1. better learning better practice better behaviour

2. What is being done? What is BB-BL? How is the learning shared? How do we know it is working? How do we check direction? What is being done?

3. Rules and expectations Support Flexibility Capable staff Policies/ procedures Integration Happy, Safe and Achieving their Potential Ambitious Excellent Schools Safe and Well Additional Support for Learning Curriculum for Excellence Leadership and vision A school community for all children A positive ethos What is BB-BL?

4. Whole school approaches Restorative PracticesFife/Highland/ North Lan Motivated School Glasgow Solution-Oriented SchoolsMoray Supporting teachers Staged Intervention (FFI)East Ayrshire Resources for InclusionEast Renfrewshire / Barnardos Relationships between teachers and pupil (and parents) Developing EmpathyEdinburgh Pupils’ skills and competence Cool in SchoolFife Social and Emotional Learning Framework (SELF)Glasgow What is being done?

5. Fife, Highland and North Lanarkshire Restorative approaches Provides safe environments and opportunities to discuss problems Involves participants in thinking and feeling Encourages appropriate behavioural change Leads to shared understanding

6. How do motivators, motivate? A set of tools that helps you think about motivation, identifies the key engagement responses and optimal learning climates that get the best out of learners. The Motivated School Alan Maclean

7. Solution Oriented Schools Moray Council and Sycol Agree a core professional purpose Guided by solution oriented principles –If it works we’ll do more of it, if it doesn’t we’ll do something different –The problem is the problem, not the purpose –People have the resources to make change possible –Endless possibilities –Knowing our strengths, skills and resources Creating optimal conditions Building strength-based support

8. East Ayrshire Council Staged Intervention (FFI) Peer support model for managing low level indiscipline. Children’s behaviour is central to the teaching & learning process Behaviour problems are a product of a complex interaction of factors Importance of moving beyond a ‘within-child’ approach – wider view effective, efficient and just

9. Being Cool in School Skills Facial expressions Body language Repeating skill Last chance warning Word shield Expressing yourself Compromising, negotiating and accepting Saying sorry Forgiving yourself and others

10. For teachers Emotional literacy Integrate into classroom management practices Integrate into school environment Structures for staff involvement in school development For pupils Progressive curriculum Integrate into pupil participation and pupil roles / responsibilities Integrate into school psychological contract Structures for practice and challenge Cool in School Motivated School Restorative Practices Developing Empathy Staged Intervention (FFI) Solution Oriented Schools Restorative Practices Resources A coherent approach

11. Common threads Building a positive school ethos Confident school staff Support for staff when it is needed Social, emotional, behavioural skill development/ emotional literacy Relationships and communication A focus on solutions

12. Monitoring implementation Connect Report – shows authorities progress in meeting recommendations HMIE’s A Climate for Learning An informed view Independent research on school discipline Regular discipline survey Consistent but dynamic – highlight and promote specific recommendations Recommendation 12 – ‘out of class’ areas Recommendation 15 – involving parents Recommendations 13&14 – pupil involvement and citizenship How do we know it is working? How do we check direction?

13. New areas for investigation Mental health and behaviour in school – who makes the link? Who responds? Perceptions of behaviour issues and responses in the early years

14. Regional communications team National conferences Teacher magazine www.betterbehaviourscotland.gov.uk Round tables Personal contact! How is the learning shared?