Ratified by Full Governing Body March 2017
Foreland Fields School aims to create a secure, supportive and consistent environment in which children with special educational needs can learn and develop in keeping with the school ethos and values.
We aim for our pupils and students to be as independent as possible and to fulfil their educational potential. Unwanted behaviour can be a real obstacle to achieving these and can be as significant a barrier to learning for pupils and students as their primary disability.
Appropriate behaviour and good order is a necessary pre-requisite to effective teaching and learning. The behaviour of the pupils at Foreland Fields School is often the key to their continued development and the quality of their future lives.
This policy is informed by BILD (British Institute for Learning Disabilities) Code of Practice and should be read in conjunction with the other key school policies:
Through positive behaviour support, we aim:
In order to achieve the above, we will:-
Setting clear and consistent behavioural boundaries is promoted as good practice within Foreland Fields School. Positive and wanted behaviour will be rewarded. We seek to avoid reinforcing unwanted behaviour and there may be occasions where it is appropriate to ignore it rather than draw attention to it. However, the behaviour and the person must be separated and staff need to be clear in their use of language and approach to show that the behaviour is disapproved of whilst the person is still valued. It is important to realise that behaviour we may be tempted to label as inappropriate or naughty, may be expressions of an underlying need.
In line with the home/school agreement, pupils will be reminded of the following school rules:
In order to provide Positive Behaviour Support, it is essential to try to understand the factors contributing to unwanted behaviour, in order that these can be reduced or altered and to increase the likelihood that wanted behaviour can occur.
For our pupils, unwanted behaviour is often caused by one or more of the following:-
Changes or improvements in the above can reduce unwanted behaviour and increase the likelihood of wanted behaviour.
Other factors to be considered that can reduce unwanted behaviour are:-
Consistency of approach, good communication, agreement on the challenge and teamwork are essential to effectively support behaviour.
Sanctions will not be the usual form of behaviour support and will only be implemented within the pupil’s ability to comprehend the association with the behaviour concerned.
In the event of one being appropriate the following may be used:
The following staff responses are forbidden:
In the event of unwanted behaviours being exhibited whilst all proactive support strategies are in place, the following stages will be used.
Staff will seek to understand the root cause of behaviours by using monitoring forms they can monitor frequency and timings of targeted behaviours and use the ABC format to record individual incidents. Other Functional Analysis methods may be used in conjunction with discussions with the Behaviour Leads. This will ensure that a planned approach for unwanted behaviour is based upon a considered objective view rather than a subjective judgement. Information gathered from these sources will be used to inform Individual Behaviour Support Plans.
Individual Behaviour Support Plans
Individual Behaviour Support Plans will be written by the class staff in discussion with the pupil, if appropriate, parents and the behaviour lead. They should clearly state strategies that will be used to reduce the frequency and severity of unwanted behaviours and how the pupil will be supported throughout. They will be reviewed on a termly basis in line with target planning and EHCP procedures.
Staff will have an opportunity to discuss Individual Behaviour Support Plans during termly Behaviour Clinics and through Educational Psychology consultations.
If Physical Interventions cannot be avoided a Risk Assessment will be necessary. It will be written in accordance with the findings of the above analysis to target a maximum of 3 key issues which will be met with a planned supportive approach that looks towards a positive outcome.
Staff are committed to identifying “de-escalators” and using “calming techniques” to lessen the likelihood of behaviour deteriorating. Parents are consulted and their written consent will be sought when a Risk Assessment has been written. The class team and Behaviour Support Leader must also sign to ensure agreement of the strategies. A completed and signed copy must be given to the Head Teacher for the records. This working document will need to be reviewed at least termly and along with target setting and EHCP procedures. . A copy will be kept in the pupil’s central record.
Force is usually used either to control or restrain - ranging from guiding a pupil to safety by the arm to a student needing to be restrained to prevent violence or injury.
After every physical intervention, an Incident record for use of physical intervention will need to be completed by the relevant member of staff and passed on to a member of the senior leadership team on the same day the incident has taken place. All staff have a duty of care to check for possible injury to a pupil or any other party involved (as stated in Section 550a and circular 10/98 of the Education Act).
Parents/Carers will be contacted by telephone and informed in all cases. If we are unable to reach parents/carers by telephone on the same day a note will be sent home via the home/school book.
In some cases an accident form will also be necessary.
If the intervention involves a Child in Care the Social Worker/Care Manager will also be informed.
Following a physical intervention, pupils will be given recovery time and low demand activities to ensure the situation is not reignited. Members of staff involved in difficult incidents must also be given the opportunity, as necessary, to recover and be debriefed.
Class teachers are responsible for instigating and implementing the agreed strategies for the support of behaviour of relevant pupils.
Behaviour Support Leaders will be available to assist class teachers where necessary. Data will be periodically analysed to gain an oversight of effectiveness of practice.
Physical interventions will only be used as a last resort and in accordance with the BILD Code of Practice,
Department of Health & Safety at work act and KCC Guidelines and will also conform to the PROACT SCIP ® UK principles. Planned Physical Interventions will be specified in Behaviour Support Plans. However, Foreland Fields School considers non-restrictive manual guidance of pupils to be supportive practice; this will include assistance up to and including touch support. Physical interventions beyond this (e.g. One and Two Person Escorts) are considered restrictive and must only be used in the scenarios stated below.
Should a pupil demonstrate one of the legally stated categories, physical interventions may be used as an emergency response to cease or to prevent the following:
Physical interventions may only be used by members of staff who have undertaken the accredited training. However, all staff have a duty of care to intervene when the above categories apply. In those cases the minimum reasonable force, the minimum duration of time and “least restrictive physical intervention” (BILD CofP) must apply, whilst maintaining the dignity and safety of all concerned.
At Foreland Fields School, we aim to support pupils’ behaviour through pro-active means. Staff are encouraged to look for ‘early warning signs’ and may need to use available spaces within the school or classroom. Corridors, playgrounds, available classrooms and play areas can all be used to separate the pupil from the escalating scenarios.
A pupil may be withdrawn to another area in order to separate the pupil from the environment where unwanted behaviour is occurring, as long as the pupil is continuously observed and supported by at least one trained member of staff.
It is vital that appropriate levels of supervision are maintained in order to ensure that the pupil remains safe, is not experiencing distress and has every opportunity to return to contact with others when ready.
Time out describes a behaviour intervention and differs from seclusion in that it should be delivered as part of the ‘Behaviour Support Plan’.
It is an offence to lock a person in a room without a court order except in an emergency, for example where the use of a locked room is a temporary measure while seeking assistance. Locked includes another person holding a door shut.
Seclusion is also sometimes defined as confinement alone in a room. This use, where a young person is forced to spend time on their own against their will, is considered to be a restriction of liberty and should usually only be used under the Mental Health Act, where secure accommodation has been approved, or where a court order is in operation.
The use of seclusion (where a pupil is forced to spend time on their own against their will) is a form of physical intervention and should only be considered in exceptional circumstances and as a last resort. Seclusion is to provide short term management in an emergency situation to eliminate immediate high risk presented by the behaviour of an individual. Its sole aim is ‘to contain severely disturbed behaviour which is likely to cause harm to others ‘Department of Health 2008’
Staff must look carefully at the practice they are undertaking as ‘seclusion’ and the infringement this practice has on the student’s human rights or Deprivation of Liberty (DoLs)
Scrutinised by the Learning and Development Team on 9th January 2017
Ratified by the Full Governing Body on 15th March 2017
To be scrutinised by the Learning and Development Team annually or as changes in legislation/policy dictates.
To be ratified by the Full Governing Body thereafter.
To be displayed on main School Web Site? Yes