These difficulties were presenting in school through frequent episodes of dysregulation and, at times, violent behaviour towards staff.
Initially working 2:1 and then transitioning to 1:1 support, I collaborated closely with a team of three school staff members already involved in the child’s care. My role was not only to support the pupil directly but also to equip the staff with practical, compassionate strategies to manage his behaviour and promote a more positive, consistent experience in school.
At the time, the child was completely off timetable and working from his own dedicated room. My focus was on reintroducing learning through targeted literacy support (particularly writing and phonics) while simultaneously addressing his emotional needs.
The overarching goal was to reduce behavioural incidents, foster trust, and gradually prepare him for reintegration into the classroom.
Through consistent, relationship-led work and collaborative planning with staff, we made meaningful progress toward creating a more stable, supportive pathway for the child’s development and long-term success in school.
Creating a Safe and Purposeful Learning Space
Although the classroom initially felt like a play space where the child felt safe, it lacked structure for learning. Working collaboratively with staff, we redefined the room: creating clearly designated zones for work, play, and personal time, including a calming den space for moments of regulation. A visible timetable was introduced to help the child understand and anticipate his day, while structured play was used as a reward, encouraging responsibility and positive choices.
Balancing Outdoor Time and Encouraging Peer Interaction
When I began, the child was spending up to six hours a week playing independently outdoors. Over time, we reduced this to two hours of targeted outdoor time, while gradually encouraging integration with his year group during break and lunch. Inside the classroom, free play became more purposeful, focused on activities like Lego building, fruit tasting, and music exploration, providing sensory and creative outlets within a more balanced routine.
Building Trust and Encouraging Engagement Through Projects
To reignite his interest in learning, we introduced project-based activities starting with topics like fruit and bees, tailored to spark curiosity and support early writing. Staff members began sharing their own interests, helping to build rapport and model positive relationships. At the time, the child had recently moved into a new foster placement and was understandably cautious around adults. Over time, his connection with carers and staff strengthened, and he showed increasing enjoyment in learning new things. Notably, throughout this period, he displayed no signs of violence towards staff – a major step forward in his behavioural development.
Reintroducing Classroom Learning
After a sustained period of tailored support, we gradually reintroduced the child to the classroom during afternoon sessions. Despite the distractions typical of a full class environment, he remained focused, engaging in tasks alongside peers and maintaining emotional control. With regular breaks in place, he was able to participate meaningfully in class activities- an encouraging sign of his readiness to access more of the school day.
Through structured support plans, educational breaks, and the integration of sports as a tool for behavioral change, JB Primary Support helps children stay safe, engaged, and on track academically.
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