Our school culture and ethos are inspired by trauma-informed approaches and the supporting science. This policy should be read in conjunction with the SEMH policy which outlines further the school’s approach to the Social, Emotional and Mental Health of the whole school community.
At The Redstart Primary School, if we want our pupils to display and develop positive patterns of behaviour, and approach their learning with a ‘have a try’ attitude, we believe it is our responsibility to ensure we create a positive learning environment in which such behaviour grows and is mirrored by all. To do this, our ethos, systems and procedures need to ensure everyone in the school community feels valued, safe and secure. Our approaches and expectations need to be clear and consistent so pupils all know what is expected of them. We accept that learning is not linear, and children will not always make good choices, but our aim is for them to be able to recognise this and help them to learn a better way forward, providing opportunities to steer themselves back on the right track.
This policy is, therefore, built upon school values and overarching beliefs:
| Pupil Rights | Pupil Responsibilities |
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| Staff Rights | Staff Responsibilities |
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| Parent/ Carer Rights | Parent/ responsibilities |
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When speaking to pupils regarding their behaviour, adults will continue to show respect and nurture all pupils, regardless of the behaviour that they exhibit. Where possible, adults will use ‘positive language’ to correct behaviour. All adults agree that they will not speak about poor behaviour in front of the child or within their earshot as this exacerbates the possibility of a child experiencing toxic shame.
When discussing behaviour with pupils, adults should reflect back on recent PSHE lessons, refer to the Zones of Regulation and use the language based on our school values. It is important not to shame a pupil about their behaviour; it is better to remind them of the positive choices they could have made and have likely made in the past. Staff will remind the children of the importance of acting as a Redstart Citizen who is following The Redstart Way and promote the normal expectations of behaviour within our school.
Although an appropriate sanction might be used, we believe that quality ‘reflection’ with an emotionally available adult is a more important and effective intervention to prevent further similar, unwanted behaviours. The staff member should try to develop empathy in the child, asking them to consider how their actions are impacting the learning or well-being of others. All staff will adopt a ‘collaborative problem-solving approach’ when reflecting with pupils on challenging behaviours.
Importantly, staff are encouraged to spot signs or triggers of negative behaviours by knowing their children and understanding their individual needs. Many negative behaviours can be easily diffused if the situation is handled appropriately. Therefore, staff all receive training on diffusing behaviour incidents using the C.A.R.E approach as detailed below.
We recognise the impact of trauma on brain development and are mindful that children’s responses are due to unavoidable chemical reactions in their brains, rather than ‘negative choices’.
When a pupil displays behaviour that is not in line with our school promises, it is important that we try to recognise how they may be feeling and provide opportunities to correct that behaviour. To do this, we follow these 5 steps and CARE approach below. Some children may have a different plan, and this will be clear in their Behaviour Support Plan.
| STEP 1 | Poor behaviour – this could be individual or class | Class teacher gives oral reminders to children of behaviour expectations. |
| STEP 2 | Poor behaviour continues | Warning – name the behaviour and remind of expectations (*1).
Put a mark against child’s name on the board. |
| STEP 3 | Poor behaviour continues | Class teacher may send child to a different space, or another classroom, to reduce escalation and/or are picked up by Nurture. (*2)
At the end of the lesson (or most appropriate time), a brief reset conversation is needed. |
| STEP 4a OR | Poor behaviour continues | Child remains behind at break or lunchtime for a longer reflection with the teacher.
Incident should be logged onto Bromcom and SLT informed if necessary. |
| STEP 4b | Poor behaviour is aggressive (verbal or physical) | Inform SLT
Nurture provision may be called for support |
*1 “You have been reminded about behaviour expectations and have not followed them. This is now a ‘warning’ and I am recording it on the board.”
*2 “You have been reminded again about behaviour expectations and have not followed them. We are going to move you to X to help you meet the expectations.”
When dealing with any behaviour incident, staff adopt the C.A.R.E approach to ensure incidents are dealt with fully and don’t reignite or escalate further at a later time.
In more extreme cases the Principal or Assistant Principal will become involved. It may be necessary to refer to the SEN team where outside agencies may be consulted. In addition, a meeting will be held with parents / carers to agree the way forward. We believe that ‘children do well if they can’, so a supportive meeting would be held aimed at identifying specific ‘lagging skills’ or unsolved problems that the child may have, which results in the unwanted behaviours. We will look at how the adults can help address the lagging skills and unsolved problems. We will also again, encourage the pupil to develop a sense of self-discipline by helping them recognise their emotions, reflect on why and accept responsibility for their actions.
This will be recorded in a number of ways:
The Behaviour Support Plan is a formal contract that is drawn up between the parent/carer, child and school. It is at this stage that a contract is signed by all parties and external agency support may be requested.
Three SMART targets are agreed at the initial BSP meeting in consultation with all present. These are written in child speak and progress towards them is recorded daily. Weekly feedback is provided to parents so that they can support at home.
A BSP review meeting is held after six weeks to determine progress. At this point one of three courses of action will be decided upon:
A Pastoral Support Plan (PSP) is put in place when either the Behaviour Support Plan has been ineffective, or a pupil is in danger of exclusion.
The Pastoral Support Plan is written in accordance with advice from the behaviour specialists and the SENCo. Parents/carers, the child, the class teacher and the SENCo meet together to write and agree the targets for the PSP. The child’s progress towards their behaviour targets are reviewed every half term.
A Positive Handling Plan is put in place where a child is known to express their distressed behaviour though aggression towards others. The plan identifies the triggers that may lead to violence and how this might be de-escalated. It will also state what restraints may be used if the child is likely to harm themselves or others. The plan is agreed with parents / carers.
The outcome of any case deemed extreme may be that a child may be excluded either for a fixed term or permanently depending on the severity. This will follow statutory guidance for those with legal responsibilities in relation to exclusion. ‘Exclusion from maintained schools, academies and pupil referral units in England Sep 2017’ (DFE). For further information, a copy is available in the school office or follow the link below.
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attac hment_data/file/641418/20170831_Exclusion_Stat_guidance_Web_version.pdf
Behaviour incidents are recorded electronically using Bromcom so we can ensure incidents are dealt with appropriately and consistently. The SLT analyses this at least every half term so that any patterns of behaviour can be identified. These can then be addressed before becoming more significant behaviour trends for individuals. Staff ensure that patterns of behaviour are communicated at the earliest opportunity.
At lunchtime, information is shared verbally with class teachers and may be logged on to the Bromcom behaviour log.
In rare situations, where attempts to de-escalate a child’s behaviour have been unsuccessful and they are at risk of causing injury to themselves or others (children or adults), Restrictive Physical Intervention (RPI) strategies advised by Team Teach may be used. Only staff who have received appropriate Team Teach training will hold pupils in any form of ‘restraint’ as guided by this training and all staff should seek a trained person to support them in the event of an emergency, although it is important to note that all staff working in schools have the authority to physically intervene if a child is putting themselves in danger. Before using Restrictive Physical Intervention at our school, staff will endeavour to engage the pupil in a calm and measured tone, making clear that their behaviour is unacceptable and setting out how the pupil could choose to change their behaviour. The use of Restrictive Physical Intervention will only be proportionate to the level of risk and will be reduced at the earliest possible time.
Where an adult has held a child using a Team Teach restrictive physical intervention, this will be recorded within the ‘bound book’ and reported to parents and all agencies involved with the child as appropriate.
This guidance should be read in conjunction with ‘Use of reasonable force advice for headteachers, staff and governing bodies July 2013’ (DFE). A copy is available in the school office or follow the link below. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attac hment_data/file/444051/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf
Clear procedures are also followed for any child who runs from school (see Appendix 1).
