Behaviour support plan from classroom records

Use this process to turn existing classroom and pastoral records into one clear draft plan for an individual pupil. It is for teachers, heads of year and pastoral staff who need agreed responses across lessons, not a new account of the pupil.

The draft is not ready to use until the teacher, pastoral lead or safeguarding lead has checked it against the pupil’s current circumstances and school policy.

1. Set the purpose and collect the right records

Start with a defined review period, such as the last four school weeks. Choose records that show what happened before, during and after an incident:

• behaviour log entries, including lesson, time, location and action taken
• pastoral notes relevant to classroom support
• attendance or punctuality notes, where they affect the school day
• previous support plans and review notes
• the relevant behaviour, safeguarding and communication policy extracts
• positive records, including lessons or times that went well

Remove material that is not needed for the plan. Do not paste whole emails, speculative comments, unrelated family information, or details about other pupils. Use your school-approved system and follow its rules for handling pupil information.

Keep the source material separate from the plan. Label the documents clearly, for example Behaviour log, 3 to 28 March, Pastoral review, 14 March, and Behaviour policy, classroom response section.

2. Make a structured record summary

Before asking for a plan, give the model a fixed format. This stops it from blending fact, opinion and missing information into one confident-sounding narrative.

Use headings such as these:

• Known facts: dated events, direct observations and recorded actions
• Possible patterns to check: repeated times, subjects, transitions, tasks or locations
• What has helped: adjustments or staff responses followed by a better outcome
• What has not helped: actions already tried, if the record supports this
• Missing information: gaps that a member of staff needs to check
• Policy requirements: procedures that must be reflected in the plan

Then use a prompt like this:

Using only the records below, prepare a factual summary for a behaviour support plan.

Separate:
1. recorded facts with dates or sources;
2. possible patterns that need staff confirmation;
3. strategies that appear to have helped;
4. missing information.

Do not diagnose, infer motives, name conditions, or add events not in the records. If records conflict, show the conflict. Use neutral, observable language.

[Paste the structured records here]

Read the summary before moving on. Correct names, dates, subjects and staff roles now. The plan will inherit any error left in this stage.

3. Draft the plan around classroom moments

Ask for actions that staff can carry out during a lesson or transition. Avoid broad instructions such as “build rapport” or “manage behaviour consistently”. Replace them with a named adult, a moment, an action and a review point.

Use this prompt after you have approved the summary:

Draft a behaviour support plan from the approved summary below.

Use these sections:
- pupil strengths and successful conditions;
- observable early signs or triggers to check;
- preventive classroom actions before the lesson and at transition;
- staff response during low-level escalation;
- actions if the pupil leaves the room or refuses an instruction, using the supplied policy only;
- repair and return-to-learning steps;
- named adults and their responsibilities;
- review date, evidence to collect, and questions for review.

Write practical actions in plain language. Each action must name who does it, when they do it, and what they record. Mark anything not supported by the records as “confirm with staff”. Do not add sanctions, safeguarding procedures or contact arrangements unless they appear in the supplied policy.

[Paste approved summary and policy extracts here]

A usable response might say: “At the start of period 4, the class teacher gives the pupil the first task on paper and checks understanding quietly within five minutes.” It should not say: “Ensure the pupil feels supported.”

4. Assign ownership and review evidence

Put named adults in the plan only after checking their role and availability. A plan fails when every member of staff assumes someone else will do the follow-up.

Plan field	What to write	What to avoid
Early signs	Observable actions, such as leaving seat repeatedly during independent work	Assumed feelings or motives
Classroom response	A short action, the adult responsible, and when it happens	“Staff will monitor”
Escalation route	The policy-based route and role to contact	A new procedure invented in the draft
Review evidence	Number of incidents, lesson check-ins, work completion, or pupil voice already used by school	A vague instruction to “see if it works”

Set one review date and one earlier check-in date. At the earlier check-in, confirm that staff have received the plan, understand their part and can record the agreed evidence. At the review, compare the evidence with the starting record period. Do not decide the plan has worked because one lesson went well or failed because one lesson went badly.

5. Check for wrong or unsafe output

Read the draft alongside the records, not on its own. Look especially for invented certainty. The model may turn a possible pattern into a stated fact, or combine separate incidents as though they were one event.

If you see this	Treat it as	What to do
“The pupil reacts because…”	An unsupported explanation	Replace with the observed sequence, or mark it for staff confirmation
A named staff member not in the records	An invented assignment	Remove it or confirm responsibility with the relevant lead
A consequence absent from policy	An unsupported procedure	Delete it and use the policy wording instead
No positive conditions or strengths	An incomplete plan	Add evidence from successful lessons and pupil contributions

Check that the document uses respectful, observable language. Replace labels with descriptions of what staff saw and what they did. Check that no confidential information has been repeated where it is unnecessary for classroom staff.

For version-dependent guidance on using the model and handling requests, consult the xAI documentation overview.

6. Make this a review habit

Save the approved plan in the school’s usual location. Keep a short change log with the review date, what changed, who approved it and the evidence considered. At each review, feed the model only the new, relevant records plus the current plan. Ask it to identify changes, not to rewrite the whole history.

If the draft is vague, return to the records and add dates, lesson contexts and actions already attempted. If it conflicts with policy, stop using that section and have the relevant lead replace it. If the records suggest an urgent safeguarding concern, follow your school’s safeguarding procedure rather than continuing with the drafting process.