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Behaviour for Learning

Herts for learning

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Training/Consultancy Sessions:

Contact the BfL Team:


Headteachers and Senior Leaders who have recently attended training by the Behaviour for Learning team have commented:

“The Behaviour for Learning project is fantastic, giving space to reflect, plan and collaborate – every session so far has left me inspired.”

“Thank you for all your support and work with us this year, which has made a huge contribution to this improvement – it is greatly appreciated.”

“A constant source of good sense and support, unselfishly and unfailingly responding to requests for advice and/or her time and always turning a maelstrom into a breeze for the benefit of staff and students alike.”

Our teachers are still talking about how useful they found your staff meeting on behaviour for learning. Very thought provoking… we can already see changes in the behaviour and mindset of staff. You have been a catalyst for change, thank you!

‘Thanks for your input on reviewing our playground policy and practice. We now have a clear picture of what is going on and a plan of how to take ideas forward. It was just what we needed.’

‘Great input on Family SEAL. We’ve taken a big step in the right direction to improved communication with our parents/carers.’

The work of the Behaviour for Learning Adviser complements and builds on the work of other teams.  Our aim is to support and challenge Senior Leaders in schools as they make strategic and operational decisions about how to create the right learning environment to enable all our young people to:

  • Engage with learning and become excited by the future choices this offers
  • Acquire the social and emotional skills necessary to achieve success in education and in future life
  • Overcome barriers to learning
  • Understand the consequences, positive and negative, of the choices they make.

We recognise the importance of supporting pupils in improving their own behaviour and working to establish a climate where all pupils are ready to learn. We can work with staff to:

  • Deliver training for specific aspects of behaviour for learning e.g. investigating the link between positive behaviour and behaviour for learning and examining the influence of relationships with others, with self and with the curriculum
  • Explore approaches which promote good learning behaviours in the classroom and plan and structure lessons for positive behaviour
  • Assess which positive behaviours for learning pupils possess and which they have yet  to develop, in order to identify key factors in the environment which will help to promote behaviour for learning
  • Encourage independent learning through co-delivery of classroom based activities which help pupils recognise and improve their own behaviour for learning.
  • The Herts for Learning (HfL) Wellbeing advisers offer a wide range of in school training
    sessions and consultancy support for schools, MATs, settings and parents/carers throughout
    the year, with additional services added to meet demand. Contact us to discuss your specific
    requirements or to make a booking by emailing:

  • wellbeing_support_overview_2019.pdf, 11/01/2019

For further information on consultancy and training please contact:

Herts for Learning
Tel: 01438 845111






School Based Support / CPD

The Behaviour for Learning Team can provide school based support and CPD for both primary and secondary phases.

Improving Behaviour in Our Schools: This is How We Can Help




Don’t manage behaviour, improve it!

Empowering staff to recognise the role they have in improving behaviour and ensuring that they fight the belief that behaviour just happens to them and they have to manage it somehow or go under.

The 10 steps of Emotional Intelligence


Recognise your role
Make it possible for people to change themselves

Conflict Resolution

Adult, child and parent responses to resolving conflict
How to develop the “adult” response

Positive Engagement with Negative behaviour

Identifying root causes of behaviour
Identifying barriers to learning
Finding out what works
Communicating practical advice that works
Engaging emotionally with people not behaviours

Using language to change behaviour

Changing attitudes by choosing the right words
Modelling and mirroring to change behaviours

Assertive, Passive and Aggressive stances

Understanding how to recognise behaviours
Student responses to adult behaviours
Determining behaviour by adult stance

Teaching Better Behaviour

Teaching behaviour like teaching maths
Increasing expectations of behaviour change
Breaking down the steps of behaviour so that it makes sense

Understanding those Behaviour labels

ADHD, Aspergers, etc
What does it mean?
What does it feel like?
What can we do to help?

Doing what you Believe and Believing what you Do

Understanding what your procedures and practices say about your beliefs
Identifying core beliefs and values
Matching practices and procedures and ethos to your stated beliefs and values

Getting it right in the classroom

Creating the right environment for good behaviour
Planning for good behaviour
Meet and greet
Engaging students in learning
Teaching behaviours for learning

Looking after the emotional health of your staff

Understanding the strain of working with challenging students
Protecting your emotional health
Preparing yourself for getting it right

Getting it right for individual teachers

Individual or small group support and coaching
Highly individualised packages

The power of non-teaching staff to improve behaviour

Bespoke packages to work with all groups of non-teaching staff from those in the classroom to site staff and lunchtime supervisors
Creating positive expectations
Understanding the impact
Mirroring and modelling
Working with employers to support effective work experiences with challenging students

Giving Students the skills to make better choices

Behaviour change planning
Role of tutor
Role of House Leader/Year Leader
Role of Alternative provision
Role of LSU
Identifying root causes of behaviour
Identifying barriers to learning
Finding out what works
Communicating practical advice that works
Engaging emotionally with people not behaviours
Working with Parents and Carers

Developing effective provision for those at risk of exclusion, disaffection and disengagement


Creating a place of change
Engaging in learning
Life choices and life chances
Good practice models
Reviewing for change