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Curriculum for Behaviour

Some of our students may experience difficulties in communicating their needs and wishes, which may be displayed as behaviours that can be considered challenging.

For the vast majority of our cohort, the support provided by our curriculum, relationships, school rules, zones of regulation, protective behaviours and rewards systems are enough to ensure behaviours are safe and socially acceptable.

We do recognise that for some students additional input is necessary, and they will be referred to our pastoral team to receive a personalised curriculum for behaviour.

Boxall Profile

The initial process, following referral, will be the completion of a Boxall Profile. The Boxall Profile is the most popular tool used by schools in the UK to measure the social emotional mental health (SEMH) and wellbeing of children and young people (Marshall, Wishart, Dunatchik, & Smith, 2017).  Since 2018, it has been cited by the Department for Education to assess mental health and behavioural needs (Department for Education, 2018).

The Boxall Profile is divided into two sections, each comprising 34 questions:

  • Developmental strands measure different aspects of children and young people’s cognitive, social and emotional development that influence how well they are able to learn and function in the classroom.
  • Diagnostic profile measures children and young people’s challenging behaviours that prevent successful social and academic performance. These behaviours are directly or indirectly the result of impaired development in the early years and can be resolved once the social and emotional needs are identified, and the necessary skills are developed.

Who benefits from the Boxall Profile?

The Students

  • Giving a voice to behaviours that otherwise go unexplained or overlooked
  • Allowing an early identification and assessment of needs
  • Setting personalised, achievable targets that reinforce target behaviour and skills
  • Tracking individual progress

Practitioners and Teaching staff

  • Offering a better understanding of what lies behind children and young people’s difficult behaviour
  • Providing personalised, achievable targets that reinforce target behaviour and skills
  • Supporting the planning of strategies for individual children and young people
  • Measuring the impact of interventions at an individual/group level over time
  • Increasing practitioners’ confidence as they learn the underlying reasons for a student’s difficulties and how to overcome them
  • For the most vulnerable children and young people, evidencing the decision to refer to and/or deliver a specialist therapeutic provision
  • Offering suggestions about relevant resources and strategies

The School

  • Providing a framework for the systematic assessment of students
  • Raising awareness and providing evidence about the importance of social and emotional wellbeing for students’ learning and attainment
  • Better planning and allocation of resources
  • Developing and supporting an evidence-based, whole-school approach that promotes positive mental health and wellbeing across the school

Based on the results of the Boxall Profile, staff are able to identify developmental and diagnostic deficits to deliver a targeted curriculum for behaviour and measure impact over time.

The curriculum is delivered through multiple activities organised into the following areas:


Activities/ Discussions

Co-operative Games

Creative Visualisations



Play Activities

Sentence Circles



In addition to developing identified personal deficits, the curriculum allows for specific areas of focus to support emerging or immediate priorities. These areas are:








Conflict Resolution


Emotional Understanding



Fine Motor Skills

Following Instructions


Gross Motor Skills



Internal Constraints

Listening Skills

Organisation Skills


Self Esteem


Taking Turns



Working Together