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  • Personalised provision planning at Spring Brook School, Oldham

    Case study from Spring Brook School, Oldham, which has developed personalised provision for children with social, emotional and behavioural difficulties. Gives details of what was done and how, the impact and evidence and lesson learnt.

  • Developing children's social, emotional and behavioural skills: Guidance

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    Page has resources aimed at providing schools and settings with an explicit, structured whole-curriculum framework along with resources for teaching social, emotional and behavioural skills to all children. Ref: 1747-2005 Publication date: September 2005

  • Behaviour and attendance: Reducing holidays in term time

    Focus of case study: To show how specific interventions in 2006–07 reduced absence due to holidays in term time.

  • Social and Emotional Aspects of Development: Guidance for EYFS practitioners

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    This booklet for practitioners is focused mainly on the younger children in the EYFS (birth-36 months), although there is much that will be of interest to practitioners working with the older children. Ref: 00707-2008BKT-EN Publication date: October 2008

  • Behaviour and attendance: Developing a local authority (LA) strategic approach

    Focus of case study: Demonstration of a strategic approach by an LA in tackling high levels of persistent absence.

  • Understanding behaviour

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    Introduction to the professional development materials from the Behaviour and Attendance pilot. They cover: Developing an understanding of what may lie behind certain behaviours; Exploring how behaviour can change; Explore a model of classroom dynamics. Ref: 1743-2005 Publication date: September 2005

  • Playtimes and lunch times

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    Introduction to the professional development materials from the Behaviour and Attendance pilot. They cover: the contribution that well-managed playtimes and lunch times can make to children's social, emotional and behavioural development; playtimes and lunch times in the context of a whole-school behaviour policy; staff development and support in relation to playtimes and lunch times; how children can take responsibility for playground/lunchtime cultures; strategies for effective playtimes/lunch times. Ref: 1737-2005 Publication date: September 2005

  • Conflict and confrontation

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    Introduction to the professional development materials from the Behaviour and Attendance pilot. They cover: Considering how understanding lies behind behaviours can inform our work when behaviour becomes challenging; Increase understanding of the processes involved in conflict and confrontation; Explore strategies for reducing and resolving conflict in the classroom; Develop strategies for managing confrontation when it arises. Ref: 1748-2005 Publication date: September 2005

  • The importance of emotions in the classroom

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    Introduction to the professional development materials from the Behaviour and Attendance pilot. They cover: Reflecting on and deepening understanding about emotions; Exploring how the emotions of adults in the classroom impact upon children's emotions, behaviour, attendance and learning; Developing strategies for managing emotions (both our own and those of children) within the learning environment. Ref: 1745-2005 Publication date: September 2005

  • Case study: Special Schools Networks

    Information about Cheshire LEA, which features in the case study Special Schools Networks.

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