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Core / Behaviour Support

Build support around the pattern, not the latest incident

ABC Observations record what happened around behaviour; QABF supports a working hypothesis; Support Plans hold the staff-authored support; Report Cards carry the feedback loop.

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Signals and suggested routes support professional enquiry. Staff decide what the evidence means and what should happen next.

Behaviour Support in action. ABC Observations record what happened around behaviour; QABF supports a working hypothesis; Support Plans hold the staff-authored support; Report Cards carry the feedback loop.

The working surface

What it does

Four tools, one discipline: observe, hypothesise, plan, feed back, each doing only its own job.

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ABC Observations

Capture antecedent, behaviour and consequence observations consistently, so staff can investigate patterns rather than rely on recollection.

Part of the Behaviour Support workflow

ABC Observations keeps completed forms together by child.

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QABF

Structure functional assessment around shared evidence, helping teams test possible functions before agreeing support.

Part of the Behaviour Support workflow

QABF supports a working hypothesis and clearly states that it does not diagnose behaviour.

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Support Plans

Turn an understood behaviour pattern into a practical support plan that staff can follow and review together.

Part of the Behaviour Support workflow

Support Plans turns reviewed evidence into a shared, authorised plan around one child.

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Report Cards

Keep targets, daily feedback and review points in one consistent cycle, making progress visible to the pupil and the adults supporting them.

Part of the Behaviour Support workflow

Report Cards shows active support, period coverage, check-in status and deliberate closure.

Limits made explicit

What it deliberately does not do

01

ABC observations record antecedent, behaviour and consequence. The pattern insights the surface offers are deliberately cautious, and what they mean stays a professional judgement.

02

QABF supports a working hypothesis about function. It explicitly does not diagnose, and the hypothesis stays open to being wrong.

03

Support plans and report cards hold what staff authored and what came back. Neither proves the support caused the outcome.

Evidence in context

Observe, hypothesise, plan, feed back

The chain from observation to plan is a chain of professional judgements, each recorded where it happened.

  • ABC observations recorded factually, with cautious pattern insights and no verdicts
  • QABF hypotheses held as hypotheses
  • Plans and report cards as staff-authored records

The value of a connected school

See the pattern. Bring the context.

A change in attendance or behaviour is the start of a conversation. The connected pupil record helps staff ask a better next question.

Core

Context for the next step

Student Radar

Follow a connection to see what it makes possible

Relevant context, with access set by each staff member’s role and responsibilities. Staff decide the response.

  1. SEND + Core

    Check whether support is reaching the pupil

    Put attendance and behaviour alongside plans, provision and review evidence. Staff can investigate missed support before deciding what needs to change.

    Explore SEND

  2. Health + Core

    Bring health needs into the attendance conversation

    Authorised staff can check relevant medical needs and care plans when following up absence, then agree practical support with the family.

    Explore health

  3. Family communication + Core

    Keep the family conversation with the follow-up

    Read the contact history around a pupil before reaching out. Record the next action so another colleague can pick up the conversation with context.

    Explore family communication

Ask to see behaviour support in the Demo School

From observation to hypothesis to plan.

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