Bad behaviour tackled in Suffolk schools
BAD behaviour in Suffolk's classrooms has moved a step closer to being tackled head on.The launch of a new countywide support service has been hailed a success by Suffolk County Council as it prepares to inject more than £1million into improving children's behaviour at school.
BAD behaviour in Suffolk's classrooms has moved a step closer to being tackled head on.
The launch of a new countywide support service has been hailed a success by Suffolk County Council as it prepares to inject more than £1million into improving children's behaviour at school.
An 80-strong behaviour support team has met for the first time at the Kingsfield Centre in Stowmarket as part of a training day.
The team will now visit the county's schools and special referral units to help manage unruly pupils.
County Councillor Tony Lewis, responsible for children and young people, said: "This year in the county council budget we announced that an extra £1.4million will go into the behaviour support service over the next three years to help develop this important area of work.
"These specialist staff, along with those in our new pupil referral units across the county, will provide extra support to schools in dealing with this challenging area of work.
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"I was delighted to be able to welcome them as they will be playing such a critical role in helping our schools to manage behaviour in the classroom.
"I hope everyone gained an insight into how the service will develop."
The event was led by nationally-recognised consultant and author Giles Barrow who is known for his work on tackling challenging behaviour.
He led the training on promoting emotional development and working in partnership.
The training day was the first of several and will form part of the induction programme for the new teams.
Team members will then be working from Suffolk County Council's key stage two and three pupil referral units and the Lowestoft and Brandon key stage one First Base units.
The units are set up for children to take time out of regular classrooms for one-to-one teaching and support.
Children who use them may have been excluded or split their time between their regular school and the units.
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