LEARNING OPPORTUNITIES
BEHAVIOUR MANAGEMENT POLICY
Contents
Page Number
2. General Statement
Ethos
3. Legal Framework
Definition
4. Underlying Cause
Policy Objectives
5. Principles & Values that Underpin our Behaviour Management Policy
6. Relationships
Determination of Needs
7. Intervention Strategies
10. Code of Conduct
11. Rewards
12. Consequences
14. Prohibited Sanctions
15. Recording Sanctions
Detentions Outside School Hours
Conduct Outside School
16. Confiscation of Inappropriate Items
Management of Violent Behaviours
18. Use of Positive Handling Techniques
20. Roles & Responsibilities
22. Appendix A Maslow Hierarchy of Human Needs
23. Appendix B Home School Agreement
24. Appendix C Effective Classroom Management
27. Appendix D Searching, Screening & Confiscation
The Behaviour Management Policy has been written and approved by a team with a range of experience, and will be reviewed annually.
Date Created: July 1995
Previous Review Date: September 2017
Next Review Date: September 2018
GENERAL STATEMENT
"All actions concerning a child should take full account of his/her best interests as a primary consideration and ensure such protection and care as is necessary for a child's well-being..."
[Article 3, UN Convention on the Rights of the Child]
Learning Opportunities recognises that dealing with challenging behaviours is a complex and controversial issue, and that social, emotional and mental health needs lie on the continuum between behaviour that challenges staff, but is within normal but unacceptable bounds, and that which is indicative of serious mental illness.
All students placed at Learning Opportunities have Education, Health & Care Plans as result of their severe, complex and pervasive needs. EHC plans focus on the outcomes the student seeks to achieve across education, health and care, and sets out how services will work together to meet the student’s needs in support of those outcomes. EHC plans are based on a co-ordinated assessment and planning process, which puts the student and their parents / carers at the centre of decision making.
Learning Opportunities strongly believe that high standards of behaviour lie at the heart of a successful school. This enables effective teaching and learning to take place so that all students can make the best possible progress, based on their individual starting points. All students and staff have the right to feel safe at all times in school. A realistic behaviour management policy is therefore essential in establishing a positive culture.
Our policy, which is available to students, parents, carers and other professional agencies, will provide clear information on the agreed philosophy of care.
Learning Opportunities expects to experience a wide variety of behaviours from students, including occasions when students reject authority and exhibit disruptive or violent behaviour, but does not accept these behaviours as inevitable and unchangeable. We acknowledge that our student group, given their looked after status, learning difficulties and disadvantaged backgrounds are more vulnerable to mental health difficulties, or are likely to be at risk of developing one. Consideration is therefore given to whether continuing disruptive behaviour might be a result of unmet mental health needs (refer to LOC Promoting Positive Mental Health & Wellbeing Policy).
Students will be made aware of the schools expectations and consequences relating to education, care and discipline. The ethos being a combination of sound management and high standards of professional practice, where rewards out-weigh sanctions. Through planned intervention we aim to effect gradual change.
Learning Opportunities aim to provide a supportive and consistent approach within a safe and well supervised environment in which caring relationships are developed and, where necessary, care and control are provided. Emphasis is placed on understanding students and their individual legacy of experience. In order to deliver a focused and individually tailored service, Learning Opportunities actively encourage student, parent/carer and multi-agency involvement in the planning, assessment and monitoring processes.
ETHOS
Learning Opportunities believe that everyone has an equal right to receive education in an environment which is free from disruption from others. All members of the school community are encouraged to help sustain a positive atmosphere, underpinned by courtesy and mutual respect.
This policy covers all aspects of the school that contribute to the development and maintenance of appropriate behaviour.
LEGAL FRAMEWORK
"Children have the right to be protected from all forms of violence. They must be kept safe from harm. They must be given proper care by those looking after them."
[Article 19, UN Convention on the Rights of the Child]
Under no circumstances will corporal punishment, i.e. any intentional application of force used as a punishment, be used within Learning Opportunities.
No student will have any unreasonable restriction placed upon them with regard to communicating by telephone with their social worker / parent / carer if applicable.
If after conducting a risk assessment, there is a safety issue concerning a student leaving the school premises, they will be prevented from doing so, in accordance with LOC Positive Handling Policy.
Children have a right not to be punished cruelly or in a way that would belittle them...
[Article 37, UN Convention on the Rights of the Child]
Legislative Links & Guidance
Education Act 1996
School Standards and Framework Act 1998
Education Act 2002
Education and Inspections Act 2006
School Information (England) Regulations 2008
Equality Act 2010
The Education (Independent School Standards) (Amended) (England) Regulations 2014
Education Act 2011
DfES Guidance on Use of Reasonable Force (July 2013)
DfE Advice to Headteachers and School Staff; Behaviour & Discipline in Schools (2016)
DEFINITION
SEMH difficulties is an overarching term for children who demonstrate difficulties with emotional regulation and/or social interaction and/or are experiencing mental health problems.
Students who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. We recognise that these difficulties may manifest in the student becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.
A wide range and degree of mental health problems might require special provision to be made. These could manifest as difficulties such as problems of mood (anxiety or depression), problems of conduct (oppositional problems and more severe conduct problems including aggression), self-harming, substance abuse, eating disorders or physical symptoms that are medically unexplained.
Some students may have other recognised disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), attachment disorder, autism or pervasive developmental disorder, an anxiety disorder, a disruptive disorder, ODD or conduct disorder.
UNDERLYING CAUSE
Learning Opportunities acknowledge that inappropriate / disturbing / challenging behaviours can be interpreted as a symptom or communication of an underlying need or difficulty. In order to address such behaviours we must address these underlying needs / difficulties. Key to the support provided is to identify, understand and then address the underlying factors that impact on students, such as Speech, Language and Communication Difficulties, attachment difficulties, or learning needs.
The potential implications of unmet SEMH needs are extreme. We believe that the majority of inappropriate / disturbing / challenging behaviours can be avoided or at least significantly reduced and managed through proactively promoting and supporting positive social, emotional and mental health.
Due to the complex nature of our students, measuring the impact of interventions is challenging. We continue to develop a range of specific quantitative and qualitative measures in order to do so.
POLICY OBJECTIVES
§ To set out clearly how our principles and values can be translated into effective everyday actions.
§ To provide clear guidance and support to all staff.
§ To promote good behaviour and make positive change for our students, setting them clear and achievable goals.
§ To help students to work with the knowledge of their rights, and be encouraged to recognise and respond to their responsibilities.
§ To develop and implement, co-ordinated and cohesive practices and procedures between home and school and where necessary other external professionals.
§ To comply with the Independent School Standards 2014 and the Equality Act 2010 in respect of Safeguarding.
The best practice regarding behaviour management outlined in this policy should be considered alongside other key policies in the school, specifically the following:
§ Curriculum
§ Teaching and learning, including SMSC
§ Safeguarding
§ Anti-bullying
§ Equality and diversity
§ Managing allegations against staff
§ Health and Safety
§ Online Safety
§ Exclusion Policy
§ Positive Handling
§ Promoting Positive Health and Emotional Well-being
PRINCIPLES & VALUES THAT UNDERPIN OUR BEHAVIOUR MANAGEMENT POLiCY
We believe that all members of the school community should be free from discrimination of any sort (as laid down in the Equality Act, 2010). Learning Opportunities is committed to promoting the highest quality education, care and health support to all students irrespective of their age, sex, religion, disability, ethnicity, sexual orientation, gender identity or gender reassignment.
There are two main underlying principles behind this policy:
1. An acknowledgement that we all have rights, and that with such rights come responsibilities to others, the school, ourselves and the wider community.
2. To be part of a community in which we treat others, as we would wish to be treated, and in which the fundamental British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs are actively promoted.
We recognise that:
§ Sanctions alone are not effective in altering patterns of behaviour in students with severe and complex social, emotional, mental health and communication needs.
§ Consequences of good behaviour need to be recognised and positively reinforced.
§ Strategies are not guaranteed to succeed. They take a lot of patience, require an appropriate time-scale and flexibility of implementation, but have an optimum likelihood of altering unacceptable student behaviour.
§ The formulation of positive strategies is dependent on many variables and requires monitoring and review. Some ‘logical’ strategies fail whilst more ‘unorthodox’ ones work. It is important to appreciate the unpredictable nature of a student’s reaction when deciding which strategy to employ.
§ There is the possibility of an unforeseen adverse reaction to a considered strategy.
§ Strategies are more likely to succeed if they are agreed with the student, fully understood by all concerned, undertaken against an appropriate time-scale, have an easily achievable objective and are evaluated and rewarded with praise to enhance self-esteem.
Our policy, practice and procedures are based on a clear set of values including:
§ building positive attachment based on mutual trust;
§ providing a dependable and predictable environment, which is enjoyable and conducive to learning;
§ fostering courteous and considerate behaviour by students to each other, to staff and to all visitors to the school. Students, in return, should expect to be shown the same standards of courtesy and consideration by staff and other adults. In this way the school functions as a community;
§ challenging any form of bullying including sexual and racial harassment and extremism, encouraging students to report incidents, ensuring staff act – and are seen to act – on such occasions;
§ encouraging self-confidence, self-worth, self-discipline and ultimately independence;
§ proactively managing and de-escalating challenging and unacceptable behaviours;
§ implementing consistent approaches, which promote positive behaviour and manage behaviour fairly, effectively and encourage students to achieve their potential;
§ establishing and applying clear and obvious boundaries, to ensure student’s safety, security and well-being;
§ encouraging students to be actively involved in decision-making, and to participate in working towards change, whilst accepting and taking responsibility for their actions / reactions;
§ working in partnership with all stakeholders, to promote good behaviour including fostering the partnership between home and school, and to support parents / carers in the exercise of their responsibilities with respect to their child’s behaviour, attendance, and involvement in school life;
§ applying our agreed set of rules reasonably and fairly and to use consequences effectively and proportionately;
§ where appropriate, to refer to outside professionals e.g. medical professionals working in specialist Children & Young People’s Mental Health Services (ChYPS), Early Intervention Practitioners and local GP’s in order to provide co-ordinated support for students’ behaviour.
RELATIONSHIPS
Learning Opportunities believe positive attention and frequent expression of approval and support by the adults is a key factor in promoting positive behaviour.
We acknowledge that students will test and challenge relationships, therefore adults responsible for them require the ability to sensitively, firmly and confidently manage the adult/student relationship. Empathy, trust and consistency are all important in building relationships and influencing students in making appropriate choices.
Equally important is the expectations adults have of students, which should be regularly explained and reinforced in relation to their behaviour, learning, personal and social development.
DETERMINATION OF NEEDS
Integral to the success of supporting SEMH and associated behaviours is for staff to remain aware of individual students social, emotional, behavioural, communication and health needs. It is important that these are reviewed on a regular basis with all staff and where necessary appropriate agencies informed, reflecting our commitment to work in a multi-disciplinary way.
Staff recognise that:
§ when determining student’s needs it is helpful to do so against a framework (A suitable model could be Maslow’s Hierarchy of Needs);
§ it is unlikely that higher order needs (need for deserved praise, knowledge and understanding) can be effectively addressed if the lower orders (need to be free from fear, able to depend on someone, food, warmth and shelter) have not been met;
§ students frequently mask their true needs. It is common for them to direct anger and frustration at displacement targets, whilst the true cause lies in different directions. These anxieties are usually based in unresolved social needs. To resolve the problem, accurate identification of the cause is needed;
§ much effort and time may need to be invested in meeting lower order needs so that work tasks can be successfully undertaken;
§ there are many hurdles to learning. These include short concentration spans, disruptive behaviours, testing-out behaviours, attention-seeking behaviours, displacement activities, frustration, fear of failure, fear of new tasks, violent mood swings, destruction of work and other features that need to be addressed consistently by all staff;