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Learning Behaviour Leads

A network of support staff in schools and colleges trained to support the most vulnerable children and young people to engage with learning.


Head Teachers / School Leaders

Aimed at

KS1, KS2, KS3, KS4, KS5


Inclusion and SEND, Mental Health and Wellbeing

What happened and what was the impact?

Schools and colleges identified their learning behaviour lead (LBL) in Spring 2021. Funding allowed 25 LBLs to be released on Thursdays each week to receive training together and work collaboratively on this inclusion project.

From September 2021 LBLs were trained by the local Research School in the EEF Learning Behaviour framework, which covers their guidance on:

  • Metacognition and self regulated learning
  • Improving behaviour
  • Improving social and emotional learning
  • Working with parents to support children’s learning
  • Special Educational Needs in mainstream schools

LBLs also received training from the local authority on inclusive approaches, and on the EEF implementation guidance. Schools with an LBL were asked to give their lead a place at the leadership table so that they could bring their perspectives and learning from the network to strategic discussions.

At the end of the Autumn term LBLs were supported to create an Inclusion Action Plan that focused on the needs of the 15-30 most vulnerable children and young people in their school. They were encouraged to engage with community organisations that could work in partnership with the school to meet engagement and support needs. On submission of their plan LBLs accessed a £5000 grant to support activity and resource costs.

In the Summer terms LBLs were supported to create and deliver a strategy to share learning with staff across their school or college.

How did you measure success?

Teachers and LBLs were surveyed during and at the end of the programme. By July 2022 83% of schools said that they would continue the LBL role into the next year, just over a third of which are able to maintain dedicated contact time. 89% of Headteachers with an LBL said that the role had had a positive impact on their school.

LBLs were asked to report on their confidence levels in identifying and supporting needs in the 5 Learning Behaviour pillars. Against a baseline in September 2021, and a repeat in December 2021, by the end of this term LBLs’ average confidence levels are steadily increasing, with the most significant increase in practitioner confidence in identifying needs in working with parents and supporting parents in their child’s learning, and in supporting children in metacognition.

23% of interventions implemented through the action plans are through an external provider. 30% of LBLs felt that that they had a broad range of voluntary sector organisations that were helping them to meet the needs of their pupils, and 40% told us that their work as an LBL had enabled them to broaden this range, using providers they had not previously worked with.

90% of LBLs thought that their inclusion action plan would have an impact on outcomes for those children targeted in the plan. Nearly all (95%) felt that the £5000 grant was key to securing those outcomes alongside their action plan. 81% of LBLs thought their role and training would have an impact on outcomes for children across their school or college as well as those targeted in their plans.


Ingredients For Success

The LBL role worked best where it was well aligned with the school’s improvement strategy – where leads worked closely with SLT they felt valued and leaders could direct their learning and focus where it made the greatest difference to the school.

Having LBLs funded to take the same day to focus on their development and planning gave them the opportunity to share ideas, good practice and support with colleagues in other schools and settings

Is the Project Complete or Ongoing

Ongoing. The existing cohort will be offered deeper training through the Ipswich Associate Research School, and new cohorts will be offered training.

How is the Project Sustainable

LBLs have cascaded their learning within their settings, and will receive support through the Research School and Suffolk TA Network to continue to collaborate as a network in the future.

See how others have implemented this Big Idea

Sensory Circuits - St Marys Catholic Primary Ipswich

Supporting Behaviour and SEMH to reintegrate into the classroom - Grange Primary School

Identifying Emotions and Managing Self-Regulation - St Joseph's Catholic Primary

Maths Interventions for Inclusion and SEND - The Willows Primary

Ready to Learn - The Beeches Primary

Philosophy Sessions - Harwich Community Primary School & Nursery

Supporting anxiety in children and parents - Spring Meadow Primary School

Securing Engagement Through SEL - Clifford Road Primary

Securing Engagement - Spring Meadow Primary

The Learning Behaviour Lead role - Ravenswood Primary School

Putting EEF "Learning Behaviours" guidance into action - Halifax Primary School

Securing Engagement - Alton Park Junior School

Removing the literacy barrier to learning - Clacton County High School

Wellbeing Workshops - Westbourne Academy

1-1 Support to Improve Engagement and Grades - One Sixth Form

Improving Behaviour with Projection Education - Trimley St Martin Primary School

Establishing a nurture space - The DEN at Trimley St Martin Primary School

The Inclusivity of EAL families within our School Community. - St Margaret's Primary School Ipswich

EAL Parental engagement at Northgate High School

Being a Learning Behaviour Lead - Ipswich Academy

Improving Handwriting - Clacton Coastal Academy

Reading and Phonics at Dale Hall

"Club Aspirations" improving self esteem and confidence at Rushmere Hall Primary

Improving learner confidence in handwriting and spelling - Clacton Coastal Academy

Improving behaviour and engagement in a nurture group - Alton Park Junior School

Tackling lunchtime dysregulation and classroom focus - Castle Hill Primary School

Finding the right intervention to support engagement - Murrayfield Primary Academy

Next steps to do something similar yourself

These are a list of Big Idea resources that you can use to implement in your setting:

EEF Guidance on Improving Behaviour in Schools

EEF Guidance on improving social and emotional learning in schools

EEF Guidance in metacognition and self-regulated learning

EEF Guidance on working with parents to support children's learning

EEG Guidance on SEND in mainstream schools

Have your say

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