POLICYFORTHE

POSITIVEMANAGEMENTOFBEHAVIOUR

  1. Rationale

TheGovernorsandStaffof KisharonSchoolseektocreateaschoolenvironmentwhichencouragesandreinforcespositivebehaviourandmutualrespectforall.TheSchoolacknowledgesthatifpupilsandstafffeelsafeandsecurethiswillhaveapositiveimpactonteachingandlearning.

TheGovernorsandStaffalsorecognisethatdifficultiesincontrollingbehaviourorunderstandingsocialinteractionornormsmayformanintrinsicaspectofsome pupils SEN.Throughpositivemanagementstrategies,thecurriculum,individualeducationalandbehaviourprogrammesallpupils,whatevertheirdisability,aresupportedtoaccessallaspectsoftheschoolcommunity.

2.Aims

  • Toprovideasafeandsecureenvironmentfor all
  • Topromotethepositivebehaviourofallpupils
  • Tosupportthepositiveaccessofallpupils,whatevertheirdisability,toallaspectsoftheschoolcommunity.

2a.Objectives

  • Tocreateasafe,secureeffectivelearningenvironmentforallmembersoftheschoolcommunity.
  • Tocreatea holisticandwholeschoolapproachtobehaviourmanagement,whichencouragesandreinforcespositivebehaviour.
  • Toapproachthemanagementofbehaviourinapositivenon-confrontationalwaythatissupportedthroughlearningandenvironmentalstructuresandroutines.
  • Toclearlydefinewholeschoolexpectationsandstandardsofbehaviour.
  • Topromoteself-esteem,self-controlandpositiverelationships.
  • Toplanandimplementindividualbehaviourmanagementprogrammesforpupilsforwhombehaviour managementisapriorityarea.
  • Toworkcloselywithparents,carersandotheragenciestoprovideconsistencyofapproachandsharedexpectation.
  • To supportthepupilsin acquiring behaviourthatenhancestheirqualityoflifethroughinclusionwithintheschoolandwidercommunity.
  • Toprovideawell-trainedstaffteamthathasspecificknowledgeofspecialisedstrategiestosupportandmanageinappropriateandseverechallengingbehaviour.
  • Whereandwhenrequired,identifyspecificbehaviouralmanagementsupportplanswithinReviewofEHCP meetingsandPLPs.

3.SchoolExpectations

TheGovernorsandStaffacknowledgethatthestandardsofbehavioursetbytheSchoolaregoalstoworktowardsandthereforearenotidentifiedintermsofwhatpupilscanorcannotdo.ThustheSchoolhasacentralroletoplayinsupportingthepupils’social,emotionalandmoraldevelopmentjustasitdoesintheirintellectualdevelopment.TheSchoolalsotakesintoconsiderationthateachpupilbringstoschoolawidevarietyofbehaviourpatternsbasedontheirstageofdevelopment,specialeducationalneedanddifferencesinhomevalues,attitudesandparentingskills.Atschoolweworktowardsstandardsofbehaviourbasedonthebasicprinciplesofmutualrespect,consideration,caringandresponsibilityforoneselfandothersandhonesty.Itfollowsthatacceptablestandardsofbehaviourarethosewhichreflecttheseprinciples. These basic standards will reflect for British Values and the Jewish ethos of the school.

4.SchoolEthos

Allschoolstaffhaveanimportantresponsibilitytomodelhighstandardsofbehaviour,bothintheirdealingswiththepupilsandwitheachother.Asadultsweaimto:

Createapositiveclimatewithrealistic,butchallengingexpectationsof pupils.

Emphasisetheimportanceofbeingvaluedasanindividualwithinthegroup.

Promote,throughexample,respectforothers,courtesyandfairtreatmentforallregardlessofage,gender,race,culture,religion,abilityordisability.

Provideasupportiveandeffectivelearningenvironment.

Encouragerelationshipsbasedonkindness,respectandunderstandingoftheneedsofothers.

Ensure,acknowledgeandcelebratetheachievements,effortsandcontributionofall.

5.TheCurriculumandLearning

Webelievethatanappropriatelystructuredcurriculumandeffectiveteachingthatbuildsonthepupil’scurrentdevelopmental level,contributestopositivebehaviour.Inaddition,specificaspectsofthecurriculumwillsupportthedevelopmentofcommunication,social,personal andpositivebehaviourskillsthat can bepractisedinarangeofcross-curricularactivitiesandenvironments.Specificbehaviourmanagementprogrammesforindividualpupilswillbeidentifiedand strategies incorporated into individualbehavioursupportplans(PBSP).These will be reviewed at least annually or when required.

Alllearningprogrammeswillinvolvetheteachingofalternative,appropriatemethodsofbehaviourtoreplaceinappropriateonesandthedevelopmentofotherareasoflearningtosupportpositivebehaviour,e.g.alternativemethodsofcommunication,orintensiveinteraction.Additionalexpertisewillbesoughtfromappropriatemulti-agencyprofessionalsandparents/carerstoensureaholisticapproachtothepupils’learningandbehaviourmanagement.Additionalsupportwillbeobtainedtoextendtheknowledgeandexpertiseofall,e.g.educationalpsychologist,communitynurse,socialservices,specialisedmedicalandeducationalconsultants.

6.ClassroomManagement

TheSchoolbelievesthatclassroommanagement,routines,environmentalstructureandteachingmethodshaveanimportantinfluenceonpupils’behaviour.The classroom environmentshouldbedesigned tosupportpositivebehavior.Classroomsshouldbeorganisedtosupportpupilaccesstolearning,on-taskbehaviour,alternativeappropriatesocialandinteractionalskillsandindependence.Materialsandresourcesshouldbearrangedtoaidcommunication,understanding,accessibilityandreduceanxiety,uncertainty,frustrationanddisruption,e.g.object/picturetimetablesorTEACCHschedules.

Transitionbetweenactivitiesorareasoftheschoolmaycauseparticularanxietyfor somepupils.Appropriatetactile,visualorauditoryaidscansupportthemanddecreaseinappropriatebehaviour.

Displaysshouldhelpdevelopself-esteemthroughdemonstratingthevalueofeveryindividual’scontribution,andoveralltheclassroomshouldprovideawelcomingenvironment.Teachingmethodsshouldreflectdifferentiationandsupportactiveparticipation.Lessonsshouldaimtodeveloptheskills,knowledgeandunderstandingthatwillenablethepupilstowork,playandsocialiseinco-operationwithothers.Whereappropriate,specialisedteachingandlearningapproaches,stylesand structureswillbe incorporatedwithinpupils’learningprogrammes.

7.RulesandProcedures

TheSchoolbelievesthatrulesandproceduresthatformpartofclearstructuresandroutinesareclearlydefinedandwhenconsistentlyapplied

helpthepupilstounderstandwhatisexpectedofthem.Thefollowingprincipleswillunderpintheformationofrules:

Theywillbekepttoanecessaryminimum.

Theywillbepositivelystated,telling/showingthechildrenwhattodorather thanwhatnottodo.

Everyonewill be actively encouraged to take partin thedevelopmentoftherules.

Rulesandprocedureswillhaveaclearrationale,whichismadeexplicittoall.

Rulesandprocedures wouldpromotetheideathat everymemberoftheschoolcommunityhasresponsibilitiestowardsthewhole.

Rulesshouldensurethesafetyofthepupilsthemselvesandothersandsupportalearningculture.

8.Rewards

Ouremphasisisonrewardstoreinforceappropriateratherthaninappropriatebehaviour.Rewardsforindividualpupilswillvary.Appropriatemotivatingrewardsforindividualpupilswillbeidentifiedthroughobservationsandrewardassessments.Rewardsmaybeimmediateordelayed,basicorcomplexandmayneedtobechangedfrequentlytomaintaintheirmotivationalvalue.Someexamplesofrewardsare:food,anobjectoractivity,privileges,verbalandnon-verbalpraise,stickers,tokens,wholeclassrewardschemes,dailyorweeklynominationsrelatedtogoodworkorbehaviour,achievementscelebratedinaschoolassembly,specialcertificates,goodnewsslipssenthome.TheSchoolwillalwayspromoteamovementawayfromexternaltointrinsicrewards.

9.Sanctions

AlthoughtheSchoolseesrewardsascentraltothereinforcementofappropriatebehaviour,realisticallythereisaneedforpupilstodevelopanunderstandingoftheconsequencesoftheiractions.Thismayinvolvesanctionstoregisterthedisapprovalofunacceptablebehaviourandtoprotectthesecurityandstabilityoftheschoolcommunity.Theuseandtypeofsanctionsappliedwilldependontheindividualneedsofthepupilsandtheirlevelofconceptualdevelopment.Ingeneralappropriatesanctionswillformpartoftheoverallmanagementplansforindividualpupilsandmayincluderemovalofadultattentionthroughtacticalignoringofinappropriatebehaviour, disapprovalofinappropriatebehaviourorwithdrawalofprivileges.ForpupilswhohaveindividualprogrammesthemanagementofinappropriatebehaviourwillbeclearlysetdownintheirPBSPandagreed,inwriting,byeveryoneconcernedwiththecareandeducationofthepupil.Atalltimesitshouldbetheinappropriatebehaviour,notthepersonthatisidentified.

Physical or emotional punishment isneverallowed.

10.CommunicationandParentalMulti-agencyPartnership

Wegivehighprioritytotwo-waycommunicationwithintheSchoolandtoapositivepartnershipwithparents/carerssincewebelievethatthesearecrucialinpromotingandmaintainingpositivebehaviour.Wherethebehaviourofachildisgivingcauseforconcernitisimportantthatallthoseworkingwiththepupilareawareofthoseconcernsandofthestepswhicharebeingtakentosupportthepupil.Thekeyprofessionalinthisprocessofcommunicationistheclassteacherwhohastheinitialresponsibilityforthepupil’swelfare.Earlywarningofconcernsshouldbecommunicatedtothe SLT.

Whenspecificbehaviouralmanagementstrategiesaretobeintroduceditistheresponsibilityoftheclassteachertoinformeveryoneatastaffmeetingsothatallstaffmayimplementacontinuityofapproach.

  1. ProceduresfortheManagementofInappropriateBehaviour

Anyconcernsregardingbehaviourmustbereportedtotheappropriatestaff(LineManager).TheHeadteachermustalwaysbekeptinformedatallstagesoftheprocedure.

Observationscheduleswillbeimplementedtoidentifypossiblefunctionsorreasonsforbehaviour.Supportwillberequestedfromother professionalsifrequired.

Interventionprogrammeswillbeproduced, agreed, implemented,monitoredandreviewedonaregularbasisbyallpartiesconcerned.

Parents/carerswillbeinvitedtotakeanactiveroleindiscussionsandifappropriate,practicalimplementationofanybehaviourprogrammeswithinthehomesituation.

Recordswillbekeptbytheclassteacherofthefrequencyofinappropriatebehaviourandtheimpactofinterventionprogrammes.

Recordsmustalsobemaintainedifharmoccurstothepupil,othersorpropertyonanincident/accidentform.Whereincidentsareveryfrequent,recordswillbekeptwithintheclassroomonadailybasis.

Monitoringandevaluationofbehaviourprogrammesistheresponsibilityoftheclassteacherandtheir line-manager.

If physical support/management including restrictiveinterventions of thebehaviour is required, parents/carers willbe asked to agree in writing to the use of the most appropriateapproach. Medical advice will be obtained if required.

Everyincidentofrestrictivephysicalinterventionmustberecordedontheappropriateform,andstuckintotheSchoolincident/accidentbook.

Parents/carerswillbeinformedeachtimearestrictivephysicalinterventionhasbeenusedtosupporttheir child.

Physicalmanagementofbehaviourswillonlybeusedasalastresort,aspartofthepupil’soverallPBSPandimplementedbystafftrainedinTeam Teach. (Pleaseseeschoolpolicyontheuseofphysicalintervention)