ABSTRACT
In the preceding chapters, we looked at the use of positive based strategies with both individual pupils and with classes. We have pointed out that, on the whole, even potentially diffi cult pupils tend to be reasonably well-behaved in well-run classes. In this chapter, we will extend our coverage beyond the level of the individual and the class. Much of our experience in this area stems from a period when the fi rst author worked as part of a specialist behaviour team in the city of Liverpool. The team had the remit to work with schools to help develop behaviour policy and practice at a whole school level. This work also included giving advice to teachers with very diffi cult classes or year groups.
