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Littleport Community Primary School

BEHAVIOUR POLICY

Ratified: 21st May 2020

Review: 20th May 2021

Signed:

Chair of Governors

Date: 28th May 2020

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Contents

1. Policy Statement .....................................................................................................................3

2. Aims .......................................................................................................................................3

3. Purpose of this policy ..............................................................................................................3

4. Definitions………………………………………………………………………………………………4

5. Bullying ...................................................................................................................................4

6. Responsibilities and accountabilities .......................................................................................5

7. Rewards and sanctions ...........................................................................................................7

8. Behaviour management ..........................................................................................................7

9. Pupil transition ...................................................................................................................... 10

10. Training ............................................................................................................................... 10

11. Monitoring arrangements .................................................................................................... 11

12. Links with other policies ...................................................................................................... 11

Appendix 1: Legislation and statutory requirements

Appendix 2: Behavioural / bullying / racist / homophobic incident form

Appendix 3: Behaviour incident flow chart

Appendix 4: Record of meeting

Appendix 5: De-escalation script

Appendix 6: Restorative Questions

Appendix 7: Behaviour incident flow chart

Appendix 9: Reflection form log

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Littleport Community Primary School Positive Behaviour Policy

1. Policy Statement

Ely Schools Partnership – Behaviour Matters

The Ely Schools Partnership works with young people, families and appropriate agencies to promote good behaviour because everyone has the right to be in an

environment which is safe, conducive to learning and free from disruption, bullying, violence, discrimination or harassment.

Littleport Community Primary School is committed to creating an environment where exemplary behaviour is at the heart of productive learning. Everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for their behaviour and encourage others to do the same. Our behaviour policy guides staff to teach self-discipline not blind compliance. It echoes our core values with a heavy emphasis on respectful behaviour, a partnership approach to managing poor conduct and dynamic interventions that support staff and learners. Our approach to behaviour management has been informed by Step On training received from Cambridgeshire Steps and the work of Paul Dix as well as the Education Endowment Foundation’s (EEF) Guidance Report Improving Behaviour in Schools. Our values and principles at Littleport Community Primary School are that all stakeholders are:

Ready

Respectful

Safe 2. Aims This policy aims to:

Create a culture of exceptionally good behaviour - for learning, for community and for life

Ensure that all learners are treated fairly, shown respect and to promote good relationships

Refuse to give learners attention and importance for poor conduct

Help learners take control over their behaviour and be responsible for the consequences of it

Build a community which values kindness, care, good humour, good temper, mutual respect and empathy for others

Promote community cohesion through improved relationships

Ensure that excellent behaviour is a minimum expectation for all 3. Purpose of the Policy To provide simple, practical procedures for staff and learners that:

Recognise behavioural norms

Positively reinforces behavioural norms

Promote self-esteem and self-discipline

Teach appropriate behaviour through positive interventions

4. Definitions Misbehaviour is defined as:

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Disruption in lessons, in corridors between lessons, and at break and lunchtimes

Non-completion of classwork

Poor attitude

Inappropriate language Serious misbehaviour is defined as:

Repeated breaches of the school rules

Any form of bullying, including cyber bullying

Accessing inappropriate materials online

Sexual assault, which is any inappropriate or unwanted sexual behaviour that causes humiliation, pain, fear or intimidation

Vandalism

Theft

Physical violence

Smoking

Targeted use of inappropriate language

Racist, sexist, homophobic or discriminatory behaviour

Possession of any prohibited items. These are: o Knives or weapons o Alcohol o Illegal drugs o Stolen items o Tobacco and cigarette papers o Fireworks o Pornographic images o Any article a staff member reasonably suspects has been, or is likely to be, used

to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)

5. Bullying Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying is, therefore:

Deliberately hurtful

Repeated, often over a period of time

Difficult to defend against Bullying can include:

Type of bullying Definition

Emotional Being unfriendly, excluding, tormenting

Physical Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial Racial taunts, graffiti, gestures

Sexual Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

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Direct or indirect verbal Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Homophobic bullying Behaving or speaking in a way which makes someone feel bullied because of their actual or perceived sexuality

Details of our school’s approach to preventing and addressing bullying are set out in our Anti-Bullying and Prejudice Related Incidents Policy. 6. Responsibilities and Accountabilities The EEF’s Guidance Report highlights that ‘only half of primary teachers agreed that the behaviour policy in their school was applied consistently’. Therefore, it is crucial that all stakeholders are aware of their responsibility for applying this policy consistently. Consistency is key. 6.1 The Governing Body is responsible for:

Ensuring that this policy is in place

Ensuring that all associated legislation is complied with and that the school discharges its duty of care for all students and staff

Providing the necessary guidance, encouragement and resources to allow this policy to be followed

The Standards Committee will also review this behaviour policy in conjunction with the Headteacher and monitor the policy’s effectiveness, holding the Headteacher to account for its implementation

6.2 The Headteacher is responsible for:

Meeting and greeting learners at the beginning of the day

Modeling positive behaviour

Reviewing this behaviour policy in conjunction with the Standards Committee. The Headteacher will also approve this policy

Ensuring that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour

Monitoring how staff implement this policy to ensure rewards and sanctions are applied consistently

Investigating complaints

Making decision about exclusions

6.3 The Senior Leadership Team is responsible for:

Meeting and greeting learners at the beginning of the day

Modeling positive behaviour

Supporting the Headteacher in the implementation of this policy

Monitoring behaviour across year groups

Supporting class teachers in the implementation of this policy

Supporting staff in returning learners to learning by sitting in on reparation meetings and supporting staff in conversations where necessary

Ensuring staff training needs are identified and targeted

Regularly celebrating staff and learners whose efforts go above and beyond expectations

Supporting staff in managing learners with more complex or entrenched negative behaviours

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Using behaviour data to target and assess interventions

Regularly reviewing provision for learners who fall beyond the range of written policies

The Children’s Inclusion Manager and SENCo are responsible for liaising with class teachers to create support plans, including the completion of Roots and Fruits planning (Appendix 7) and Anxiety Mapping (Appendix 8) whenever necessary.

Senior leaders are not expected to deal with behaviour referrals alone. Rather they are to stand alongside colleagues to support, guide, model and show a unified consistency to the learners.

6.4 Staff are responsible for:

Meeting and greeting learners at the beginning of the day

Implementing the behaviour policy consistently

Modelling positive behaviour

Providing a personalised approach to the specific behavioural needs of particular pupils

Recording serious behaviour incidents on SIMS in accordance with the school’s behaviour system

Recording electronically serious incidents including allegations of bullying on the Behavioural/Bullying/Racist/Homophobic Incident Form (see Appendix 2). This should also be shared with the Children’s Inclusion Manager

6.5 Learners are responsible for:

Modeling positive behaviour

Personal, positive behaviour that benefits their own learning, that of others and the school community as a whole

Reporting incidents of inappropriate behaviours to school staff

Taking responsibility for their actions

6.6 Parents are expected to:

Support their child in adhering to the 3 behaviour principles of the school: ‘Ready, Respectful, Safe’

Inform the school of any changes in personal circumstances that may affect their child’s behaviour

Discuss any behavioural concerns with the class teacher promptly

Support the school in carrying out its Behaviour Policy, including engaging in meetings regarding pupil behaviour

6.7 Pupil Code of Conduct Pupils are expected to:

Follow our 3 behaviour principles: ‘Ready, Respectful, Safe’

Speak politely to everyone

Listen to what other people say and respect opinions and differences

Do their best and persevere with learning

Show pride in their achievement

Look after their classroom, equipment and respect the natural world around them

Find help if they need it

Accept responsibility for the things they do

Tell an adult about anything that is making them feel worried or unhappy

Behave in a safe way

Follow the school’s guidance on using technology safely

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7. Rewards and sanctions 7.1 List of rewards and sanctions Research suggests that pupils who are aware of their own behaviour, who can self-regulate and deploy coping skills, will be less likely to misbehave in school. At Littleport Community Primary School, we aim for children to be self-motivated from an intrinsic desire to behave rather than from the hope of reward. We encourage every child to behave in a responsible and self-disciplined manner and to care about the needs and rights of everyone in the school community. Research considers positive encouragement and praise to be more powerful than extrinsic reward and our aim is for children to become intrinsically motivated learners. We recognise and reward learners who go ‘over and above’ our standards. Although there are opportunities for formal recognition of learners’ efforts (EYFS learning medals, Learner of the Week Certificates and Effort and Excellence awards), our staff understand that a quiet word of personal praise can be as effective as a larger, more public, reward. The school may use one or more of the following sanctions in response to unacceptable behaviour:

A rule reminder acting as a warning

Time out to refocus or calm down

Expecting work to be completed at break or lunchtime

Sending the pupil out of the class to their partner class (Logged on SIMS by class teacher)

Reparation at lunchtime

Referring the pupil to a senior member of staff

Internal referral to Children’s Inclusion Manager/Senior Leadership Team (Logged on SIMS by class teacher)

Letters, phone calls home or meetings with parents (Record of meeting kept by class teacher – Appendix 4)

Agreeing a Risk Management Plan with the Children’s Inclusion Manager (Appendix 9) which will be circulated amongst staff

Internal exclusion (Logged on SIMS by Senior Leader)

External exclusion (Logged on SIMS and logged with the Local Authority’s Exclusions Hotline by Headteacher. Followed by a return from exclusion meeting)

Permanent exclusion An exclusion happens when a Headteacher decides that a child is not allowed to attend school either at lunchtime, for a fixed period or permanently, in response to a breach of the school behaviour policy. 7.2 Off-site behaviour Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as at the swimming pool or on a school trip. Serious incidents of misbehaviour may represent a health and safety risk, which could result in the pupil being excluded from an off-site activity until such time as their behaviour is deemed safe. The decision to exclude from an off-site activity will always be made in discussion with a Senior Leader. 7.3 Malicious allegations Any accusation made against a member of staff by a child, which is deemed to be malicious, will be investigated and appropriate sanctions put in place following the safeguarding procedures as set out in the school’s safeguarding policy. 8. Behaviour management 8.1 Classroom management

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Staff are responsible for consistently setting the tone and context for positive behaviour within the classroom. When dealing with children displaying particularly challenging behaviour, we use a de-escalation script (Appendix 5)

All staff: 1. Meet and greet at the door. 2. Refer to ‘Ready, Respectful, Safe’ 3. Model positive behaviours and build relationships. 4. Plan lessons that engage, challenge and meet the needs of all learners. 5. Use a visible recognition mechanism (such as a recognition board or positive praise) throughout every lesson. 6. Are calm and give ‘take up time’ when going through the steps. Prevent before sanctions. 7. Follow up every time, retain ownership and engage in reflective dialogue with learners. 8. Never ignore or walk past learners who are misbehaving unless there is good reason to do so, such as being part of a Risk Management Plan.

We operate the following hierarchy of strategies to ensure that all children are able to access their rights to learn and to a safe, happy learning environment:

1. Redirection – a non-verbal cue to redirect the learner. 2. The reminder - a reminder of the expectations for learners Ready, Respectful, Safe

delivered privately to the learner wherever possible. The teacher makes them aware of their behaviour. The learner has a choice to do the right thing.

3. The caution - a clear verbal caution delivered privately to the learner making them aware of their behaviour and clearly outlining the consequences if they continue. The learner has a choice to do the right thing. Learners will be reminded of their previous good conduct to prove that they can make good choices. 30 Second Intervention a. Gentle approach, personal, non-threatening, side on with awareness of personal space, eye level or lower. b. State the behaviour that was observed and which behaviour principle it contravenes. c. Tell the learner what the consequences of their action is. Refer to previous good behaviour/learning as a model for the desired behaviour. d. Walk away from the learner; allow them time to decide what to do next. If there are comments, as you walk away write them down and follow up later.

We resist endless discussions around behaviour and spend our energy returning learners to their learning.

4. The time-out

The learner is asked to speak to the teacher away from others in an area that is comfortable for the learner and in accordance with the safeguarding policy

Boundaries are reset

Learner is asked to reflect on their next step. Again they are reminded of their previous conduct/attitude/learning.

Learner is given a final opportunity to reengage with the learning / follow instructions If a learner chooses to calm down outside the classroom, in general, three minutes should be enough unless there is cause for this to be extended to help the child. Staff will always deliver sanctions calmly and with care. It is in nobody’s interest to confront misbehaviour with anger or risk further escalation.

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5. Internal referral - at this point the learner will be referred internally to their identified partner class for a maximum of 10 minutes. All internal referrals must be recorded on SIMS. We may use the Children’s Inclusion Worker’s room in response to serious or persistent breaches of this policy. Pupils may be sent to the Children’s Inclusion Worker or a Senior Leader following an incident of serious misbehaviour or persistent disruption and they will be expected to complete the same work as they would in class.

6. Reparation - a restorative meeting should ideally take place before the next session

(See Appendix 6 for guidance questions). If the learner does not attend or the reconciliation is unsuccessful, the teacher should call on support from their line manager who will support the reparation process.

7. Partnership – a meeting with the teacher, learner and Phase Leader, recorded on

Appendix 4 with agreed targets that will be monitored over the course of two weeks. This stage may also include the introduction of a personal learning coach and mentor where there is cause for concern who will:

Support and if necessary facilitate the Reparation Meeting between the member of staff and learner.

Develop an appropriate action plan with the learner

Monitor and review and mentor using the action plan

Discuss both the consequences for the learner if not meeting the required action and the positive outcomes for everyone if conduct improves

If a learner does not achieve the required change in conduct agreed within the action plan a verbal warning will be issued by the Phase Leader

Learners must be given a second chance to achieve the targets agreed on the action plan after the verbal warning

A Serious Breach is an incident that may lead to a fixed term exclusion or permanent exclusion. Permanent exclusion is the decision to permanently exclude a pupil and should be taken only:

in response to serious breaches of the school's behaviour policy; and if allowing the pupil to remain in school would seriously harm the education or welfare

of the pupil or others in the school. Permanent exclusions should always be a last resort. There will be exceptional circumstances where the Headteacher / teacher in charge judge it is appropriate to permanently exclude a child for a first or one-off offence. Alternatives to exclusion, where appropriate, include community service and payback. 8.2 Lunchtimes and Midday Supervisors Any child who causes deliberate harm to another child or member of staff during lunch shall be raised with a member of the Senior Leadership Team or the Headteacher and appropriate sanctions applied. Children may be asked to move to a different area of the playground, asked to leave the playground or monitored from a distance. Incidents of low level disruption should be dealt with using the school’s behaviour management strategies outlined above with a clear focus on de-escalation strategies. Any incident happening during the lunchtime period should be resolved before the afternoon session begins wherever possible. Information about incidents involving physical contact with another child should be reported by midday supervisors to the class teachers using the recording slips detailing the incident and resolution. Class teachers will then contact the parents of the children involved, as necessary. 8.3 Reporting on Behaviour Class teachers and Senior Leaders keep detailed records of the nature and frequency of incidents related to behaviour as detailed in paragraph 7.1. The Headteacher reports regularly to the Governing Body regarding behaviour incidents.

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8.4 Positive Handling In some circumstances, staff may use positive handling strategies to prevent a pupil from:

Causing disorder

Hurting themselves or others

Damaging property Incidents of positive handling must:

Always be used proportionately and with the support of an additional adult as an observer or to assist as necessary/whenever possible

Be applied using the minimum amount of force and for the minimum amount of time possible

Be used in a way that maintains the safety and dignity of all concerned

Never be used as a form of punishment

Be recorded and reported to parents (see Appendix 2 and the School’s Physical Intervention Record)

Be followed by a debrief for staff involved 8.5 Confiscation Any prohibited items (listed in section 4) found in pupils’ possession will be confiscated. These items will not be returned to pupils. We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate. Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation. 8.6 Pupil support The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil. The school’s Special Educational Needs Co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met. Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs. When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis. We have a full time member of staff (Children’s Inclusion Manager) who is Cambridgeshire Steps trained whose role is to support children and families, and who uses a range of strategies to support children including SEAL and restorative approaches to resolving conflicts and other issues. 9. Pupil transition To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings. To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools. 10. Training Our staff are provided with training on managing behaviour as part of their induction process. We encourage a culture of sharing good practice and actively encourage staff to visit their colleagues’ classrooms to develop their pedagogy around behaviour management.

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Behaviour management will also form part of continuing professional development. If observations show that behaviour management is an area for development, bespoke training and support will be put in place by their line manager and/or other members of the Senior Leadership Teamed. 11. Monitoring arrangements This behaviour policy will be reviewed by the Headteacher and/or Deputy Headteacher and the Governing Body annually. At each review, the policy will be approved by the Headteacher. 12. Links with other policies This behaviour policy is linked to the following policies:

Anti-bullying and prejudice related incidents policy

E-safety policy

Equality information and objectives

Exclusions policy

Safeguarding policy

Covid 19 Addendum to Policy This addendum refer to the phased return of EYFS, Year 1 and Year 6 pupils to school and may be revised when the school is asked to admit more children.

As far as possible, the ethos of our behaviour policy, as set out in our initial statement and aims, should be adhered to.

Whenever possible, the behaviour policy should be followed with social distancing adhered to. For example, any reparation conversation would need to take this into account or conversation with pupils after a time out.

The school rules – ready, respectful, safe - should continue to be used with pupils and specific reference to these should be used with any new rules and routines.

4 – Serious Behaviour – this would now include putting children and staff at risk by not following the school rules on safety and hygiene; by refusing to follow social distancing both in the school building and on the school field; by exhibiting behaviour that deliberately puts staff and children at risk e.g. spitting and coughing deliberately over someone.

6.6 – Conversations with Parents – Parents and carers are expected to discuss any

behavioural concerns with the class teacher promptly and engage in meetings – this

will be communicated by emailing the school office. Meetings will not take place in

person on the school site. It will not be possible for teachers and parents to discuss

behaviour in the classroom or on the playground either at the beginning or the end of

the day if a minor incident has taken place. Staff will need to contact parents by either

phone or email.

7.1 - Rewards and Sanctions – Due to cleaning regimes and staffing, pupils will not be able to complete work in the classrooms at break time and lunch time as part of the school sanctions. Partner classes will not be able to be used for time outs – it may instead be appropriate to send a child to the bay area outside the classroom. If a teacher is unsure how to proceed with a child, it will be appropriate to phone down to a senior member of staff. Certificates will not be able to be given out for rewards at this time – teachers are encouraged to use lots of positive praise and use recognition boards within the classroom. It may be that whiteboard will have to be put up on walls for use if the class whiteboard is not accessible due to social distancing.

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7.1 – Rewards and Sanctions – Exclusions – Any behaviour from a child that deliberately puts others at risk – both other children and staff – e.g. spitting, deliberately coughing in someone’s face, repeatedly refusing to not adhere to social distancing rules, repeatedly refusing to follow the schools rules and routines, such as hand washing etc., could result in an internal or external exclusion

7.1 – Children on Risk Management Plans – Conversations will be had with parents of children with ECHPs who may be on a risk management plan. Risk management plans will be updated as necessary, linking with this amendment. Strategies on those risk management plans may supersede information contained in the Risk Management plans. These will be circulated to staff.

7.2 – Off-Site Behaviour – Parents should be bringing and collecting their children from school and observing social distancing rules when doing so. If the school does hear that a child is not observing social distancing in the community then a conversation with the child’s parent or carer will be had by a senior member of staff. Where we perceive social distancing outside of school is not being adhered to by a child or their family, we reserve the right to refuse to have that child on our school premises.

8.1 – Classroom Management – As far as possible, the systems for behaviour management within the classroom should be followed, taking account of social distancing. At point 5, removal to a partner class for 10 minutes will need to be within the bay area (or outside the classroom) instead. The process is the same; just the area different.

8.2 – Lunch Time – We expect lunch time supervisors to continue to give rule reminders as usual as set out above. Any serious breach of the school rules as detailed above in 7.1 will require members of the senior leadership team and may result in an exclusion.

8.4 – Positive Handling – positive handling should only be used in an extreme circumstance if it is needed in order to support a pupil or remove a pupil from a situation. A member of the SLT team must be called to assess the situation and will make the decision whether this is suitable or another course of action can be taken. In an extreme case where positive handling is needed, PPE will be used.

Appendix 1: Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools

Searching, screening and confiscation at school

The Equality Act 2010

Use of reasonable force in schools

Supporting pupils with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils

Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property

DfE guidance explaining that maintained schools should publish their behaviour policy online

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Appendix 2 -

BEHAVIOURAL/BULLYING/RACIST/HOMOPHOBIC

INCIDENT

Logging information

LITTLEPORT COMMUNITY PRIMARY SCHOOL

BEHAVIOURAL/BULLYING/RACIST/HOMOPHOBIC INCIDENT RECORD

FORMS WITH INSUFFICIENT INFORMATION WILL BE RETURNED FOR ADDITIONAL

INFORMATION

Date of incident:

Time:

Lesson:

Child’s name

Gender

Class

Aggressor

Victim

Type of incident:

Behavioural

Bullying

Racist

Homophobic

Was physical restraint used?

If the answer was yes, please complete a physical restraint

form too.

What happened, including strategies used:

Please continue overleaf if necessary

Action taken / consequences:

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Please continue overleaf if necessary

Parent/Carer informed by : Date:

Signed:

Date:

Prejudice related incidents including bullying

Note: We submit termly reports of prejudice- related incidents including bullying to the governing body

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Appendix 3 - Behaviour Incident Flow Chart

Incident of negative behaviour

Low level disruption, such as calling out. Serious misconduct, such as rudeness to

adults or physical violence at any stage of

the process.

3. Caution - a clear verbal caution delivered privately wherever possible, making the learner aware of their behaviour and clearly outlining the consequences if they continue.

4. Time out - give the learner a chance

to reflect away from others.

Child should be sent to their partner class

for a period of time to be determined by

the class teacher (usually remainder of

the session). The child may need to be

sent to the appropriate phase leader.

2. Warning including a rule reminder.

Ready, Respectful, Safe

Incident logged on SIMS accordingly.

1. Redirection - gentle encouragement

5. Internal referral - At this point the

learner will be referred internally to

their partner class for the remainder

of the session. Incident logged on

SIMS accordingly.

6. Reparation - a restorative meeting

should ideally take place before the

next session.

7. Formal meeting - a meeting with the teacher, learner and Phase Leader, recorded with agreed targets that will be monitored.

Reparation - a restorative meeting should ideally take place before the next session. If the learner does not attend or the reconciliation is unsuccessful the teacher should call on support from their Phase Leader who will support the reparation process.

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Appendix 4: Record of Meeting

Littleport Community Primary School

Record of meeting

Child’s name _______________________________________________________________________

Date__________________________________________ Time _______________________________

Present

__________________________________________________________________________________

__________________________________________________________________________________

Summary of discussion

Agreed actions

Signed (School) _____________________________________________________________________

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Appendix 5 – De-escalation Script

De-escalation Script

Learner’s name

I can see something has happened

I am here to help

Talk and I will listen

Come with me and……..

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Appendix 6: Restorative Questions

To respond to challenging behaviour:

What happened?

What were you thinking at the time?

What have you thought about since?

Who has been affected by what you have done?

o In what way?

What do you think you need to do to make things right?

To help those harmed by other’s actions:

What did you think when you realised what had happened?

What impact has the incident had on you and others?

What has been the hardest thing for you?

What do you think needs to happen to make things right?

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Appendix 7 – Roots and Fruits Template

Name

Supporting Staff

Date

Review Date

Anti-social / difficult / dangerous

Behaviours

Anti-social / negative feelings

Pro- social behaviours

Pro-social / positive feelings

Anti-social / negative Experiences Pro-social / positive experiences

DEFAULT

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Time / location / staff / activity etc

+1

-1

0

-2

-3

+2

+4

+5

+3

-5

-4

An

xiet

y

Anxiety Mapping Appendix 8 – Anxiety Mapping Template

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Appendix 9 - Individual Risk Management Plan Template

Name DOB Date Review Date

Photo

Risk reduction measures and differentiated measures (to respond to triggers)

Pro social / positive behaviour Strategies to respond

Anxiety / DIFFICULT behaviours Strategies to respond

Crisis / DANGEROUS behaviours Strategies to respond

Post incident recovery and debrief measures

Signature of Plan Co-ordinator………………………………… Date ………………. Signature of Parent / Carer……………………………………… Date ……………… Signature of Young Person………………………………………Date……………….