Behaviour policy
Introduction
We believe in creating an ethos in which young people can learn and develop as individuals whilst feeling valued and respected. Each person is to be treated fairly and our values are built on unconditional positive regard, mutual trust and respect. Our behaviour policy is designed to support the way in which all members of the community can work in a collaborative, consistent and supportive way that uses a restorative practice approach.
It aims to create a nurturing and positive environment where everyone feels safe, secure and happy.
Responsibilities
All staff have the responsibility of ensuring there is a culture of positive behaviour management across the school that is underpinned by the belief and assurance that behaviour is regarded as a communication and is a product of the context and situation that is personal to each pupil.
Framing
We use positive framing to establish and maintain high expectations through encouragement and affirmative languages. Throughout our interactions we:
● Establish expectations: Children need to know what the expectations are so that they can be re-affirmed through the framing technique.
● Affirm positive responses first: When dealing with a response to an instruction, we give positive affirmations to young people who meet the expectations.
● Frame correction as positive reinforcement: When students do not meet our expectations, we respond by reasserting what we want.
● Give the benefit of the doubt: Instead of engaging with accusations, we assume students’ best intentions and emphasise what we would like to happen
● Assume confusion over defiance: rather than accusing children of not following instructions, we assume they misunderstood what we asked them to do and reiterate the instructions e.g. ‘I can see this group may have misunderstood the instructions, let’s stop and ensure we are all confident with the routine.’
Boundaries
Boundaries are essential in order to promote a pupil’s sense of justice and the use of personal power will enable a child to influence the conditions in their own life. This is related to the concept of locus control, our sense that we have power over events in our lives. We believe that when pupils clearly understand the system of consequences of their behaviour, and the choices they have to influence the outcome, they are more in control of making positive choices. Ensuring there is a clear system for inappropriate behaviour is essential. Consistency is vital and should be appropriate to each individual context.
This said, we understand that there is a distinction between emotionally disturbed behaviour (SEND, SEMH) and poor behaviour. Pupils with SEND and SEMH needs will be supported on an individual needs basis (see below, Pupils with SEND and Specific Behavioural Difficulties).
Specific behavioural difficulties
We understand that some children may experience specific challenges with their social, emotional mental health, which is the umbrella that covers behavioural difficulties and understand that this can be for a number of different reasons.
It may be considered necessary to use 'reasonable force' for the safety of the child, adult or others present. Force is usually used either to control or restrain. This can range from guiding a child to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury. ‘Reasonable in the circumstances’ means using no more force than is needed. Reasonable force can be used to prevent a child from hurting themselves or others, from damaging property, or from causing disorder.
Individual risk assessments are created for children with a known history of violence.
Reporting
Violent or threatening incidents of behaviour will be reported to the parent/school and potentially MASH if deemed appropriate.