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Embedding a positive behaviour culture through staff development
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
In this infant school with rising complexity of SEND, leaders identified the need to strengthen consistency and confidence among support staff working across classrooms, nursery and a new nurture provision. All TAs engaged in the Whole School SEND TA and Support Staff Programme, alongside STEPS behaviour training and optional specialist modules. Actions focused on reflective practice, shared language, and greater involvement of support staff in APDR processes. Evidence of impact includes calmer learning environments, consistent use of positive behaviour scripts, increased staff confidence, stronger collaboration with teachers, improved engagement of pupils with SEND, and external praise for the quality of nurture provision and inclusive ethos across the school.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), teacher professional development