Guidance that helps the whole school plan & support consistently.
So staff feel confident and pupils receive consistent support every day.
Schools with
- Special Educational Needs Schools
- ASD classes (Primary or Post-Primary)
- Students with high behaviour support needs
- Behaviour that impacts learning, safety or wellbeing
- Staff who need consistent, practical guidance
- New ASD classes needing setup support
Supports & services can include
We work with each school to tailor a package that suits their individual behaviour support needs.
Building the picture
- Whole-class assessment of behaviour support needs
- Tailored behaviour recording templates
- Analysis of behavioural data
A proactive plan
- Whole-class proactive behaviour support plan
- Complex Tier 2 & Tier 3 Functional Behaviour Assessment
- Collaborative Behaviour Support Plan development
Putting it into practice
- Implementation support
- Staff training and modelling
- Clear, practical resources for teachers and SNAs
- Coordination of a collaborative all-stakeholder approach
Ongoing support
- Tier 2 & Tier 3 implementation support and review
- Post-incident debriefs
- School personnel support and reflective practice
Payments can be per visit, per term, or on a discounted subscription basis, with tailored packages for cluster schools.
Intensive Behaviour Support
Weekly visits, high-needs behaviour planning, crisis-prevention systems, and close collaboration with the principal and SEN team. Complex Tier 2 and Tier 3 Functional Behaviour Assessment and collaborative Positive Behaviour Support Plan development, with full implementation support and review. Tailored to each school — contact us to discuss.
Curriculum Closure Days: CPD for SNAs
Fully facilitated, psychologist-led Behaviour Support training built specifically for Curriculum Closure Days.
Understanding Student Behaviour
- Understanding factors affecting behaviour
- What is behaviour of concern
- How do I influence the outcome
- Collaborative, solution-focused proactive planning
Understanding Our Own Behaviour
- Our own impact on a student’s behaviour
- Our own unique factors affecting behaviour
- Building our own Behaviour Support Plan
- Supports the “staff wellbeing” protective factor
Reflective Practice
- Anonymised case examples sent to ABS in advance
- Unpacked from the SNA’s perspective
- Reframing primary contributing factors
- Reflecting on proactive supports for better outcomes
Every training day includes
- Worksheets & takeaways
- Certificate of attendance
- Fully facilitated, psychologist-led training
- Bespoke training on other themes on request
Discounts for booking more than one training, early bird booking (before October mid-term), and schools already availing of other ABS supports.
Straight answers to common questions.
“We have a student who refuses to enter the classroom — can you help?”
Yes. When we’ve found the factors affecting the behaviour for a student, proactive, person-centred supports are developed collaboratively.
“Our SNAs need more confidence managing behaviour — do you provide training?”
Yes. We deliver hands-on, classroom-based modelling and short targeted training, plus a specific SNA behaviour support training.
“Can you help us reduce crisis behaviour?”
Yes. We build proactive plans, environmental supports and safe response strategies that align with the school’s own safety intervention training.
“We need consistency across staff — can you support that?”
Absolutely. We create simple, shared systems that everyone can follow.
“Some of our students have input from the NCSE & the CDNT — would your input align with them?”
Absolutely. A key feature of our work is coordinating a collaborative all-stakeholder approach. Our approach aligns with Relate, and the Wellbeing Policy and Framework for Practice.
“Do you write behaviour support plans?”
Yes. Clear, practical Behaviour Support plans developed collaboratively and tailored to each student and classroom.
