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Our Approach

#931 Putting EEF “Learning Behaviours” guidance into action – Halifax Primary School

Sarah Barnes

What did we do?

  • Completed the five pillars of learning training.
  • Worked with SLT and class teachers to identify children who found it difficult to either engage in learning or found it difficult to come into school in the mornings.\
  • Completed Jigsaw Resilience and Engagement Scale.
  • Discussed resources that could support with children’s self- esteem and anxiety.
  • Completed an Action plan that showed how we would support pupils across the school with Meta cognition, Parental Engagement and Social and Emotional Learning.
  • Decided to use a practical guide to support children with understanding how to overcome low self-esteem and anxiety. Used inclusion grant to purchase resources.
  • Bought in OM Health and Well Being Services to support pupils, parents and staff Grant used to buy in this service.
  • Grant used to purchase trophies for attendance.
  • Worked with individual children working to improve their low self-esteem and anxiety.
  • Supported with arranging training to support staff with Emotionally Based School Avoidance and Attachment theory, as well as drop in sessions for staff with Sue Miller delivered by OM Health and Wellbeing.
  • Created and had printed postcards to send home to celebrate improved attendance

“I really enjoy spending time with you Mrs B, it has made me understand how to think positively.”

Feedback from one of our children.

Summary of impact

  • Staff have been reminded of the need to consider why children have an Emotional Avoidance to Learning.
  • Staff have worked with LBL to improve outcomes for children.
  • LBL has worked collaboratively with Headship Team and is more aware of data outcomes.
  • LBL has increased her outside presence so been available to a wider circle of children.
  • More confidence for LBL to cascade learning to others moving forward.

Steps taken

  • Identified that after COVID some children were struggling with returning to school.
  • Spoke to teachers and checked attendance and worked as meet and greet to identify pupils who needed support.
  • Spoke to SENDCo and Headship team to decide which resources to purchase.
  • Looked at School Improvement Plan to work within areas we want to improve.
  • Looked at assessment data and attendance.

What would we do differently

  • Use other staff to deliver some of the 1:1 work.
  • Plan more staff meeting time as these were allocated before LBL started.
  • Have a dedicated space so that displays could be put up.
  • Spend time looking for different resources.


  • Cost of releasing Learning Mentor to attend training and implement action plan.
  • Cost to purchase resources and outside agencies for staff training.

Resources required

Access to laptop to attend virtual meetings

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Improving Behaviour with Projection Education - Trimley St Martin Primary School

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

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Being a Learning Behaviour Lead - Ipswich Academy

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Halifax Primary School

Sarah Barnes

Learning Mentor