[senco-forum] downward spiral in school behaviour, primary

'Sin bin' implies that nothing is being achieved.  Believe me, we have turned some kids round and found ways of helping them to change their behaviour as a result of the work done in the LBU amongst other support strategies.

  Amanda

kngbrndn at aol.com wrote:
    The old fashioned "Sin Bin" -- has a very long tradition.

-----Original Message-----
From: Amanda <amandavh at btinternet.com>
To: Kate Barnes <kate.senrab at btinternet.com>; 'senco forum' <senco-forum at lists.becta.org.uk>
Sent: Mon, Nov 26 4:06 PM
Subject: Re: [senco-forum] downward spiral in school behaviour, primary

Hello Kate    We are a secondary school and we run a Learning and Behaviour Unit like   Janice's school does.  Pupils can spend some time in there as an alternative to   exclusion as well as usually having to have one day in there when they return   from external exclusion.  Ours is staffed by a Unit Manager and a part time   assistant.      What is important is that most kids hate it.  They are in school but they   can't mix with their friends or go out of the room at all.  Lunch is spent in   there too.  And the best thing is that there is a chance to talk to some about   why they behave like they do.    We use it on a lesson-by-lesson basis for some pupils (one of my Year 11 is   doing my English lessons in there and he is desperate for me to let him back in   the classroom - the price is his improved behaviour).    The other side of what you say is how parents treat a pupil who has been   excluded.  We need them to reinforce the idea that an exclusion is something  
 which merits some sort of sanction at home.           Amanda    Secondary SENCO    Cornwall  Kate Barnes <kate.senrab at btinternet.com> wrote:    Our school has always had a number of children with quite severe BESD and   challenging behaviour. We have a whole school behaviour policy which uses a   stepped approach and classes have their own variants on golden time. Those few   children (several with statements) for whom this is inappropriate have   additional reward strategies and small group/1:1 work. Despite this, at times   these few display more extreme behaviours, such as running out of school,   climbing trees, swearing at staff, refusing to come off the playground,   repeatedly attacking other children. Various agencies are involved and each   child has an IEP and strategies in place to manage as best we can in a   mainstream context. Unfortunately we have increasingly occasion to resort to   short term exclusions. We have instigated a short period (11/2 hours of
 working   with a member of SMT on return from an exclusion to try and reduce the "Hey look   at me , I had the day off yesterday" syndrome  However in recent weeks the extreme behaviour of these few seems to be impacting   more on each other and on the next group down (all of whom have BESD, but   previously have not displayed such extreme behaviour)  One child summed it up today. "No I'm not ***** going to, and you cant make me,   all you can do is send me home, and then I can play on my play station, so ***   you"  I can see a worrying downward spiral......any ideas you wise people at there?  Kate        Amanda  Secondary SENCO  Cornwall  

---------------------------------
  Email and AIM finally together. You've gotta check out free AOL Mail!

Amanda
Secondary SENCO
Cornwall