Post on 18-May-2018
Behaviour for Learning Flow Chart
Our aim is to ensure Lancasterian pupils are safe and happy at all times. The Behaviour for
Learning Flow Chart has been designed in consultation with staff, governors & parents.
Colleagues have a wealth of skills & experience and we expect them to use their
professional judgement at all times, choosing some, but not necessarily all of the indicated
strategies to address negative behaviour.
The chart is shared with pupils as appropriate.
We acknowledge behaviours which are exhibited by a child are influenced by many factors.
Offering timeout, a change of environment, change of staff, alternative way to complete a
task can all have a positive impact on a child who is not behaving appropriately.
NB:The flow chart is a guide and Lancasterian staff will address each situation on an
individual basis and may use an action above what is indicated in the flow chart as a
reasonable response to an action of a pupil.
Aims of the chart:
to improve behaviour
to guide all staff to help us manage behaviour consistently throughout school;
to indicate steps to be followed to manage behaviour and achieve positive outcomes;
to ensure all negative situations are successfully de-escalated.
Use of the chart:
possible behaviours are listed along the bottom of the chart;
agreed strategies in the left column indicate steps to use to manage behaviour and
the three yellow columns are strategies that underpin all the work we do with a child;
the dotted arrow shows movement up and down the scale of interventions;
the position of the emoticon shows what would be expected to be the most severe
intervention for each behaviour. The school ;
where an emoticon appears next to an intervention, this action must be included
before moving up to further interventions;
Behaviour for learning flow chart
<--
-Eff
ecti
ve c
om
mu
nic
ati
on
wit
h p
up
ils &
fam
ilie
s a
t all t
ime
s
--->
<--
-Reco
gn
itio
n &
avo
ida
nce o
f kn
ow
n t
rig
ge
rs;
po
sit
ive d
istr
acti
on
& in
terv
en
tio
n s
trate
gie
s t
o b
e r
ein
forc
ed
co
nsta
ntl
y --
->
<--
- Im
ple
men
tati
on
of
Ind
ivid
ual B
eh
avio
ur
Pla
n o
r P
ers
on
al H
an
dli
ng
Pla
n -
-->
Fixed Term Exlcusion
Pupil Support Governor Sub Committee
Reparation / Restorative meeting
Referral to external agency (community liaison
officer, police, educational psychologist, etc)
Respite period of site (1/2 day or 1 day)
Withdrawl - All day (last resort)
Reparation / Restorative meeting
Letter home (if appropriate, including reports)
Phone call home (if appropriate, or if behaviour is becoming regular )
Reparation / Restorative meeting
Withdrawl - 2 lessons &/or break
Reparation / Restorative meeting
Head Teacher intervention
Suppor from PSD lead, e.g. 1:1 sessions
Withdrawl - 1 lesson / or break
Duty Manager intervention &Restorative meeting
Team TeachTeam intervention (support for de-
escalation, restoration; change of face; retraint as last resort)
Reparation / Restorative meeting, inc pastoral support
Loss of free time - 15 minutes
Loss of free time - 10 minutes
Loss of free time - 5 minutes
Denial of leaf, or sticker, or move to 'amber'
Turn around time (sat on own, wth visual timer, in
class or agreed chill out space)
Verbal/visual Reminder to stop (linked to 'Traffic Lights'/denial of sticker)
Verbal/visual prompt to stop, reinforce 'Good Citizen Code' & class reward system
"Enabling quality, access and
achievement for all"
Rep
eate
dly
bre
akin
g g
oo
d
cit
izen
co
de
Refu
sal
to e
ng
ag
e
Bu
llyin
g (
e.g
.pic
kin
g o
n p
eople
, le
avin
g p
eople
out)
An
ti-S
oc
ial h
ab
its (
e.g
. spittin
g,
pushin
g,
bitin
g, th
row
ing o
r
bre
akin
g t
hin
gs)
An
ti-S
oc
ial la
ng
uag
e (
e.g
.
scre
am
ing, sw
earin
g, put-
dow
ns)
Racis
t /
sexis
t la
ng
ua
ge o
r
be
havio
ur
Le
avin
g s
ch
oo
l sit
e/ lo
cati
on
o
f p
lan
ne
d o
ffsit
e v
isit
Ph
yscia
l assau
lt / f
igh
tin
g (
e.g
.
kic
kin
g,
hittin
g,
purp
osefu
l w
ith
inte
nt to
harm
)
Advice & support from other professionals, e.g. Nurses, other schools, Clinical Psychologist, Educational Psychologist,