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We are extremely excited to have been named as one of 22 nationwide “behaviour hubs” by the government.

As part of the scheme, the government has set aside £10million to support schools dealing with behaviour issues and the scheme will see staff from the behaviour hubs drop in to provide support and advice. The money is used to cover the cost of the staff member visiting other schools.

Perryfields PRU was chosen after our four successive “Outstanding” Ofsted reports.

“The team at Perryfields Primary PRU is immensely proud of the work that it does to improve the life chances of young people in Worcestershire. We are delighted to have the opportunity to widen the impact of this work by being a lead school in the Behaviour Hubs programme. We want to share with other schools how we have created the behaviour culture at Perryfields which is underpinned by exceedingly high expectations and a belief that all pupils matter so each and every one of them can be set on a pathway to fulfil their aspirations and potential. We look forward to working with colleagues across the country to share our passion for making a difference and improving young people’s education and life chances.” – Pete Hines, Headteacher

Schools taking part in the programme will also have access to training on common problems and effective approaches led by Tom Bennett, founder and director of ResearchED, and the department’s lead behaviour adviser and his team of behaviour advisers. There will be open days at lead schools to observe good systems and approaches in action as well as hub networking events and online forums for schools to share experiences.

The programme will run on a termly basis, with lead schools and Multi-Academy Trusts forming hubs with a different two supported schools each term. The programme will expand next year, with further lead schools and Multi Academy Trusts (MATs) appointed to support more schools to help reach the target of 500 supported schools over the three-year programme.

Lead schools will advise their counterparts on issues ranging from setting clear expectations to eliminate low-level disruption in classrooms that is damaging to teachers and other pupils, to more systematic approaches to maintaining order and discipline across the school, such as forbidding the use of mobile phones and maintaining quiet corridors.