Behaviour research –
final elements
Wider support services
and partnerships
Marking an exemplar
assignment
A show and tell session
on journals
Aims of the session

To continue the look at the importance
of working in partnerships with other
professionals

To assess exemplar answers of
assignment 1 according to the mark
scheme.

To share journal article information with
the rest of the group
Working in partnerships
Activity:
Who/which agencies
do you work with in
school
and
in what way?
Agencies?
……
Agencies?
Local authority services – Educational Psychologist, Autism
team
Health services -CAMHS
Social services
NSPCC
Education Welfare Officer
Connexions
Health visitors & GPs
The police & probation service
Other schools
Volunteers
Parents
Four aspects of integration
A shared philosophy and vision of working with
children and families
A perception by users of cohesive and comprehensive
services.
......This is the real test of whether it is working
A shared purpose and common working practices.
A commitment by partner providers to fund and
facilitate integrated services.
DfES, 2003, p.11
Working in partnerships
http://www.teachersmedia.co.uk/videos/every-childmatters-multi-agency-working
In one of the most socially deprived areas of Europe,
Kingswood High School, Hull, works with numerous
agencies to help its vulnerable students
http://www.teachersmedia.co.uk/videos/secondarysupport-staff-multi-agency-working
Max Roberts, a former headteacher in Hull, took on
the responsibility of kick-starting and coordinating the
MAST (Multi-Agency Support Team) project. They
meet every week with teachers to identify pupils with
the most serious needs and then draw on the
expertise of outside agencies.
Working in partnerships
Look back at your list of
agencies, people, services who
work with school.
How effective are they
operating?
What factors appear to
influence this?
Effective practice in relation to
multi-agency working
Some of the barriers to achieving more effective
multi-agency working that have been identified are:
• professionalism
• conflicting priorities of different agencies
• dealing with risk
• the need to change the culture of organisations.
Anning, 2001, p.8
Team around the child (TAC)
Brings together a range of different practitioners from
across the children and young people’s workforce
Places the emphasis firmly on the needs and strengths of
the child or young person, rather than on organisations or
service providers.
Develops and delivers a package of solution-focused
support to meet the needs identified through the
common assessment framework.
Working in partnerships
Task Review
How do you ensure that work with different agencies
is effective for the school and the child?
Legislation and wider theories –
a quick recap
For the item
on the card(s)
that you have
think about
how you
could use this
in your
assignment
Assessment of
exemplars of task 1
Need:
Copy of marking criteria
Level 4 marking grid
Assignment –task 1
1. Describe, evaluate and reflect upon the main
approaches to managing behaviour and raising
self-esteem utilised within your setting.
You will need to refer to your setting’s behaviour
policy and also relevant reading.
Consider the full range of systems used and the
theories from which they are derived.
3000 words; 60 % of the marks; LO1 & 2
Task 2 – bite size
Looking at managing behaviour and raising self esteem…..
Describe
Evaluate
Reflect
Whole school policy +
links to legislation reqs
Wide reading /
good practice
Effective or not
Strategies/systems
used
Local
practice/approaches
?mention particular
children/situations as
egs
Against theories
Against statutory
frameworks eg
Inclusion
Against parental
and OfSTED
expectations
Any changes
needed to
school practice /
procedure?
……justify why
Unit learning outcomes
On successful completion of this unit, you should be able to:
LO 1
Have a knowledge of a range of approaches for positive
behaviour management and different perceptions towards
behaviour
LO 2
Understand and know about statutory frameworks appropriate
to the Teaching Assistant role
LO 3
Develop an ability to describe behaviours in specific and
objective terms, using a range of observation techniques
LO 4
Demonstrate an ability to develop and evaluate a range of
strategies for managing behaviours and raising self esteem;
including an ability to promote positive values, attitudes and
behaviours among pupils, promoting inclusion

Outline your understanding of key terms
??Behaviour / Self esteem / motivation

Set out how you will approach your answer
Initially this essay will examine…
Secondly it will explore …. …………
Finally……
School approach/
practices
Wider reading / theories
Whole school policy
School ethos/philosophy to
managing behaviour
Good practice on overall approach to
managing behaviour/ raising self
esteem;
What makes an effective school
behaviour strategy
Link to statutory frameworks such as
Inclusion/Equality Act & other
legislation
School approach/
practices
Wider reading / theories
Behaviour:
Promote positive values
Encourage good behaviour
Classroom management
Positive teaching approaches
Relationships with parents
Approaches to behaviour
management
Factors that influence behaviour
Role of the TA in managing behaviour
Management strategies –
Behaviourist/ cognitive / theorists
Humanistic / Self esteem
Positive classroom environment
School approach/
practices
Inclusion:
Promote /support inclusion
Dealing with difficult
behaviour – different
approaches
Wider reading / theories
Self esteem:
Enhancing self esteem &
providing opportunities to
explore feelings
Emotional intelligence
Circle time; active listening; SEAL;
nuture; motivation; emplowerment;
restorative justice
Techniques to develop emotional
literacy
Types of behaviour –
psychodynamc / systemic
Good practice for supporting
SEBD, ADHD, Autism & other SEN


Summarise the key ideas/discussion that you
have covered
What are the implications for school
practice/procedure?….& justify why
Assessment of
exemplars of task 1
What mark would you award
the 2 exemplars + why?
Include comments on the
marking grid
Show and tell
Journal articles
Session Review
•
What are the key aspects that will produce high
marks for task 1?
•
Pick one of the Behaviour and complete a critical
reading log on it. Add this to your DPP portfolio.
Next week – IPP unit (BN)
•
Further references
Anning, A. (2001) Knowing Who I Am and What I Know: developing new versions
of professional knowledge in integrated service settings, unpublished paper
presented to the British Educational Research Association Annual Conference,
University of Leeds, 13–15 September.
Available in the Education-line internet document collection at:
http://www.leeds.ac.uk/educol/documents/00001877.htm
Bertram, T., Pascal, C., Bokhari, S., Gasper, M. and Holtermann, S. (2002) Early
Excellence Centre Pilot Programme: Second Evaluation Report 2000–2001, DfES
Publications, Nottingham (Research Report RR361).
Available online from the DfE website: http://www.dfe.gov.uk( Search for:
“RR361”).
DfES (2003) Children’s Centres – Developing Integrated Services for Young
Children and their Families: start-up guidance, SureStart Communications, London;
available online from the Publications page of the Surestart website:
http://www.surestart.gov.uk/publications (Search for: “developing integrated
services”).
Further references
Chandler, T. (2006) ‘Working in multidisciplinary teams’, in Pugh,
G. and Duffy, B. (eds) Contemporary Issues in the Early Years, Sage
Publications, London.
Children’s Workforce Development Council
http://www.cwdcouncil.org.uk/integrated-working/joiningforces
Lambing Report (2009):
http://www.education.gov.uk/publications//eOrderingDownload
/HC-330.pdf