who wish to include their Year 5 and/or Year 6 pupils in positive and effective Behaviour Management strategies in the school.  It takes place following the school’s recruitment and selection process to equip pupils with skills to support desired behaviour in the playground and other areas of the school.  The selected pupils are recruited into the roles of Feelings Detective, Problem Solver and Peer Mediator in order to recognise the range of skills needed and to provide children with appropriate support for the issues that may arise.  The training is delivered to selected pupils in four 90-minute sessions and includes aspects such as:

 

• Skills in observation 

• Perception

• Openers

• Role plays

 

 

7.         Positive Playground Behaviour

 

The training is designed for pupils who find managing their behaviour in the playground challenging.  These pupils are often excluded during outside play on a regular basis due inappropriate behaviour.  In extreme circumstances the behaviour may be aggressive or dangerous.  The course is delivered to school staff in a 2-hour training session with demonstrations of activities where appropriate.  Following the initial training, Positive Playground Behaviour will be delivered to school staff only and may be used with children in school in four 1-hour sessions or eight 30 minute sessions according to the needs of the school and children involved.  Children are helped to explore issues such as: 

 

• Likes and dislikes, similarities and differences 

• Points of view 

• Getting on and falling out 

 

 

8.         Transition Support for Year 6

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The training is offered for pupils in Year 6 and delivered in the Summer Term prior to their move to secondary education.  Transition support is offered as a single one-and-a–half hour session delivered in the form of a short drama, poem and discussion.  The pupils are then given 40 situations in which they might find themselves before or during their first few weeks in Year 7 and can add 10 of their own.  Ongoing work with their class or year group enables them to find the solutions to the problems or dilemmas they may face, producing a ‘Survival Guide to Year 7’ for them to refer to as they may need to.  The issues explored include: 

 

• Worries, fears and anxieties 

• Hopes, dreams and expectations 

• Resolving problems and dilemmas 

• Knowing when and where to go for help 

 

 

9.          Developing the Behaviour Policy

 

This training is delivered along a framework, incorporating guidance from: Behaviour and Discipline in Schools - Advice for Headteachers and School Staff, February 2020.  It is tailored to the individual needs of the school and uses the current Behaviour Policy as a basis for reviewing and updating good practice within the school.  It can be delivered as a whole school package or with members of senior staff.   

 

It includes developing a Behaviour Policy which aims to:  

• Promote good behaviour, self-discipline and respect 

• Ensure that pupils complete assigned work  

• Regulate the conduct of pupils and approach of staff members

 

 

 10.       Managing High Risk Behaviour 

 

This training is relevant for any school or group of schools who experience High Risk, also known as Tier 3, behaviour.  It outlines the purpose for a consistent and comprehensive process to managing High Risk behaviour throughout schools and across clusters of schools to avoid different messages being given to children about the expectations of their behaviour.  It also provides useful strategies for teaching children about behaviour in a way that can be applied alongside all of their learning.   

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The aims are: 

• To promote effective behaviour management strategies to address Tier 3 [High Risk] behaviour 

• To increase understanding of the motivation behind Tier 3 behaviour 

• To recognise the need for the teaching and learning of desired behaviour 

• To develop a toolkit to enable a consistent approach to managing Tier 3 behaviour 

 

 

11.        Building Resilience Training for Staff

 

The training is for any school or group of schools where children Year 5 and above display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings.  This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school.  The training provides staff with theoretical support and practical strategies for building pupils’ resilience.   

 

Its aims are: 

• To develop an understanding of the psychology of resilience and why it is important 

• To have an awareness of the challenges for many children for which resilience may be needed 

• To have an understanding of the role of adults in the building children’s resilience 

• To be equipped with skills to help children build their resilience 

 

 

12.        Building Resilience Support for Pupils

 

This training offers support for groups of children Year 5 and above who display patterns of behaviour consistent with an inability to manage issues, conflicts and feelings.  This is particularly relevant where pupils are known to have challenging lifestyles or difficult situations outside of school that influence their behaviour within school.  The training provides pupils with a range of activities to help with practical strategies for building pupils’ resilience.   

 

Its aims are: 

• To have an awareness of some of the challenges that can affect children’s behaviour 

• To be equipped with problem-solving skills to help build their resilience 

• To develop an understanding of why resilience is important 

  

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13.        Transition Support for Year 2 

 

The training is offered for pupils in Year 2 and delivered in the Summer Term prior to their move to Key Stage Two.  Transition support is offered as a single one-and-a–half hour session delivered in the form of a short drama, poem and discussion.  The pupils are then given scenarios in which they might find themselves before or during their first few weeks in Year 3.  Ongoing work with their class or year group enables them to find the solutions to the problems or dilemmas they may face, producing a ‘Survival Guide to Year 3’ for them to refer to as they may need to.  It can be adapted for all children going through a period of transition between settings. The issues explored include: 

 

• Worries, fears and anxieties 

• Hopes, dreams and expectations 

• Resolving problems and dilemmas 

• Knowing when and where to go for help 

 

 

14.        Transactional Analysis: Child , Adult and Parent Relationships

 

This training course is an introduction to Transactional Analysis which is specifically tailored to the needs of the school.  The course highlights for Senior Leadership, Teaching Staff, Teaching Assistants, Learning Support Assistants and One-to-One Support Staff how to manage the behaviour of children and using psychological models for encouraging healthy emotional development and relationships.  The activities included enable staff members to appreciate how their responses to children can be beneficial or detrimental to the development of children’s behaviour and emotional well-being.   

 

The training helps to: 

• Provide an insight into the motivation of the behaviour of others 

• Develop and maintain effective relationships between adults and children

• Identify the most beneficial perspective to employ in managing potentially challenging behaviour 

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15.       Supporting Emotionally Vulnerable Young People

Children who are very emotionally vulnerable have behaviours that are poorly regulated and don't fall within the usual accepted range of emotional reaction. It may be seen where there is a marked fluctuation of mood, angry outbursts and separation anxiety; affecting social interactions, group dynamics and relationships at home and school. Children demonstrate emotional dysregulation that may have developed through early childhood trauma, attachment disorder, neglect or abuse. There is often intersectionality, where children experience multiple significant disadvantages.

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The training includes:

• Recognising the signs of emotional dysregulation

• An understanding of detached emotional development

• Identifying the behaviour of children with high levels of guilt, shame and anger

• The impacts of adverse childhood experiences, intersectionality and SEND

• The sensitivity spectrum and children in a state of hypervigilance, demonstrating unpredictable, high-risk or sexualised behaviours

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16.       Behaviour Mentor Training

The Behaviour Mentor will work alongside the Behaviour Co-ordinator, Learning Mentor, SENCo, Mid-day Supervisors and Support Staff and is likely to be in a similar role in school. This training can be delivered in one setting, though may be more valuable if staff members from other schools, federations or a number of schools attend together. School-to-school support is actively promoted.

 

The content of the training includes:

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• Exploring the qualities, skills and experience necessary for the role.

• Consideration of the role as a mentor/coach and where it fits with other pastoral staff 

• How working with parents can have a positive impact on the child's behaviour in school and at home

• The opportunity to explore and learn new skills and strategies to support within a group work or workshop setting

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​I have written each of the training packages with children, adults, school staff, parents and professionals in mind. However, the delivery of each training course is tailored to the setting and the audience. All of the training is quality assured and evaluated. It has been delivered in 72 schools with 96% feedback that is good and excellent!! I can offer bespoke training that suits your needs as well as the following services: 

• Assemblies 

• PSHE Sessions

• Whole-School Restorative Practice 

• Child Advocacy

• Staff Coaching

• NQT Support

• Staff Meetings

• Parent Coffee Mornings or Afternoons 

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