[senco-forum] Behaviour and SENCos (was: New Senco)

If SMT (SLT? I'm out of touch) want you to pick up naughty

Ask the parent - do they do this at home or in other social situations.  Do
they do any hobbies or clubs outside of school where they can concentrate
and learn without being disruptive.  It might help separate SE behavioural
from those with learning difficulties that might give rise to behavioural
problems from frustration, lack of self esteem due to not having learning
opportunities that suit them.
Sharon

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of
webmaster at aylesburyvale-sec.bucks.sch.uk
Sent: 16 April 2007 10:13
To: brian hepburn; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Behaviour and SENCos (was: New Senco)

From: "brian hepburn" <hepburnbrian at hotmail.com>

> If SMT (SLT? I'm out of touch) want you to pick up naughty
> kids who can read  already, tell SMT to naff off.

Great email (as always) Brian raising some very important
questions in a jovial fashion:

To what extent is poor behaviour ('naughtiness') a SEN?
Is naughtiness often covering other SEN?
Is there a difference between naughtiness, disaffection and
EBD (BESD)?
Should any of these be part of a SENCos responsibities?
Should a SENCo be responsible for PSPs in some or all cases?

My opinion is that behaviour in general should not be part
of the SENCos role. However BESD/EBD should. The difference?
Well a disaffected or 'naughty' child is choosing to
misbehave and is perfectly capable of behaving well. An EBD
child for a substantial part of the time finds it very
difficult to behave without some sort of support. It is
these children which the SENCo has a responsibility for
providing for their SEN.

Of course the $6m question is how you tell the two types of
child apart.

As a SENCo in a PRU its easier. The purely disaffected kids
tend to behave well and work well when at a PRU (as do many
EBD), whereas EBD kids will often continue to have
significant problems accessing the curriculum. It is these
children who I seek statement for. The first group should
probably never have been permanently excluded. The second
group should have got statements which provide the correct
support for their SEN (yes I do realise how difficult this
is to achieve)

Okay this is an out and out oversimplification. I just
thought Brian's statement was very interesting as it
encapsulates many questions one could ask about SENCos and
behaviour.

Mark

--
Mark Norwood
www.avssc.org
"The e-mail of the species is more deadly than the mail"
(Stephen Fry)

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