Behaviour management strategies

Glenfield Park School operates on a cognitive behavioural model. Students will be exposed to daily social skills and behaviour management programs with clear links to Character Strengths and Trauma Informed Practice. All students are provided with an individual learning plan which is evaluated regularly and discussed at termly review meetings.

Classroom strategies

At Glenfield Park School, we implement a range of strategies designed to create supportive, structured, and engaging learning environments that meet the individual needs of every student.

• Build positive and meaningful relationships with each student.
• Ensure every student has an up-to-date and reviewed Personalised Learning Plan (PLP), crisis plan, and risk assessment relevant to classroom activities, and that all staff are familiar with these.
• Communicate behaviour support plans clearly to all staff.
• Recognise and reward positive behaviour, tailoring praise to each student’s preferences and responses.
• Apply positive reinforcement consistently — research recommends a ratio of at least four positive praises to one correction.
• Provide clear, simple instructions and confirm understanding by having students repeat or explain tasks.
• Break tasks into smaller, achievable steps and offer one-on-one support where possible.
• Assign a peer buddy to assist with understanding expectations and routines.
• Arrange the classroom to minimise distractions, seating students who require additional support near the front.
• Use visual checklists and schedules to support task completion and organisation.
• Schedule more challenging learning activities in the morning or after breaks.
• Allow extra time for task completion and offer a choice of activities once set work is finished.

Playground strategies

Our playground practices focus on safety, inclusion, and positive social interactions. Staff use proactive and supportive approaches to help students develop communication, cooperation, and emotional regulation skills.

• Be approachable and proactive in monitoring and supporting students.
• Ensure each student has a current PLP, crisis plan, and risk assessment that includes outdoor and break activities, and that all staff are aware of these.
• Clearly communicate behaviour expectations and plans to all staff.
• Set and maintain clear ground rules for behaviour, particularly regarding physical interactions, and ensure students understand the consequences.
• Encourage the use of words and positive communication with peers.
• Provide opportunities for students to practise positive playground interactions, breaking down steps and modelling expected behaviours.
• Model and teach turn-taking, sharing, and respectful communication.
• Use visuals to help students recognise and interpret social cues.
• Teach and practise strategies such as taking deep breaths, walking away, or seeking help when upset.
• Offer a variety of structured and unstructured play activities.
• Provide designated quiet areas for calm play, such as sandpits or car play zones.
• Debrief with students after breaks to reflect on what happened, how challenges were managed, and celebrate positive choices.

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