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‘Beyond behaviour’ – Behaviour for learning (B4L)

  • What is behaviour for learning?
    • Behaviour for learning emphasises the crucial link between the way children learn
    and their social knowledge and behaviour.
    • Its principles can be applied to all children at any age and not just those perceived as being “difficult to manage”.

    In a nutshell...

    ‘The behaviour for learning framework encourages a shift in thinking away from concern with stopping unwanted behaviour towards promotion of effective learning behaviours’
    Simon Ellis & Janet Tod 2009

  • What is behaviour management?
    • Behaviour management focuses on maintaining order and control.
    • Behaviour management strategies are considered to be effective in reducing classroom disruption.

    In a nutshell...

    ‘The emphasis is firmly on extinguishing or reducing those unwanted behaviours that impede
    on the smooth running of the classroom’

    Simon Ellis & Janet Tod 2009
  • What is the difference between behaviour management and behaviour for learning?

  • Rationale – Why behaviour for learning?
    • Promotes the development of positive learning behaviours
    • Moves away from a blame culture/damaging relationships
    • Promotes accountability and independence for staff and learners
    • Promotes and enhances relationships with self, others and the curriculum
    • Provides a way to break down ‘good behaviour’ into small manageable chunks
    • Provides a specific focus for intervention
    • Develops a language of learning
    • Provides opportunities to use specific positive praise and reinforcement
    • Enables us to identify the learning behaviours for each child and implement strategies to develop them
  • Behaviour In The School Context
  • The focus:
    Relationship with Self: a pupil who feels confident as a learner will be more likely to engage in the challenge of learning and may be less inclined to present ‘unwanted behaviours’

      • Relationship with Others: behaviour by pupils is triggered as much by their interactions with others as it is by factors internal to the child.

    Relationship with the Curriculum: pupil behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each pupil will be more likely to create a positive behavioural environment.

  • Tracking, Progress, Impact and Assessment

    Tracking Progress Impact Assessment


  • Identified strength:

    Implementation of BFL has had a significant impact on improving outcomes for learners with social, emotional and mental health difficulties.

    Implementation of BFL which links learning and behaviour has encouraged all staff to focus on strategies and structures that promote learning.

    Analysis of our BFL assessments shows that there is a great improvement in relationships with self, others and curriculum over time.

    B4L assessments help us to track ‘soft data’ and to recognise the progress that learners make alongside academic achievements.


  • Actions we have taken to establish the expertise: Part 1

    • Ensuring all staff have a knowledge and understanding of the BFL framework based on the research by Todd and Ellis 2004.

    • Gained knowledge and understanding of the research by working thorough the book as a team over the last five years.

    • Developed and evaluated the assessment framework with support from an Educational Psychologist.

    • Included the BFL assessment in our referral for primary AP.

    • Staff complete BFL assessments every term for learners and analyse the data.

    • Learners complete their own self - assessments.

    • BFL assessments are completed every 6-8 weeks for part time learners by Courtyard teachers and mainstream school staff.

    • Reviews of placements at the Courtyard focus on the analysis of BFL, these meetings involve teaching staff, a senior member of staff from the school, the parents and the learner attends for 10 minutes at the end of the meeting.

    • Displaying the BFL assessment in the classroom which is used daily by staff and learners.

  • Actions we have taken to establish the expertise: Part 2

    • Developing a B4L curriculum which is delivered across CAPA by our lead LSP.

    • Setting targets for learners based on BFL.

    • Learners use a solution focussed approach to review and reflect on their B4L on a daily basis which is timetabled.

    • Provided training for the staff team at the start of each term.

    • Provided in depth training as part of the TBAP CPD pathway 2014, 2015, 2016 and 2017.

    • Using filming/video to support training.

    • Developing an understanding of the terminology with learners so that they can describe what it looks like.

    • Embedding the language into day to day discussions/feedback.

    • Using the BFL framework to write all reports for schools, professionals and external agencies.


  • Where the elements of B4L can be seen:

    • Our excellent practice can be seen across the school.

    • All staff have a good understanding of the framework and use it in and out of the classroom consistently.

    • The assessments are used to personalise strategies in order to promote learning and support progress. For example if we have a learner who can ‘rarely work independently’ then the staff would implement strategies to support the learner to be more independent.

    • Evaluation of our BFL assessments show that learners make progress over time with some learners making excellent progress.

    • Evaluation for part time learners is a good indicator of whether a learner is ready to be reintegrated back in to mainstream as well as whether the strategies being used in school are having an impact on learning and behaviour.

    • We are proud that our learners have a good understanding of BFL this is evident in ‘catch up’ sessions where they reflect on their learning and when they give evidential feedback to each other.

    • Staff use the BFL framework to write reports for other professionals.

    • Our observations include BFL and we are currently focusing specifically on each area to identify and share good practice.


  • What we have done with B4L to share good practice:

    • We ask schools to send a key member of staff to CAPA when we have part time learners so that they have an understanding of the strategies used and can implement them in mainstream.

    • We ask staff from CAPA to model strategies in mainstream when they are supporting reintegration of learners.

    • Other staff from across the Multi Academy Trust come to CAPA so that we can build capacity with them.

    • Staff from provisions across the country come to see B4L in practice.

    • We use the framework in all mainstream schools that we work with. We use it as the basis for all reports that are written e.g. for statements, child protection meetings, transition plans and any other agency that requires a report for a learner who attends CAPA.

    • CPD pathways is delivered across TBAP.

    • We have a number of visits from other MATS, external agencies and organisations with whom we share the framework, strategies and impact.

    • The framework is going to be used by all schools across TBAP to measure progress in learning behaviours.

    • We have worked alongside other Primary Schools in the MAT to train staff and to build capacity with them which has meant that the quality of their provision has improved significantly.

  • Impact on learner outcomes:

    • Learners make strong progress.

    • Analysis of behaviour for learning data shows that learners make progress during their time at the CAPA in all the three relationship areas.

    • The progress is evident in the 6 week/8 week reviews for part time learners and all full time learners make significant progress.

    • The improvement in ‘learning behaviours’ has impacted on behaviour and progress in learning.

    • There is an increase in learners’ engagement with the curriculum which impacts on their progress.

    • Behaviour and safety at the Courtyard was identified as outstanding.

    • Learners are able to manage their emotions more effectively.

    • For some learners there is an increase in attendance to school.

  • Building on expertise:

    • We are using learning walks to capture B4L strategies that have an impact on learner progress.

    • A task is set following this which staff have to act upon and feedback about. We continue to work on what the adults bring to the classroom, their personal style, knowledge and skills and how that impacts on learning and behaviour.