Positive Behaviour Management
The school has a Positive Behaviour Policy, which is available from the school at any time. (See also our Policies page) We use a Positive Behaviour approach to discourage inappropriate behaviour. This means that we say what we wish others to do rather than saying what we don’t want them to do.
e.g. rather than saying ‘don’t run’ we would say ‘walk please’.
Positive language and positive reinforcement helps to establish good behaviour. However, as a generic school, amongst the many needs we cater for, we also support the pupils with communication, emotional, and social and metal health difficulties which can result in ‘challenging behaviour’. When you visit our school you may see children who are anxious or upset which you may not see in a mainstream school. We work hard with our pupils to ensure they develop self regulation strategies whilst they are with us to reduce their stress and anxieties and improve their communication so these incidences for pupils reduce or are eliminated. At these times we may use simple language or single words such as ‘stop’, ‘finished’ or in some cases ‘no’.
Challenging behaviour means different things for different people. What is challenging to some people, is not challenging to others. We therefore use it to refer to behaviours demonstrated by children who find it difficult to manage their own behaviour without help. These behaviours are varied and may include self harming, anti social or aggressive behaviour or a refusal to co-operate resulting in shouting or aggressive language.
At Chellow Heights, all behaviour is regarded as a form of communication and it is down to us to try to work out what our children are trying to communicate. Many of our children have sensory processing disorders and become very anxious at times. The more anxious they become the less able they are to be able to communicate and they can go into ‘metldown’. In order to avoid getting to this point, teachers use a range of in class target sheets and rewards to support behaviour management. We use traffic light cards, symbols and objects of reference, now and next cards, visual timetables, visual timers and opportunities to have’ time out’ as systems to support our behaviour management Our ‘time out’ sessions may be negotiated in advance as a strategy for a child e.g. being able to walk around the corridor for a time before coming back to class, having time in a quiet group room alone or with a member of staff, time in the blue room or outside.
All our strategies are used to support children’s access to learning. Unless you are calm and happy you cannot do good learning. All pupils who require them have behaviour support plans which are agreed with parents and carers. Incidences of challenging behaviour are monitored carefully at class level and analysed by our Haven Team Manager. Behaviour in our school has been judged as outstanding by the District Achievement Partnership (DAP) through the school to school challenge and support visits which provides us with an external review of the school three times per year.
If you would like some support and advice about positive behaviour management please contact our Intervention Manager, Doremi Littlewood, on our school number.
Behaviour Support and Positive Care Plans
Where a child is identified as needing support with their behaviour they have behaviour support plan and, if appropriate, a positive handling plan. These are written in conjunction with parents to reinforce positive behaviour with them and ensure all staff and carers are aware of the behaviours and use a consistent approach when working with a child.
Our staff are trained to manage behaviour using an approach called TEAM TEACH. This is an approach which uses ‘de-escalation techniques’ to distract or divert the child from unacceptable behaviours. However, for a small percentage of children, when they cannot be distracted or diverted from the behaviours and where they are at risk of harming themselves or others or are in danger, Team Teach also have a range of physical management strategies which staff are trained to use. These are endorsed by the LA and we provide a termly report as requested by the LA. The Positive Handling Plan is written to include any of these strategies that may be required to be used with a child due to a foreseen risk. Where there is a need with a child to use any of the physical management strategies with a child these may be discussed with a parent in advance and the type of strategy to be used will be demonstrated and where agreed will be added to the Plan. Where a Team Teach Intervention requiring physical management of a child has been used which is not on the Plan and pre-agreed with parents and carers you will be informed on the day of the action unless another system has been agreed with you in advance.
All plans are reviewed regularly with parents and carers and all interventions and incidents are monitored regularly by our Behaviour Manager, the deputy headteacher and Governor for Behaviour.