What is the Behaviour for Learning Programme (BfL) ?
The Behaviour for Learning (BfL) Programme is a whole-school, inclusive framework designed to support positive behaviour, student wellbeing, and engagement in learning. It aligns with guidance from the National Council for Special Education (NCSE) and is informed by the RELATE (Regulation First) framework, which places student wellbeing, relationships, and regulation at the centre of practice.
The BfL room is located near the Science area of our school. Our Behaviour for Learning (BfL) co-ordinator is Mr. Jimmy Meaney.
The programme operates across three levels of support:
Level 1 – Whole School (All Students)
- Clear, consistent expectations for behaviour across all settings
- Explicit teaching of Behaviour for Learning skills (e.g. listening, participation, organisation)
- Whole-school routines that promote predictability and safety
- Positive reinforcement systems to encourage effort and engagement
- Inclusive classroom practices that support all learners
Level 2 – Targeted Support (Some Students)
Small group interventions focusing on:
- Social skills
- Emotional regulation
- Behaviour for Learning strategies
- Monitoring of attendance, behaviour and engagement
- Short-term intervention plans with clear targets
- Increased communication between staff and home
Level 3 – Individualised Support (School Support Plus)
- Intensive, individualised support for students with complex needs
- Development of Student Behaviour Plans (SBPs)
- Access to BfL classroom support and tailored interventions
- Close collaboration with parents and external services where appropriate
What is Our Approach to BFL: RELATE Framework (NCSE)
The BfL Programme is grounded in the RELATE approach, which recognises that:
All behaviour is a form of communication and often reflects underlying stress or unmet need.
RELATE Key Principles
Regulation First
- Students must feel calm and safe before they can engage in learning
Relationships Matter
- Positive, consistent relationships with adults are central to behaviour and engagement
Environment is Key
- Classrooms are structured to reduce stress and support predictability
Understanding Stressors
Staff consider:
- Cognitive load
- Emotional wellbeing
- Social pressures
- Environmental triggers
Responsive Teaching
Behaviour is addressed through:
- Support
- Co-regulation
- Skill-building
What are the Key Features of the RCS BfL Programme?
- Fully embedded within the whole-school behaviour and wellbeing policy
- Supported by school leadership and regularly reviewed
- Recognised by students, staff, and parents as a positive and supportive intervention
- Focuses on early intervention, avoiding a “wait to fail” approach
Provides a structured and consistent referral system based on:
- teacher input
- student data
- observed needs
Development of individualised Student Behaviour Plans (SBPs) with:
- clear, measurable targets
- regular review cycles
- student voice included
- Emphasis on celebrating progress, however small
- Strong focus on reintegration and independence
- Acts as a centre of expertise in behaviour, supporting staff across the school
- Promotes inclusive, trauma-informed and relational practices
- Ensures continued access to:
- Learning Support
- Resource Teaching
- SEN supports
How do we provide Student Support and Planning?
- Students are referred through a structured, transparent process
Baseline data is gathered from:
- subject teachers
- year heads
- behaviour records
- academic progress
Each student receives a Student Behaviour Plan (SBP) which includes:
- personalised targets (academic, behavioural, emotional)
- agreed strategies for support
- clearly defined success criteria
- regular monitoring and review
Plans are:
- developed collaboratively with students and parents
- responsive to student needs
- reviewed regularly to track progress
Focus areas include:
- Behaviour for Learning skills
- emotional regulation
- social interaction
- organisation and engagement
How is Teaching and Learning structured in BfL?
Teaching in the BfL setting is highly structured, responsive, and individualised:
Lessons are:
- planned with clear learning intentions
- broken into manageable steps
- differentiated to meet individual needs
Teaching approaches include:
- explicit instruction of behavioural and learning skills
- modelling and guided practice
- use of visual supports and scaffolding
- varied methodologies (practical, discussion-based, ICT-supported learning)
Focus on:
- building confidence
- developing independence
- promoting success and achievement
Emphasis on
- engagement over compliance
- understanding over task completion
- skill development for long-term success
Are Bfl students Reintegrated into Mainstream Classes?
- A key goal of the BfL Programme is successful and sustainable reintegration.
What are the Key Features of the RCS BfL Programme?
- Fully embedded within the whole-school behaviour and wellbeing policy
- Supported by school leadership and regularly reviewed
- Recognised by students, staff, and parents as a positive and supportive intervention
- Focuses on early intervention, avoiding a “wait to fail” approach
Provides a structured and consistent referral system based on:
- teacher input
- student data
- observed needs
Development of individualised Student Behaviour Plans (SBPs) with:
- clear, measurable targets
- regular review cycles
- student voice included
- Emphasis on celebrating progress, however small
- Strong focus on reintegration and independence
- Acts as a centre of expertise in behaviour, supporting staff across the school
- Promotes inclusive, trauma-informed and relational practices
Ensures continued access to:
- Learning Support
- Resource Teaching
- SEN supports
How do we provide Student Support and Planning?
- Students are referred through a structured, transparent process
Baseline data is gathered from:
- subject teachers
- year heads
- behaviour records
- academic progress
Each student receives a Student Behaviour Plan (SBP) which includes:
- personalised targets (academic, behavioural, emotional)
- agreed strategies for support
- clearly defined success criteria
- regular monitoring and review
Plans are:
- developed collaboratively with students and parents
- responsive to student needs
- reviewed regularly to track progress
Focus areas include:
- Behaviour for Learning skills
- emotional regulation
- social interaction
- organisation and engagement
How is Teaching and Learning structured in BfL?
Teaching in the BfL setting is highly structured, responsive, and individualised
Lessons are:
- planned with clear learning intentions
- broken into manageable steps
- differentiated to meet individual needs
Teaching approaches include:
- explicit instruction of behavioural and learning skills
- modelling and guided practice
- use of visual supports and scaffolding
- varied methodologies (practical, discussion-based, ICT-supported learning)
Focus on:
- building confidence
- developing independence
- promoting success and achievement
Emphasis on:
- engagement over compliance
- understanding over task completion
- skill development for long-term success
Are Bfl students Reintegrated into Mainstream Classes?
- A key goal of the BfL Programme is successful and sustainable reintegration.
Reintegration is:
- planned and phased
- clearly communicated to all staff
- based on student readiness
The process includes:
- gradual increase in mainstream class participation
- ongoing monitoring and support
- flexibility to adjust as needed
Students are supported to:
- transfer skills learned in BfL
- build confidence in mainstream settings
- maintain positive behaviour and engagement
Staff are supported through:
- clear communication
- shared strategies
- ongoing collaboration
What Collaboration and Communication takes place?
Effective communication is central to the success of the programme
Regular communication with:
- parents/guardians
- year heads
- class tutors
- subject teachers
- SEN team
Structured systems include:
- regular progress updates
- review meetings
- shared strategies across staff
Focus on:
- consistency in approach
- shared understanding of student needs
- coordinated support across all settings
External collaboration may include:
- NEPS
- external therapists/services
- other support agencies where appropriate
What is the Whole School Impact with BfL?
The BfL Programme contributes significantly to the school community:
- Promotes a positive, inclusive and supportive school culture
- Improves student engagement and participation in learning
- Reduces incidents of escalation through proactive strategies
Supports staff in managing behaviour through:
- shared language
- consistent approaches
- professional guidance
Enhances:
- student wellbeing
- sense of belonging
- confidence and self-esteem
Builds staff capacity through:
- modelling best practice
- sharing strategies
- supporting inclusive teaching
Strengthens:
- home-school relationships
- collaboration across departments
- whole-school consistency
What is the main Aim for BfL in Ramsgrange C.S.?
To create a school environment where all students feel safe, supported, understood and capable of success.
Ongoing Review
The BfL Programme is regularly reviewed to ensure alignment with:
- NCSE RELATE guidance
- best practice in behaviour and wellbeing
- the evolving needs of our students and school community