Behaviour Policy

APPLYING CONFLICT RESOLUTION SKILLS, RESTORATIVE JUSTICE AND BUILDING ON THE GOOD

This policy includes

Aims, rationale and introduction
Core principles
Expectations of pupil behaviour and success in the classroom
Guidance to staff

Teaching
Care

1. Aims, rationale and introduction

1.1 Aims

To bring about a more consistent and effective approach to our management of behaviour.
To ensure that policy reflects the ethos of the school and is driven by conflict resolution, restorative justice and building on the good.
To use conflict de-escalation, conflict resolution skills and peer mediation to improve behaviour.
To celebrate and praise the good.
To use positive reinforcement to produce long term change in attitudes and behaviour.
To encourage an expectation for all to develop their social skills and improve their behaviour.
To encourage and support pupils to take responsibility for their own behaviour.
To enable pupils to learn about themselves, to understand their problems and difficulties and with support address and find constructive solutions to their problems and difficulties.

1.2 Rationale

This policy has been designed to help all staff maintain good order and discipline within the constraints of working in a Special School, with boys who suffer from a variety of psychological impairments.
The policy is rooted in the school’s philosophy of encouraging pupils to develop emotionally, socially and academically in a nurturing and supportive environment, which actively seeks to recognise their needs, listen to their views, understand their thinking and encourages them to seek alternative ways to manage behaviours arising out of their anxieties and frustrations.

1.3 Introduction

There is a belief amongst many social commentators that in general focusing on the use of negative consequences (punishment, sanctions) can at best bring about a temporary change in behaviour, but rarely changes attitudes or develops long term change and can often increase and exacerbate problems. This policy reflects this belief.
The vast majority of Breckenbrough pupils have low confidence and self-esteem problems. They feel they have been consistently misunderstood, blamed and punished unfairly throughout their educational careers. All have different anxieties, fears, interests and behavioural problems. Whatever their diagnosis all Breckenbrough pupils are seen as individuals.
This policy is designed to help us and the pupils manage their behaviour. All of our pupils have high anxiety levels and are at the school due to having experienced behavioural difficulties in their previous schools. Typical reward and sanction strategies have not been effective and in many cases exacerbated their problems. Parents and Local Authorities are attracted by the school’s ethos and the approach that focuses on promoting good behaviour.
The school’s behaviour policy focuses on the pupils’ strengths and good thus eroding the problem areas. Pupils are listened to and then encouraged and supported to take responsibility for their own behaviour. There is an expectation that pupils should address their problems. There is an expectation that pupils should take responsibility to improve their behaviour. Sanctions and punishments are rarely used, and are seen as necessary consequences, and are only used to obtain a change in behaviour.
Strategies and plans for the improvement of all pupils are devised based on their needs. The effectiveness of the behaviour policy is dependent on understanding the pupils and recognising that all incidents and situations are different. Consistency is applied by carefully assessing and evaluating all factors in an incident.
It is recognised by the school that the behaviour policy with its emphasis on the good and reluctance to use sanctions will not be effective with all pupils and therefore these pupils will not be appropriate to the school.
Equally, the school recognises that some adults, parents or prospective and new staff might not feel comfortable or believe in the effectiveness or suitability of the approach.

2. Core principles

2.1 Core principles

This policy focuses on:

Positive role modelling by staff and pupils. In the words of the founder of the school Arthur Fitch ‘pupils are given support without their knowing that they are being given it.’
Recognition that our pupils have high anxiety levels which is usually behind difficult behaviour.
Conflict resolution skills are applied by staff to encourage good and constructive behaviour. Staff and pupils are encouraged to use the conflict resolution skills, in particular tolerance and forgiveness to promote good and acceptable behaviour.
Praise and celebration. A number of pupils (notably pupils with Asperger Syndrome) can benefit from having an incentive to behave and succeed in things that they do not want to do.
Understanding the problems by listening to pupils, and through observation and psychological and educational assessment.
Understanding the reasons for bad behaviour and finding constructive solutions and strategies.
Implementing, monitoring and evaluating strategies to address behavioural problems and ensure progress.

2.2 Effectiveness of the policy

The effectiveness of the policy is dependent on planning to minimise the likelihood of increasing pupils’ anxieties and therefore misbehaviour by:

Staff recognising that the majority of our pupils have very high anxiety levels which often leads to unacceptable behaviour.
Staff being confident in addressing and willing to take responsibility to deal positively with challenging behaviour.
Staff to continually reflect on their interactions with pupils, in particular analysing reasons for success and developing new strategies for where there are problems.
Staff to work as a team and to support each other, especially in either offering to be the ‘new face’ or allowing others to take the lead in de-escalating a confrontation.
Staff being pro-active rather than reactive.
Applying individual behaviour plans with flexibility and sympathy.
Preparing pupils for change. (Including the arrival of new staff, pupils, change to timetable, weather etc.)
Planning activities to engage pupils especially during periods when pupils are likely to grow anxious (or bored).
Preparing and delivering lessons designed to be enjoyable and fulfilling.

3. Expectations of pupil behaviour and success in the classroom

A simple guide on how to be successful in lessons

Attend lessons on time.
Apologise to your teacher if you are late. At the end of the lesson explain the reason for your lateness.
Arrive with a positive attitude.
Contribute positively to the lesson.
Listen to what others have to say.
Support and help others.
Allow others to speak and to take part.
Work to the best of your ability.
Improve your work by following the guidance given by your teacher or teaching assistant.
Try hard even when you find the work difficult and or boring.
If you are having problems ask for help.
Offer to do extra work outside lesson times.
Enjoy your success.

4. Guidance to staff

4.a Pro-active strategies to promote good behaviour in the classroom

Guiding principles

In order to provide the best conditions for maintaining good order all staff should:

1 Seek to develop strong trusting constructive relationships with pupils by:

Focusing on and celebrating the good.
Providing opportunities to positively engage the pupils.
Ensuring pupils are able to achieve and succeed.
Remaining calm and appearing confident at all times.
Focusing on not raising your voice.
Using constructive humour.
Avoiding using sarcasm or belittling the pupils.
Following up after a dispute with a pupil to find a constructive solution. This is best done when the emotions have calmed and preferably in a neutral environment.
Being flexible, recognise changing circumstances and adopting strategies and approaches quickly and appropriately.

2. Build an understanding of the pupil’s behavioural and educational problems by:

Recognising that at times pupils can be deliberately manipulative and misbehave, but more often than not there will be an underlying problem that has caused the misbehaviour.
Seeking to find the cause to this underlying misbehaviour.
Listening to the pupils with sensitivity and sympathy and acting constructively on the information provided.
Applying Individual Education Plans and specific strategies discussed in staff meetings with consistency.

3. Work as a team:

Recognising and encouraging another member of staff to assist if a problem is not de-escalating or resolving. Trust that member of staff to deal constructively with the problem.
Calling for support sooner rather than later and allowing the support staff to take a lead in addressing an issue.
Volunteering to take over responsibility in resolving a confrontation. Being prepared to step in especially where you have a good rapport with the pupil.
Looking for guidance and suggestions from other staff. In particular go to pupil’s mentor and your line manager.

4. The classroom setting and environment:

Be present when the pupils arrive and welcome them into the classroom.
Ensure that the classroom is tidy; and organised in such a way as to allow pupils to settle quickly and not be distracted.
Communicate an expectation for calm behaviour in the classroom and allow quiet constructive conversation.
Use of constructive humour is to be encouraged but sarcasm discouraged.
There should also be a feeling of fun and enjoyment to the education and learning.
Staff should focus on speaking calmly and quietly, using precise simple explanations.
For some Asperger boys it is useful to give them time to respond, as their processing is slow. It can also be helpful to set a time limit on activities or expectations. Time limits have to be reasonable and be applied consistently.

5. Seating plans

Staff should strategically place themselves in a position where they can best control the room and support the boys.
Pupils should have a clear understanding of where they should sit.
Staff should ensure that pupils sit in positions where they are least likely to be distracted by other pupils or features of the room; e.g. looking out of windows, proximity of computers.
Some pupils might need a quiet area, or their own space in the classroom.
Some groups might settle better and be more engaged if the desks are spaced out and in lines giving space between the pupils and reducing the likelihood of negative interactions between the pupils.
For those pupils who need more support from adults, the teacher should place themselves or the teaching assistant within a closer proximity to the pupil.
If a group is in a lively frame of mind then the teacher should stand and increase their physical presence around the room.

6. Delivery of lessons – providing security and success

The majority of our pupils prefer lessons to be structured including clear expectations of behaviour and learning. (Set minimum rules.)
Plan lessons to ensure that all members of the group can achieve and succeed.
Plan lessons to use support staff including care staff.
The pupils find it more secure if lessons are predictable (hence the importance of seating plans).
Be calm and consistent.
Part of the security is provided by continuity; start with links to previous lesson, finish by informing the pupils of what is intended in the next lesson.
A starter activity is a good way of gaining the pupils’ interest and attention.
Keep instructions simple and clear.
Provide tasks that pupils will be able to engage in.
Set clear targets or minimum expectations of amount of work expected from a pupil. Share those expectations, with the expectation that the pupil will achieve the target.
Deliver lesson with good pace and energy. Plan the lesson to allow for interest and enthusiasm and success.
Make the classroom a place of humour and fun as well as a place for learning.

7. Individual Education Plans

It is essential that plans are applied consistently by all staff. Planning for lessons should include the needs of individual pupils, especially those with an IEP.

Differentiated task – level of ability, type of task designed to allow pupil to succeed (many pupils prefer working using ICT, subject matter to reflect interest of individual pupil (very important for Asperger Syndrome).
Agreed private signals to encourage pupil to keep on task.
Locating the pupil in a position in the classroom to allow for better engagement. (See seating plans)
Personalised rewards (as an extension of the rewards system.)
Planned time out, very effective with ADHD pupils.
Use of support staff, allowing pupil to work away from other pupils – perhaps in another room.

8. Motivating pupils

It is crucial for a member of staff to build a constructive positive relationship with all pupils. The aim must be to get the pupil to at best want to come to the classroom because they are looking forward to seeing the member of staff. The next aim is to motivate the pupils to want to achieve and succeed in your subject area. If there are strains in the relationship the member of staff needs to go out of their way to build a rapport.

Ways to do this could include:

Join in an activity that the boy likes to do in the evening.
Organise and join in on a trip that the boy might be interested in.
Do favours for the boy without any conditions.
Find things that might interest the boy. (Very important for Asperger Syndrome)
Discuss issues with a child’s Mentor to find solutions.

9. Resources

Use a variety of resources to deliver a task. The majority of ADHD pupils tend to favour visual learning. These pupils are more likely to succeed if directions for tasks are provided visually.
Work sheets should be designed for individual pupils with key words being highlighted.
Many pupils prefer using IT for a task – pupils should be allowed to do this.
Lessons should be divided into sections and where possible include a physical activity, an interlude or change of direction.

10. Drinks in class

It is not expected that pupils eat and drink in class. It is expected pupils should get refreshments in the breaks between lessons.
It is not expected that all pupils should be allowed to pop out of lessons continuously.

However there may be exceptions

Pupils are likely to perform better with regular refreshment, indeed many staff like to have refreshments in meetings and in their own lessons. This is particularly true in hot weather.
For ADHD pupils it could be useful to send a pupil to get a drink if they are unsettled.
It is a very nice touch to ask the pupil to bring a drink for yourself and perhaps to others in the group.
To break up a long session with pupils i.e. an afternoon session.

11. Pupil Absence from lessons

Teachers should inform the care staff or other support staff if a pupil is missing.
Care staff should try and find the pupil and where possible get them to attend a lesson. If the support staff cannot attend the lesson for whatever reason they should report back to the teacher.
If a pupil is regularly missing a lesson the teacher should speak to the pupil about why they are missing and attempt to find a solution. If the pupil refuses to discuss the issue then refer the situation to the pupil’s mentor, then to a team leader and then to the Deputy Head.

12. Late arrival of pupils

Welcome the boy warmly and positively, (do not make a major issue of the lateness at the time, the priority is to deliver the lesson). Encourage them to apologise and move on.
At the end of the lesson try and find out the reason for why the pupil is late.
If there is a pattern developing, see the pupil after class or out of lesson time to discuss why they are being late and seek to find a solution.
If the pupil refuses to engage then refer and discuss with the mentor to devise and implement strategy/planned consequence.

13. Wearing uniform

If a pupil arrives in class without their uniform, do not waste lesson time to send the boy to get a change of clothing, (the priority is to deliver the lesson).
Referral; inform the care staff at an appropriate time to ensure that the uniform is put on later in the day.

14. Pupils interrupting lessons that they should not be in

Staff should not allow pupils into their lessons if they should be in another class.
Staff should ask pupils to leave quietly. Record that lesson was interrupted. If pupil refuses to leave, call for support.
If a pupil is regularly targeting your room for interruptions, see the pupil informally when on an activity and enquire about the reasons for the interactions. You could develop a strategy to help the boy.
If the pattern continues seek support from mentor.

Exceptions to this can occur, but only if it they are planned

If the teacher wants to invite a pupil in for a constructive reason i.e. to complete work or to do extension work or to support another pupil.
If a pupil is obviously distraught and is likely to calm with that teacher without disrupting the lesson. (Only in exceptional circumstances.)
If a senior member of staff decides, as a strategy to defuse a confrontation, to ask a pupil to go into another class.

15. Disruptive, non-compliant behaviour

If a pupil or pupils arrive to a lesson and is/are deliberately, but unusually, disruptive, then the following strategies can be employed. Please note that due to the nature and individuality of the boys that it is not possible to provide a definitive strategy for each occasion.

Investigate to see if there is a cause, e.g. a dispute with another boy, a problem with a teacher in the previous lesson, and offer solutions to the problem.
Find an excuse for a pupil to go and do a job outside the classroom.
Find a job for a pupil inside the classroom.
Ask a pupil to go and get everyone a drink.
Ask a pupil to go and work with another member of staff.
Ask for support and see if a new face and new member of staff can alter the dynamics and allow engagement to take place.
Change the plan of the lesson including the venue.
Shorten the lesson.
Set a task that the pupils enjoy and are comfortable with.
Set individual tasks that the pupils can engage in.
It might be the pupils need some space and need to let of steam, they could be taken outside, go for a walk, or into the gym.

16. Continual low level provocative comments to another pupil

Give a clear warning and then ask the pupil to leave for a period of time out. Invite the pupil to return if they are prepared to behave well. As part of the warning the pupil could be reminded that they will have to complete the work of the lesson. (For this to be applied the member of staff needs to be confident that they will be able to get the pupil to comply later. This strategy should be used where there is a pattern of disruptive behaviour.)

17. Persistent disruptive behaviour

If a pupil is repeatedly disruptive, not engaging and preventing others from learning discuss the issue with the boy’s mentor to find a solution. If no progress is made then discuss with your team leader and then if still no progress on to the Deputy Head.

18. Damage to property

For accidental or unusual acts of deliberate damage it can be best to move on quickly.
For deliberate damage, it is possible when the pupil is more compliant for the pupil to clear up the mess and damage or help to repair the damage.
Or to arrange with the mentor for the pupil to contribute financially either through their pocket money or with arranged paid jobs.
If a pupil refuses to make amends or to clear up the damage, clear up the damage yourself quickly or arrange for other staff or other pupils to clear up the damage. (It is very effective to get other pupils to help clear up the damage.)
See the pupil later to discuss the problem. If the pupil is reluctant to discuss the problem discuss a strategy with the mentor.
Sometimes the pupils show that they understand that they have done wrong and it might be prudent just to move on.

19. Swearing and abusive language

It is unacceptable for pupils to use bad language; however pupils are aware that it is an easy way to either provoke a confrontation or to show defiance.
Have a wide variety of verbal responses to register to the pupil that the language is unacceptable and you expect them to change it. Phrases could be

Is it that necessary? Pupil is bound to say yes but it is unlikely that they will continue.
Let’s see if you can expand your vocabulary? I get the point despite your language?
Further guidance to help with this problem will follow.

20. Personal, foul, abusive and sexualised language

If a child is abusive due to anger see the pupil later when they have calmed. Investigate the reason for the outburst. It is essential that staff do not take it personally. As part of the explanation the pupil is likely to apologise. Discuss strategies/ideas to address the problem and as part of the strategy mention that the language was unacceptable and encourage them to agree that it was wrong and that they will endeavour in similar circumstances not to repeat the behaviour.
If the pupil is repeatedly abusive, talk to the pupil when they are not expecting it, when you are out on a trip, when you are doing them a favour or they have asked you to do something (Do not be tempted to say ‘You do not deserve it’, ‘I don’t want to’, or ‘Why should I?’) and try and find out the reason for the abuse with the aim of the pupil stopping the bad behaviour.
If you are unable to find the reason then refer the matter to his mentor for them to find the reason with the expectation that the abuse will stop. If that does not address the problem refer the matter to your line manager.

21. Use of support

Ask for support not as a last resort to remove a pupil but as a new face to encourage the pupil to engage. If this fails then staff should accept that the child will have to leave the classroom. Support staff should then:

Take the pupil to do the work in a separate environment.
Engage the pupil in a different activity, perhaps a physical one.
Offer for him to go and talk to someone.
Allow them space to go somewhere where they feel comfortable (not other classrooms) including going into the grounds or for some pupils their bedrooms.
Take them to a member of staff who they feel comfortable with (on rare occasions this might even be if they are already teaching).

If you ask for a pupil to be removed or to have time out with another or with a member of staff, it is your responsibility to follow up the situation, find out what has happened and use the information to put strategies in place to try and address the cause of the problem.

22. Serious incidents

Serious incidents include excessive verbal/physical aggression to staff and/or pupils and/or damage of property.

The matter should be referred to a senior member of staff.
The pupil will be isolated or sent somewhere where they feel safe (this might be with a member of staff who they are comfortable with) until they are calm. When they have calmed they will be asked to explain what has happened and the reasons for the behaviour. This will be the start of the investigation. If they can be trusted they might be allowed to re-integrate into the school community but with the clear understanding that there will be serious consequences and that their future conduct will influence the decisions that are made.
The senior member of staff will then investigate the incident speaking to the staff involved and asking for a report. Other witnesses will be asked to report.
The staff involved and other key staff (including the mentor if they are available) will decide what action to take. In some cases parents will be part of the debate.
The action taken will take into consideration the previous conduct of the pupil, the level of provocation, the amount of contrition, the impact on the victims and their needs, the seriousness of the incident.
The response might include:

An unofficial warning (first time offence, out of character etc)
A verbal pre-exclusion warning to pupil and to parents. First offence, or repeated offence a long time after first incident.
A written pre-exclusion warning to pupils, parents and local authority. First offence, or repeated offence a long time after first incident.
Some form of community service to repair the damage to individuals/property. This could include doing a job in school.
A period of unofficial time out. This would be applied to a pupil who was heavily provoked, is depressed or feeling very pressurized, or has acted out of character. They need space to come to terms with their problem.
A temporary exclusion. The length of time will be determined by the seriousness of the incident, previous conduct.

23. Temporary exclusions / Time out

Before the pupil is sent home parents will be informed. Preferably the parents would have been involved in the decision for the temporary exclusion. The transport arrangements agreed.
Wherever possible some resolution of the problem should be made before the pupil leaves the building.
A formal letter is sent to the parents and the local authorities.
While the pupil is out of school contact will be continued primarily through the mentor to prepare the pupil to return emotionally. Wherever possible the School Psychologist will make a home visit and in some cases the Headmaster will too.
A specific education plan will be devised between the key staff; primarily the School Psychologist and the mentor to allow the pupil to re-integrate effectively.

24. Permanent Exclusions and transfers

Permanent exclusions are only applied after the most serious types of incident or if a boy is not addressing his problems and is not progressing. This is a serious decision and one that always involves disappointment and regret from the school. Normally it involves an ongoing dialogue with pupil, parent and associated agencies in order to make a painful and damaging process as constructive as possible.
In the case of both temporary and permanent exclusions, contact is made by phone to parents and guardians. The reasons for the decision, the length of the exclusion (in relation to temporary exclusions) and appropriate transport arrangements are discussed. Both parents and the associated agencies will be informed formally in writing.
In all cases the child (usually through the parents) and the parents have the right of appeal against the decision of the school firstly to the Headmaster. This can be done informally over the phone and then formally by post. If parents want to appeal further then they can write to the Chairman of the Board who will call a meeting of the Complaints Committee who will investigate and adjudicate.
Once a decision is made that Breckenbrough is not the right placement, every effort will made to transfer the boy to a more appropriate placement. Every effort is made to make the process as positive as possible.

4.b Pro-active strategies to promote good behaviour in the care setting

1. Riser and breakfast

Pupils should be up for breakfast and attend breakfast.
Inform team leaders and/or Head of Care of pupils who refuse to get up. Investigate any reasons why pupil is not getting up (obviously ill health is acceptable). Strategies that can be applied to get pupils up might include:

Reminding pupils to get up in the morning the night before.
Reminder of school expectations.
Improve sleep patterns.
In last resort removing a privilege but only in discussion with line managers.

2. Meal times

All pupils should attend all meals. Pupils who are missing meals should be checked on by staff in charge of supervising meals. Care staff at lunch time should eat meals first to allow them to supervise units. Pupils should remain at the table for the two courses. Staff should encourage pupils to have a balanced diet. At the very least pupils should not be allowed a second course (dessert) if they have not had a first course. Pupils should not be allowed to return to the table for a second course.

Sit between pupils who are disturbing each other.
Arrange for a pupil to sit elsewhere.
Ask a pupil to leave and allow them to return if they are willing to return.
Ask a pupil to leave the dining room for the duration of the meal and see them later about the reason.
If there is a pattern of disturbance refer to mentor; behaviour in the dining room can be a focus of a target and reward.

Jobs in the Dining Room, staff should ensure that they know which pupil is serving and should ensure that they do it. Staff should offer to help. At the end of the meal staff should ensure that either themselves or the staff stack the chairs. The member of staff responsible for the meal should ensure that the pupil on trolley clears away the food and takes the trolley back to the kitchen. If pupils are reluctant

Staff and other boys should offer to help.
Pupils should be reminded that they have the serving to do.
If a pupil is upset it is good practice to excuse the pupil and offer to do the serving for them in the expectation that the pupil will be grateful. Find out later the reason for the upset and remind them in future that it is unfair on others not to do their serving.

3. In the sitting areas on units/around school

Pupils should be calm and socially pleasant in the sitting areas. If a pupil is unpleasant or unruly:

Deflect the conversation.
Offer an alternative activity.
Ask either the trouble maker or in some cases the centre of the problem to leave.
Send a pupil to their room for a period of calm.
Send a pupil or pupils downstairs to run off some energy.
Accompany some pupils downstairs to run off some energy with them.
Limit the number of pupils in the room.
Arrange a rota for pupils who are incompatible.
Arrange for a group of pupils to participate in an activity or to watch a specific programme.

4. Socialising in Bedrooms

Pupils are encouraged to socialise in their rooms but the doors must remain open for H&S reasons. If a pupil refuses

Open the door and remind the pupil of the rule.

Suggest that visitors will only be allowed in with the permission of staff.

No visits are allowed for a period of time.

In discussion with line managers electrical equipment might be confiscated for a short period of time.

5. Health and hygiene and keeping the bedroom tidy

Where pupils are reluctant to keep rooms tidy staff should assist the pupil to keep an acceptable level of tidiness.
Discuss with mentor to see if there could be a reward for keeping the bedroom tidy.
Inform parents and have a combined approach with home.
Staff should remind pupils of the need for showering.
For persistent refusal to shower refer to line managers and mentor to discuss health issues and examine strategies to resolve the issue.
For some Asperger pupils wearing a shirt in the shower is helpful.

6. Going to bed punctually and lights out

Pupils who are persistently reluctant to go to bed on time should be referred to mentors and line managers. Pupils need to go to bed on time.

Pupils visiting other pupils after lights out is viewed as a serious incident. Line managers must be informed and the incident must be recorded as such.

7. Trips

All evening activities are seen as privileges. It is expected that pupils behave at the venue and on the journey.

Pupils who cause a problem through behaviour, or are late and cause an inconvenience to others, will miss at least the next activity that they are interested in going on.

Strategies for dealing with issues on the trip are set out in Health and Safety Guidelines (refer to H&S) but major strategies should include the following:

Sensible organisation of seating pupils on the buses. Key pupils in key positions. Staff to be aware of difficulties.
Pupils monitored carefully with compatible pupils being grouped together.
Stopping the bus and moving pupils who are having difficulties.
Stopping the bus and informing school and the pupils of difficulties. Expect the pupils to calm.
Ask if possible for a member of staff to come out of school to pick up a pupil.

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