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Behaviour Policy

Pioneer School 
Behaviour Management Policy 
(incorporating Policy on Bullying)



Introduction

In a school which caters for children and young adults with severe and complex learning difficulties there will be those who will display behaviours that challenge.  It is, therefore, important that those pupils are recognised and embraced within the ethos and philosophy of the school.  Our behaviour policy seeks to create and sustain positive behaviours in a supportive, secure and caring environment, stressing the need for mutual respect, tolerance and understanding of every member of our school community whilst focusing on each child’s and young adult’s emotional well-being and personal development.

 The aim of our Behaviour Management Policy is to:                       

   foster an environment where everyone will be treated with courtesy and consideration

   to develop an understanding of children’s and young adults’ responsibility for their own actions

   enable everyone to be able to behave in the most conducive way to help them to learn.

   promote the values of honesty, fairness and the giving and receiving of respect

   enhance children’s and young adults’ self-esteem

   develop children’s and young adults’ self discipline and self control

 

The school policy for Behaviour Management reflects the consensus of opinion of the staff and has the full backing of the Governing Body. 

Staff have agreed on common management practices at class room level and take active responsibility for the care and control of the children and young adults in their charge. 

In order to promote and maintain high expectations and standards of good behaviour and effective relationships throughout the school; we ensure that the expectations we place upon ourselves and upon the children and young adults are fulfilled in practice. To this end we have established a set of school rules based on rights and responsibilities.


Rights

 We believe that everyone has the right to: 

   learn

   be safe and cared for appropriately

   be heard

   be treated fairly and with dignity

 

Responsibilities

 It is the responsibility of all members of the school community to: 

   be courteous and polite at all times

   pay attention to all the rules of safety and care of equipment

   be co-operative and respectful to all in school and to visitors 

 

Rules and rewards 

In most circumstances children and young people appreciate the need to follow certain behaviour patterns in order for the school environment to be a safe and happy place for everyone. For some of our children and young people diagnosed with certain syndromes or conditions, this link between positive behaviour and positive outcomes is not so clearly understood. For these young people there will be a need for specific individualised Behaviour Plans (see annexe 4).  Many other children, however, will benefit from an appropriate rules and rewards system to encourage positive behaviour.

 

For the rules to be effective the following points need to be considered: 

   Staff should be aware of all opportunities to highlight examples of effective interpersonal behaviour. We should try to notice, and whenever possible remark upon, positive behaviour patterns from any child and young person we meet around the school.

    We need to remind children and young people about behaviours that are to be encouraged. We each have a responsibility towards all children and young people not just those in our class or group. 

Rules are more relevant and effective when they have been discussed, negotiated and agreed with everyone concerned. 


BULLYING 

Although bullying is seen by many as a specific behaviour, at Pioneer School we see it as encompassing  a range of behaviours, all of which we would address through our Behaviour Management Policy.  Nonetheless, the nature of bullying is such that it is necessary to be clear about the issues relating to it and to establish a clear approach to addressing these issues.

 

What is bullying?

 

There are many definitions of bullying, but most have three things in common:

 

   it is deliberately hurtful behaviour

   it is repeated often over a period of time

   it is difficult for those being bullied to defend themselves

 

Bullying can take many forms but the three main types are:

 

   physical - e.g. hitting, kicking, taking belongings

   verbal - e.g. name calling, insulting, racist remarks

   indirect - e.g. spreading nasty stories about someone, excluding someone from a social group

 

 

Combating bullying

 

We aim to tackle bullying by promoting the school’s values and the aims of the Behaviour Management Policy, which reject bullying behaviour and promote co-operative behaviour.  This is supported through the curriculum where issues related to bullying are discussed. 

At Pioneer School we provide an environment in which:

 

   Victims of bullying are encouraged to speak out.

 

   Children and young people who feel threatened or unhappy are able to report their fears in the knowledge that the bully will be dealt with.

 

   Children and young people are encouraged to notify a member of staff at once if they are witness to any form of bullying.

 

   Parents/guardians are encouraged to contact the school if they think their child is being bullied.

 

   The school grounds and buildings are supervised by staff on duty to reduce the opportunity for bullying to take place.

 

   All staff watch for early signs of distress in children and young people - deterioration of work, spurious illness, isolation or the desire to remain with adults, which may be the outward signs of bullying.

 

   Above all, bullying is not allowed to go unchallenged.

 

For one-off incidents of bullying which do not result in actual physical harm.  A reprimand may be sufficient to deter a child or young person from name calling or mild teasing and a discussion about problem-solving approaches may be useful to prevent further such incidents.

 

For persistent or severe bullying a stronger response should be considered.  Parents should be involved and the family of the bullied child or young person may wish to involve the police in charging the bullying child or young person with assault.  This is their right.

 

Whatever sanctions are imposed for bullying they should be in keeping with the general principles outlined in the school’s Behaviour Management Policy.

Annexe 1

 

Achieving our expectations. 

1.  Good communication is essential to achieve meaningful relationships and self discipline. It is by talking and listening to each other that we can understand how each feels and help us to understand some behaviours. Adults should take the initiative in establishing a relationship with every child or young person: 

   make appropriate eye contact

   smile

   greet and be greeted

   start the dialogue

   set high standards of speech and manner

   show an interest in their activities and concerns

   model appropriate relationships with other adults in school

 

2.  Well-prepared, stimulating lessons and activities generate good behaviour and earn respect. 

   make sure the lesson plans are differentiated and, where appropriate, directly related to the areas of knowledge and skills contained within the Individual Education Plans

   know before the start of the lesson what needs to be ready and available

   vary the activities within a lesson. Be inter-active, informative, animated and amusing. See the lesson from the child or young person’s point of view and reflect on your performance

   check basic classroom equipment, and see it is kept in good condition, clearly labelled if appropriate, with a designated ‘home’ within the class room

   give thought to the arrangement of the class room, creating a layout which provides the environment in which pleasurable and meaningful learning may take place

   teachers and LSAs should have regular discussions to ensure consistency of approach, to share aims and objectives from lesson plans and to feedback other information

 

3.  Show that you value children and young peoples’ efforts and have high expectations: 

   develop a system for the neat and tidy storage of children and young peoples’ work and class room equipment

   encourage by example in the class room, set and maintain a high standard of presentation and care of surroundings, e.g. show off children and young people’s work with care and keep wall displays attractive, relevant and up to date

   give frequent encouragement e.g. meaningful praise, opportunities to show work to others, ‘good work’ boards, comments in link books, etc.

   assess children and young peoples’ work regularly and constructively. Where possible assess with the children and give feedback

   keep careful records of children and young peoples performance and progress, using agreed systems, and share the process with the child or young person

 

4.  Expect to: 

   Diffuse situations with your own positive phrasing and behaviour.

   Distract in order to be able to diffuse a challenging situation and reduce anxiety and stop escalation into a crisis.

   negotiate and agree classroom rules at the start of the school year

   remind children and young people of class room rules at least termly

   be in the classroom or activity base before the children or young adults come in

   extend and motivate all children and young adults

   notice and praise positive behaviour patterns

   negotiate and agree rewards on a regular basis

   set and maintain a high standard of order and organisation

   ensure the children and young adults know your expectations of them and maintain them

   mean what you say

   say sorry when it is appropriate

   give responsibility whenever possible

   ask for and be ready to give support- a problem shared is a problem halved

   teach the children and young adults clear routines for:

 

    when and how to listen to instructions

    entering and leaving the class room

    hanging up coats and putting lunch boxes away

    being fully equipped for work

    learning new games and other skills

    regular activities e.g. for snack time, washing-up, register, class pets etc.

    movement around class and school

    conflict resolution strategies

    independence skills e.g. locating and using equipment and resources, asking for help, clearing up the desk and putting work away etc. 

 

5.  Do all you can to: 

   use humour - it builds bridges

   keep calm - it reduces tension, try to use the least intrusive style of intervention

   listen - it earns respect

   be positive and build relationships by avoiding unnecessary confrontations

   be consistent

   balance the language of discipline with the language of encouragement

   know the pupils and young people as individuals

   carry out any actions you have to make emphasising that behaviour is a ‘choice’ and that everyone ‘owns’ their behaviour

   follow-up problems to their conclusion

   be firm and fair and establish consequences that are related to the behaviour and to the outcome

 

6.  Do all you can to avoid: 

   humiliation

   shouting

   over-reacting - the problem will grow

   ‘blanket’ sanctions

   sarcasm


 

Annexe 2

 

Interventions

 

The school uses ‘Essex Steps’ strategies which is a therapeutic approach to behaviour management.

‘Essex Steps’ encourages the process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life.

The ‘Steps’ objectives are:- 

     Shared values and beliefs.

     Shared principles of communication and de-escalation.

     Shared risk management.

     Shared reparation, reflection and restoration. 

Good working practices and real efforts to create meaningful relationships will be the most potent techniques to ensure a well behaved school. 


 

Annexe 3

 

Rewards Policies 

 

Introduction 

This policy is based on the following considerations: 

   rewards will be differentiated, using students’ individual motivators.

   presentation to be strongly visual and/or tactile

   rewards should be short term enough to be tangible but not so frequent that they eat into curriculum time

   rewards should be graduated to age/sophistication of pupils

   approaches to be non-materialistic 

 

General

 

   Good practice demands that a culture of positive reinforcement of appropriate behaviour is maintained and strengthened.  All good behaviour should be rewarded not just when it is presented by those children or young people who have difficulty in behaving well. 

   Rewards that can be used as a matter of good classroom practice and are independent of any formal structure include:

 

smiles                         ticks

display of work         good work board

verbal praise             showing work in assembly

encouragement        comments made in the contact book

choice of activity      special privileges

certificates

‘golden tickets of opportunity’

 

   Many of our children and young people require immediate rewards with praise, stickers, stamps, etc.  Every class should have an up to date list of rewards negotiated by the teacher and the child or young person to be able to provide the sort of encouragement that is directly relevant to them.

 

   When children and young people do or achieve something worthy of special note this should be acknowledged and notified to parents/carers.  This is achieved in a variety of ways dependent on the age of the child – see below.

 

Annexe 4

 

Behaviour Support Plan

 

 

 

Pupil’s name:

 

 

Class group:

 

 

Reviewed:

 

 

 

Description of problem behaviour:

 

 

 

 

 

 

 

 

 

 

 

 

 

General guidance:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reinforcement of appropriate behaviour:

 

 

 

 

 

Review date:

 

 

 

 

 

Behaviour Management Strategies

 

Pupil’s name:

 

Date:

 

 

Baseline

Describe how the person presents when relaxed

Maintenance

Describe what strategies and environment elements support the person best

 

      

      

      

      

      

      

 

 

     

     

     

     

     

     

 

Behavioural Cues

Describe signs that you consider to be indications that the person’s behaviour may be escalating

Triggers

Events or stimuli that are likely to cause the person’s behaviour to escalate if not addressed

Supportive

Outline what works well at this point to help the persons behaviour to de-escalate

 

     

     

     

     

 

 

    

    

    

    

 

 

    

    

    

    

 

Escalation

Describe signs that you consider to be indications that the persons behaviour has further escalated but is not yet physical

Management

Outline what works well at this point to help the persons behaviour to de-escalate

 

     

     

     

     

 

 

     

     

     

     

 

Crisis

Describe the behaviours that the person presents with when behaviour escalation has reached the stage where behaviours may cause a danger to self or others, property, damage, etc.

Crisis intervention

Outline what works well at this point to safely manage the situation

 

     

     

     

     

 

 

      

      

      

      

 

Recovery

Describe signs/indicators in the person that you consider to indications that the incident is over

Support

Outline what you do at this point to help the person maintain this state