Positively Managing Behaviour

Document 1

PortlandCollege

SpecialistSchool for Cognition and Learning

Behaviour Policy

This document includes:

Document 1 - Behaviour Guidelines for Staff

Document 2 - Behaviour Guidelines Flow Chart

Document 3 –Behaviour Assessment and Record Book(appendix 1)

Document 4 - Parents Managing Behaviour form

Document 5 - Pupils Discussion Sheet

Document 6 - Positively Managing Behaviour

Document 7 – Team Teach Statement

Document 8 – Behaviour Plan Checklist

The behaviour guidelines for staff document takes into account the views and concerns of staff raised in the behaviour forums throughout the academic year. It must be recognised that whilst all contributions are valued they were so varied that all contributions could not be addressed.

This policy should be read in conjunction with our Safeguarding Policy.

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Document 3

Portland Academy

Behaviour Guidelines for Staff

In line with our mission statement staff seek to value and respect all people in school and support pupils to value and respect themselves and others in school. On occasions some pupils find this difficult and their behaviour can be challenging which may cause hurt or injury to others. All challenging behaviour is based around communication, it is our role to observe, understand and find ways to improve communication to enable individuals to recognise more positive means of interacting and expressing their feelings. It is important to involve specific staff within school who have a more in-depth knowledge that may support pupil as well as supporting staff.

There are two ways forward

1. Behaviour advice Level 1 – Any member of staff may seek the advice and support of the Person with Responsibility for Behaviour (PBR) if they are working with a pupil they find difficult to handle. Advice may be given verbally or a meeting with other staff may be called and strategies may be put in place.
2. A Behaviour Plan Level 2 – This is initiated if behaviours continue to cause concern. It is a document drawn up by the person with responsibility for behaviour (PRB) it may require involvement of a number of professional, parents, and class staff and needs to be shared with the whole school monitored and reviewed on a regular basis.

The Protocol for a Behaviour Plan

• Staff identify a difficulty that they have been unable to resolve alone.
• Inform PRB by email, not verbally, so a record can be kept.
• Inform parents, by letter or telephone call, that there are concerns and behaviour is being monitored.
• Set a meeting with the PRB and parents.
• Record behaviour and observations using incident forms, anecdotal records and in the Behaviour Assessment and Record Book. You could consider gathering information from parents or you may decide to involve them after the school strategy meeting. Use Doc 4
• Consider involving SCERTS trained staff for observations, SaLT and OT. Ensure you invite all involved to the meeting; if they are unable to attend ask that they submit a report.
• Record the meeting on the form provided (Document 5). Gather all the required information and set an action plan.
• Inform relevant agencies if appropriate.
• Agree to meet on a regular basis, set dates to review the behaviour plan.

Staff are aware that as behaviour changes, certain undesired actions may escalate. Providing that the safety of staff and pupils are not put at an ‘unacceptable’ level during the adjustment period, staff must support the pupils in line with the actions from the strategy meeting.

Post Incident

If after following this process, no significant progress is seen and pupils and staff continue to be placed at a level of risk then it may be necessary to consider the following:

• Discuss the incident with the staff and pupils involved, gathering their views as to what should happen next
• Consider the level of understanding ofthe pupil responsible if looking at sanctions
• Consider alternative arrangements within school using a change of staff or environment.
• In the circumstances where a pupil’s behaviour is extremely challenging and results in concerns with respect to the health and safety of pupils and or staff, the Head teacher will consider whether a fixed term exclusion would be appropriate.

If there is a fixed term exclusion imposed, school will work with parents and other appropriate agencies to decide the best way forward and put in place the required support to enable the pupil to return to school.

We believe that every pupil has the ability to progress, the desire to be secure and happy and to have acceptance from those around them. We will strive to achieve this with all our pupils and to reduce challenging behaviour and aggression.

Staff at Portland are trained in Team Teach, which coverspositive behavioural strategies, designed to reduce anxiety, risk and restraint and which supports the above policy guidelines.

Once behaviour has been identify as being unacceptable Staff should be able to substantiatetheir concerns by; reports from other staff, class records and the incident logs.

Support for staff

After considerable discussion with staff the support required for an individual member of staff is so varied that one policy cannot identify a set process of support. However the following principles will apply:

The class teacher has the ultimate responsibility:

• to identify a concern.
• to report the concern
• to record the request
• to involve other staff to support through advice / observations.
• to attend meetings as arranged or rearrange as convenient.
• To use their class staff as effectively as possible to carry out the strategies outlined.

The Leadership Team are ultimately responsible for providing appropriate support for staff to enable them to deal effectively with the challenge.

All staff will be offered, without reservation, time out as soon as appropriate after an incident where they have been directly involved. No one place has been designated due to the nature of the building and staff. Suggested areas include:

• Brydon Room
• Assistant Heads Room
• Staff Room
• Coffee Shop
• Nurses Room
• Doctors Room
• Music Room
• PPA Room

Availability can be checked in advance by other staff.

The PRB will ensure there is an opportunity for a debriefing meeting at the end of the day. It may be necessary to invite a number of staff to this. Decisions will be made by PRB or the next available manager.

For information

Where a member of staff has acted within the law- that is they may have used reasonable force in order to prevent injury, damage to property or disorder- this will provide a defence to any criminal prosecution or other civil or public law action. When a complaint is made the onus is on the person making the complaint to prove that the allegations are true. It is not for the member of staff to show that they have acted reasonably. Staff will not be automatically suspended when accused of excessive force.

Pupil Behaviour Guidelines

Flowchart

Stage 1

If req.

Stage 2

Strategy

Meeting

Stage 3

Review

Strategy

If successful – move on.If working, maintain.If not working – Why?

The safety and comfort of ALL at school is paramount. If at any time during this process this is compromised then immediate action may be necessary rather than following each of the above steps.

The Headteacher believes that if the behaviour exhibited by a pupil cannot be safely managed within school then appropriate discussions will be held with parents and the Local Authority explaining that the pupils needs can no longer be met in school.

Behaviour Assessment and Record Book

Please refer to Appendix 1

The Behaviour Assessment and Record Book provides a template to record behaviour observations and triggers to help staff, parents and agencies to understand and support students exhibiting challenging behaviour.

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Document 3/Appendix 1

Portland Academy

Behaviour Assessment and Record Book

Name ______

List of Behaviours

Name ______Date ______

Behaviour / Frequency / Additional Details
Autumn term / Spring Term / Summer Term / Severity / Directed towards / Behaviour type
Self Harming
Nipping
Biting
Scratching
Hitting
Destroying property or throwing things
Spitting
Pulling pants down/ flashing/ stripping
Touching self/ masturbation
Throwing poo
Smearing
Eating inappropriate items.
Putting things in inappropriate places.
swearing
Running away
Inappropriate touching of others/ tickling
Ignoring instructions
Refusing
Stealing
Making inappropriate comments.
other

Frequency code- 5 = more than once a day, 4= once a day, 3= more than once a week, 2= more than once a month, 1= rarely.

Severity Code – 5= Severe , 1= mild.

Directed towards – A= adults, P= other pupils, s=self, Pr = property.

Behaviour type- Violent = V, Sexualized = S, Un-cooperative= C, Relief= R, Attention seeking = A, Frustration = F, Medical= M, Developmental= D.

*please photocopy this sheet and give to behaviour coordinator.

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Document 3/Appendix 1

Portland Academy

Observations of targeted behaviour

Name ______

(please photocopy this sheet and give to behaviour coordinator)

Date / Antecedent
What lead up to the event? / Behaviour
What exactly did … do? / Activity
What exactly should the pupil have been doing? / Background
Where did it happen?
Time? / Consequence? / Aftermath
3 separate occasions / Be precise exactly what did … do? / Give details of the activity what level and how much support?

Strategies

Name ______Date______

Strategy / Duration
From To / Frequency / Method / Success / Evaluations
Example strategies- ignoring, removing, distraction, visual timetable, make a deal, timer, negotiation, limited choices, change of adult, consequences, humour, success reminders , reward charts,timetable adjustments, timed activities, change environment (noise, mess, smell, temperature, light), SCERTS (see Dione), medication review, spoken to behaviour coordinator, review / create behaviour plan, speak to external agencies, speak to parents or previous staff.

*please photocopy this sheet and give to behaviour coordinator.

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Document 4

Portland Academy

Strategies continued

Has the pupil’s medication been reviewed? ______

Have you spoken to head of behaviour?

______

Does the pupil have a behaviour plan? ______

Have you spoken to any external agencies? ______

Comments from parents or previous staff.

______

Date: ______Week Commencing: ______

Behaviours Displayed / Monday / Tuesday / Wednesday / Thursday / Friday

Comments

______

______

Half term review

Name: ______Date ______

Behaviours Displayed / How many incidents in half term?

Comments, have the strategies worked? ______

New strategies to try

______

Please photocopy this sheet and give to behaviour coordinator.

Termly review

Name: ______Date ______

Behaviours Displayed / How many incidents in the term?
1st half term / 2nd half term / Total

Review behaviours and strategies at front of book.

Comments - Successes? ______

New strategies to try-______

Please photocopy and give to behaviour coordinator.

Parents Behaviour Information Form

Request for information on ______

As you will be aware ______is displaying some behaviours that we need to discuss in greater detail. I would be grateful if you would provide me with any information that you feel would be helpful.

1.Please describe any behaviour that is problematic, providing as much detail as possible regarding what happened before, during and after the behaviour.

Before / During / After

2.During any episodes of challenging behaviours have you felt that you needed to use physical intervention?

3. Can you outline the situations or triggers that provoke the above behaviour to be exhibited.

4.Briefly describe when behaviours are most likely / least likely to occur.

(Some examples are below)

Example / Most Likely / Least Likely
People

• Females only
• Visitors
• Siblings

Situations

• Going to bed
• When with other children
• Mealtimes

Environments

• Car/Bus
• Living room
• Shopping

Activities

• Toileting
• Mealtimes
• Family Gathering

5. Strategies and de-escalation techniques. How do you manage your child’s behaviours?

6. Are there any strategies that you would advise us not to use?

7. Are you willing to come into school to discuss the situation?

YES
NO

8. Are there any other people you feel need to be involved if we arrange a meeting?

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Document 5

Portland Academy

Pupils Discussion Sheet

Name: ______Class Teacher:______

Dates:

Initial Meeting:Staff Meeting:All Staff Informed:Reviewed

Involve SCERTS, Co-ordinator, Communication, Occupational Therapist
Describe how pupil presents:
List feelings about behaviour and concerns / Known triggers
Identify major concern/area to improve / Outside agencies / parents
Support needed / Practical suggestions
Information for staff / Risk assessment information (especially out of school)
Mediation

Pupils Discussion Sheet

Name: ______Class Teacher: ______

Action
Contingency Plan (complete if specific incident occurs, or to modify action plan)

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Document 6

Portland Academy

Positively Managing Behaviour

PortlandCollege have adopted the main principals within the Authorities Positive Handling Policy. Recent changes within this policy states that;

1. All members of staff authorised to have control of children have the right to use physical force when appropriate.
2. Members of staff must be trained before using physical force.
3. Members of staff who opt not to use physical force when it may have been appropriate may be deemed to have been negligent

Behaviour and handling in Portland Academy, in line with the mission statement, will respect, value and promote learning, including innocent students’ rights to be valued. Challenging behaviour has been defined by Emerson (2001) as;

‘Culturally abnormal behaviour(s) of such an intensity, frequency or duration that the physical safety of the person, or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit use of, or result in the person being denied access to, ordinary community facilities’.

Our approach to behaviour is proactive and initially remains the responsibility of the class teacher. As such there are general guidelines to managing behaviour positively:

• Recognise and emphasise the positive contributions of each pupil, i.e.

reward rather than punish.

• Recognise the ‘real’ nature of challenging behaviour and therefore set

realistic and achievable targets for individual pupils.

• Consider challenging behaviour as communication and offer alternative

strategies for pupils.

• Consistency of approach from all adults to an individual pupil whose

behaviour may challenge.

• Communicate effectively with colleagues.
• Any discussion of individual behaviour will be conducted away from other

pupils, unless part of a positive and planned strategy.

• Describe behaviour precisely and professionally with appropriate

recording.

• Recognise the emotional impact of challenging behaviour on other pupils

and on colleagues.

• Communicate effectively and positively with parents/carers.
• Act in a way that preserves the dignity of each pupil.
• Act in a way that shows we care for, and value each pupil.
• Ensure expectations match pupils’ capabilities, especially their

understanding.

• Avoid confrontations whenever possible.
• Divert, distract, and change adults to defuse situations.

Sanctions - The planned removal of something as a direct consequence

of inappropriate behaviour.

Any sanctions must be clearly linked to inappropriate behaviour, and must be understandable to the pupil. This will need to include considerations of timing, e.g. preventing a pupil from doing an activity the following week may not be understood by that pupil. This means that sanctions are only likely to be appropriate for our more able pupils and should only relate to major incidents. Attempts to apply sanctions for minor incidents are not likely to be effective, are more likely to be counter productive, causing more challenging behaviour.

Any sanctions must be agreed in advance by all staff concerned. Sanctions must be discussed with the pupil when he/she is able to listen calmly i.e. not straight after a major confrontation.

Sanctions cannot include the removal of food or drink unless the pupil has already rejected these.

Examples of specific strategies for managing behaviour

Describe and measure the problem – then consider the following:

• Change the environment
• Ignore inappropriate behaviour where possible.
• Reward appropriate behaviour – catch them being good.
• Identify and model appropriate behaviour
• Give choices where possible, including staff.
• Timetable adjustments.
• Timed activities, perhaps using large egg timers prior to reward
• Individual pupil-centred recording e.g. charts.
• Symbol/picture timetables.

Physical Interventions:

Physical Interventions which are not restrictive/based on the use of

force:

All staff should be aware of the distinction between physical contact and touch, used appropriately in everyday situations to support, encourage, guide or comfort a pupil, and the use of force to restrict movement or to disengage from pupils whose behaviour presents a clear risk of injury. Most of our pupils will benefit from adults physically interacting with them as part of the way we teach. The kinds of physical interactions which are routine will include a range of physical prompts

• Holding a pupil’s hand.
• Guidinga pupil by linking arms, placing a hand on their shoulder, on their

back or on their elbow.

• In addition to this, if a pupil is distressed, it may be appropriate to place an

arm around their shoulder to comfort them.

• Any physical intervention should avoid contact that might be interpreted as

sexual. Kissing a pupil on any part of the body must be avoided for this

reason.

• Staff need to act in accordance with other school policies, in particular that

relating to Safguarding.

Restrictive Physical Interventions

Restrictive Physical Interventions are defined by the DfES as interventions which