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As you begin to set up the green room programme, there will be a move towards proactive responses in advance of children’s difficulties. This can include setting up target cards, programming additional support -- extra reading, social skills, anger management, paired work in lower age classes in order to maximise the positive aspects of the student’s school day.
The green room, initially, may be seen as a reactive programme which case the needs of students and classrooms in crisis but ideally should develop to include non-challenging students having access to the room either in similar groups or grouped with challenging students.
This is an important aspect to develop as the perception of the room needs to be as a support programme to develop all aspects of all students, and not just as a room to cope with the difficult children. It is a clear message to get across to both parents and children.
On introducing its programme to staff, it may be useful to inform parents of the next steps as well as holding some circle time in classes for the children to talk through how the programme will affect them in the future. This partnership is important especially as there are a series of consequences to their behaviours.
It may be useful to staff to note responses from students who have a negative view point and for a member of SMT to discuss this with them at a different time. | It is also useful to record children's attendance in the green room and the reasons and time spent in there.
This is useful for tracking individual students. I would suggest one sheet for each of the most challenging and frequent visitors and a simple attendance - list book for the remainder.
| In this, I would suggest that recording not only the student, but also keeping them in class groupings so on a weekly basis, SMT or support staff are able to scan down and see at a glance, the frequency of exits and reference this with the conduct book in the class. This could also be done via the SIMS system |
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