Pupil reintegration team

The Lincolnshire ladder of behavioural intervention has been developed with schools for schools and outlines what schools, using good practice expectations, can do to meet the needs of pupils whose behaviour is challenging.

The ladder comprises several steps - 

1. whole school approaches – initial steps
   • at the foundation of the ladder is the creation of a supportive, relational school culture
   • this involves embedding positive behaviour strategies throughout the school, from leadership to support staff
   • schools are encouraged to implement relational behaviour policies, teach learning behaviours explicitly, use co-regulation plans, and maintain regular training
   • building strong relationships, auditing current behaviour systems, and maintaining consistent practice are central to supporting most pupils effectively without requiring further intervention
2. identifying factors – next steps (assess)
   • when whole school strategies are not sufficient, the next step is to identify any underlying issues affecting a pupil’s behaviour
   • this includes conducting literacy, speech, and behaviour assessments, screening for mental health concerns, SEND, or trauma. early help assessments and input from parents or carers are also key
   • tools such as the behaviour risk screening tool and communication checklists are recommended to guide effective, evidence-based assessment and support planning
3. early intervention – (plan, do)
   • if concerns remain, structured interventions are put in place, often in the form of a pastoral support plan (PSP)
   • these are collaborative, SMART-targeted plans tailored to the pupil’s needs
   • support may include mentoring, therapy, or targeted teaching strategies, and should be regularly reviewed
   • early involvement from the pupil teintegration team (PRT) is encouraged, and schools can apply for funding through PSPs to access additional support such as sensory resources or specialist therapy services
4. targeted involvement – further steps (do, review, assess)
   • for pupils with complex or persistent behaviour concerns, targeted agency involvement (such as BOSS) becomes necessary
   • options like off-site direction or managed moves may also be explored at this stage
   • ongoing review is essential, and all plans should be flexible and continually adapted to meet changing needs

A cyclical and flexible framework

Throughout the ladder, the principles of assess, plan, do, review form a continuous cycle of support. Schools are encouraged to revisit earlier stages as needed, and to collaborate closely with families and professionals to prevent exclusion and promote inclusion. If challenges persist despite interventions, schools should liaise with the PRT for further guidance and potential access to alternative provision.