Behaviour for Learning Programme in Collinstown Park Community College
In Collinstown Park we run a behaviour for learning programme to promote positive behaviour and as well as giving targeted support to students who would benefit from it. The programme is run by the NCSE and the behaviour for learning teacher in the school facilitates it.
Rather than responding after young people present with chronic behaviours (‘a wait to fail’ intervention model), the school's ‘Behaviour for Learning Programme’ includes preventive strategies and early intervention approaches for all students i.e. NCSE Level 1 support.
This includes
- The Alert Programme
- Getting it together Organisational Skills
- Direct teaching of the Code of Behaviour
- Short seated or standing movement Breaks during class.
Additionally, the Behaviour for Learning Programme teacher facilitates the planning, implementation and evaluation of effective responses to challenging behaviour at small group/class level
I.e. Level 2: targeted support for some students.
This includes
- The Alert Programme
- Getting it together
- Homework Skills
- What are rules
- Code of Behaviour
Level 3 support is also offered by the Behaviour for learning teacher.
The teacher works with identified students, individually or in pairs on Behaviour for Learning Programmes that are designed to meet their social, emotional, wellbeing and behavioural and academic needs, so they can achieve and succeed in school.
Students who are offered NCSE Level 3 support may present with a variety of challenging behaviours, including social skills deficits; low self-esteem; difficult relationships with adults/peers and poor concentration and attention difficulties in most subjects. Many of the students are also persistently at risk of suspension and/or expulsion. The severity of their behaviour in classrooms not only hinders their own educational progress but may also impede that of their peers.
An individual Student Behaviour Plan and targets are developed for each student in receipt of this support.
