behaviour policy - westfield arts...

Policy No: 15 Behaviour Policy Autumn 2013. To be reviewed Autumn 2016

Westfield Arts College

Behaviour Policy

1. Rationale:

Maintaining a calm and orderly school environment in which all pupils, students and adults can be safe, happy and productive is of paramount importance to everyone at Westfield Arts College. As a Rights Respecting School we work hard to ensure that all members of the school community are treated with respect and understanding. All adults subscribe to the notion that ‘behaviour is often the child’s loudest voice’. As pupils and students make their way through the school they are supported to understand what this means in practice and to recognise that how they conduct themselves has a significant impact on those around them. This is done through positive behaviour management strategies that seek to balance the desire for high expectations and clear boundaries with the need to tailor strategies to the individual and complex needs of young people with special educational needs and disabilities (SEND), autistic spectrum disorders (ASD), social, emotional and mental health (SEMH) needs and challenging behaviour. A high priority is given to working alongside parents and carers as partners in this work.

2. Encouraging Appropriate Behaviour:

The emphasis throughout the school is on supporting children and young people to behave appropriately: to encourage them to make the right choices, rather than punishing them for making the wrong ones.

The most commonly used form of encouragement in the school is kindness, in which a smile or a word of support from a trusted adult is usually enough to reward a pupil or prompt an appropriate response.

Staff empathy and understanding of each child’s perspective and experience of the world is seen as central when considering how best to support and encourage appropriate behaviours.

All staff consistently model positive behaviour, including body language and the consistent use of praise.

Social stories and visual pathways are used to explain and help children to understand the expectations of social situations and therefore support them to make appropriate choices.

Pupils whose good behaviour or treatment of others is worthy of wider celebration receive Work of the Week or VIVO certificates from the Headteacher and a mention in assembly.

In line with our Rights Respecting School status, all classes and tutor groups work together to produce Class Charters that outline expected behaviours.

All classes and tutor groups use reward systems that the children and young people understand and that motivate them to behave well. The systems in place vary according to the age and understanding of the pupils in the class and include the following:


o marbles in the jar – incidents of good behaviour are rewarded with a marble placed in a sweet jar which, when full, triggers a class treat

o Golden Time – younger pupils enjoy up to 20 minutes of choosing time at the end of the day, earning minutes during specified sessions in the day

o ‘Working towards’ cards, collecting ticks or stickers for a chosen reward o Positive and differential reinforcement using special interests and motivators o VIVO points – a web based programme for older pupils who accumulate points for

good behaviour that they can spend in the VIVO shop

Staff avoid using sweets and unhealthy snacks as rewards or motivation for good behaviour.

3. Discouraging Inappropriate Behaviour: We do not talk at Westfield in terms of punishments for inappropriate behaviour, but we

do recognise that children and young people need boundaries and to understand that there are consequences for inappropriate behaviour.

Children come to Westfield because they have special, often complex needs that have proved difficult to meet in a mainstream setting where, by necessity, standardised, ‘one-size-fits-all’ approaches are employed. In our setting, in order to be successful we have to tailor our strategies, including those for behaviour, to the individual needs of each child. What works for one child will not necessarily work for another, what motivates one may well be of no interest to another, etc. We have the capacity to do this and our staff spend hours discussing the best ways in which to promote and support appropriate behaviour with individual children. All children are supported to understand that, while we look for consistency of approach and clear boundaries where we can find them, there are times when staff have to respond to similar behaviours in differing ways.

Individual approaches to the management of behaviour are as many and varied as the pupils themselves, but can include the following:

o The use of break/pause cards allowing a child to take time out of class or away from an activity. These are set up as part of a planned response and the length of time out is usually agreed and an area of the school is identified for a child to go. This may be the Support Room, a quiet room or an area that is known to support a child to calm and focus (e.g. the playground or field).

o The use of sensory breaks throughout the day built into individual timetables. This supports children to maintain a ‘just right’ level of arousal and helps to regulate emotions.

o Timetabled sessions with Pupil and Parent Support Workers when children check in at regular times with a key adult.

Where appropriate and likely to be effective, we implement our ‘Five Stage Approach to Unacceptable Behaviour’ (see Appendix 5). This is a graded response to unacceptable behaviour that clearly indicates the responses expected from all parties as the behaviours escalate, including parents and carers. The approach provides for a pupil to spend a short


period of time on report, during which staff report on their behaviour on a lesson by lesson basis and a clear picture of behaviour patterns is drawn up for analysis by senior staff and parents/carers. For a fair proportion of our pupils this is an effective way of moderating unacceptable behaviour and very few pupils progress into the upper stages of the programme.

4. Space for Reflection:

At times pupils need time to calm and to reflect on their behaviour. We have the following spaces in which they can do this: a. The Support Room

1. The aims of the Support Room are to:

provide a safe place for a small number of pupils to go when their anxiety levels are so high that they need to exit their class or they are asked to do so because of the behaviour they are exhibiting.

provide support to de-escalate situations and encourage pupils back into their classes as quickly as is appropriate to do so.

2. The Support Room is used in the following ways:

Pupils can request (using pre-arranged systems e.g. break cards) to spend time in the Support Room. Where possible a member of staff from the class team will accompany the pupil and provide strategies and opportunities to de-escalate, supporting the pupil to return to class as quickly as possible.

A pupil may request to work in the Support Room if they feel their arousal levels increasing. This forms part of a proactive approach to behaviour management as part of a planned response (set out in a Positive Handling Plan (PHP) or Individual Education Plan (IEP)) the pupil may take their work to the support room and return at an agreed time.

Staff may direct a pupil to a quiet room, either as part of a planned response or following an assessment of the situation as it arises. Where appropriate a member of staff from the class team accompanies the pupil, although it may be more appropriate to introduce a ‘change of face’ at this point. This could be someone from a different team or a member of the Pupil and Parent Support Team (PAPS) will stay with the pupil and provide support to de-escalate the situation.

If staff have directed a pupil to the Support Room not as part of a planned response this is discussed as part of a solution-focussed meeting and a behaviour plan or PHP may be drafted as a result.

Any pupils using the Support Room are logged in the white file that is kept in the room. This is then reviewed by senior leaders and discussed in Behaviour Group meetings.

Staff who request a pupil goes to the Support Room are responsible for ensuring adequate staffing is in place. If necessary they can contact the PAPS team or the member of SLT on duty at the time.


The Support Room is equipped with paper, pens and a number of visual resources to support pupils.

b. Quiet Rooms

Most of our classrooms have access to a Quiet Room - a quiet, safe, clear room with the minimum of distraction. Quiet Rooms provide a safe environment for pupils to calm from crisis. Staff do not send pupils to the quiet room as a form of punishment. 1. Use of the Quiet Room:

A Quiet Room can be used to give a pupil time to: o calm and lower arousal levels o reflect on behaviour o take responsibility for his/her behaviour o come up with a solution o regain control o negotiate entry back in to the group o provide opportunity for counselling

Use of the Quiet Room is planned for in a child’s Positive Handling Plan (see Appendix 8), which has been discussed with parents and carers in advance.

Some pupils will ask to go to the Quiet Room during times of stress. In this instance they may choose to be alone or not and they may choose to have the door open or closed. Pupils can also decide whether they want the light on or off.

On occasion staff direct pupils to a Quiet Room, using language and/or visual communication. As above, they may choose to be alone or not, to have the door open or closed, the light on or off, etc.

There are some occasions where pupils reach crisis behaviour before choosing or being directed to the Quiet Room. On these occasions staff may choose to make the environment safe and move other pupils and staff on to an alternative room.

The Quiet Room is not used as a way of reprimanding a pupil and is not punitive in any way. The child is free to leave the Quiet Room at any time.

Pupils are supported at all times when they are in the Quiet Room. The choice to go in is often their own, they know why they are there and they have as much communication with staff as they want at that time – either verbally or with visual prompts and schedules.

2. Recording and monitoring the use of the Quiet Room. The use of the Quiet Room is recorded and analysed by class teams and senior staff at

regular intervals. The use of Quiet Rooms during crisis incidents should be monitored by class teams with

information being passed on to the Head of Additional Needs. STAR charts (see Appendix 7) provide a means of analysing triggers and consequences of

behaviours and classes use them to analyse the detail of individual behaviours.


Crisis incidents where restrictive physical intervention has been used are always recorded in the Bound Book and on the school’s incident logs on Integris (the school’s data management system).

Where Quiet Rooms are used by pupils in crisis, behaviour patterns are analysed over time in order to ensure that there is a consistent pattern of reducing crisis. Where crisis behaviours are increasing class teams review management strategies, particularly de-escalation strategies, in order to ensure that crisis patterns start to reduce.

c. Screened Areas

Within the classroom an area is screened off to provide a quieter, distraction-free environment. This may include a beanbag and possibly some portable sensory equipment.

5. Policy Development and Staff Training:

Policy and practice around behaviour management is developed through the Behaviour Group, which is made up of representative staff from across the school and meets two or three times per term.

The Vulnerable Children Group meets fortnightly and provides a useful forum for the discussion of behaviour management strategies and provision for children who are struggling with behaviour. It is chaired by the Head of Additional Needs and attended by the School Counsellor, the Deputy Head, the Pupil and Parent Support Team and a representative from The Cove staff.

New staff and supply staff are made aware of this Behaviour Policy as part of the school’s comprehensive Induction Programme.

All staff receive initial and ongoing update training in the TeamTeach programme of de-escalation and intervention strategies and approaches.

Regular updates to policy and practice are shared with staff through staff meetings detailed on the termly Staff Meetings and Training Calendar. Topics include all matters relating to behaviour management, including the functional analysis of behaviour.

6. Working With Parents and Carers:

School staff are in very regular contact with parents and carers about all aspects of their child’s education and care, including their behaviour.

The first likely contact with parents and carers is a member of the class team, followed by a Pupil and Parent Support Worker. Detailed discussions take place, either on the phone, at school or in the pupil’s home, about areas of concern around behaviour, agreement on consistent behaviour strategies to be used both at school and at home and celebration of successes as they occur.


7. Physical Intervention:

At Westfield we focus on the use of proactive strategies such as planning, structure and other de-escalation skills in order to address behaviour concerns. Although staff have training in some personal protection and restraint techniques, it is understood that these are reactive strategies that are only to be used as a last resort.

Where a pupil is restrained we are committed to analysing the crisis in order to learn from the experience and to develop skills and strategies that allow us to resolve issues before arriving at crisis point in the future.

We use the TeamTeach approach to behaviour management. All staff receive initial training and regular refreshers in TeamTeach strategies. TeamTeach promotes the philosophy that 95% of all challenging behaviours can be addressed using positive, non-physical intervention.

Where there is a need for physical intervention or restraint trained staff follow TeamTeach guidelines that are in line with the latest Local Authority guidelines on the use of positive handling.

Staff may choose to physically intervene with the pupil in order to manage the crisis and make the situation safe. There are a number of factors that need to be considered when doing this.

o Any intervention should be a last resort. Staff should be very clear that they do not have an alternative approach available to manage the situation.

o Any intervention needs to be reasonable, proportionate and absolutely necessary. o Any staff member physically intervening needs to be confident that they have the

physical and emotional capacity to perform the technique i.e. undertake a personal risk assessment.

o Staff physically intervening need to ensure that they are approaching the situation calmly and objectively.

o Every intervention needs to be in the best interests of the pupil.

In the event that staff do physically intervene their intention should always be to escort the pupil to a safer space, i.e. an environment where the risks associated with the behaviour are reduced for all concerned.

o This may involve staff guiding or escorting the pupil to a Quiet Room. Once there staff can choose to remain in a physical restraint or disengage and give the pupil space. This decision needs to be informed by the following factors.

Where staff choose to disengage it should either be because they feel that the pupil is calm enough to manage themselves without being an ongoing danger or because they feel that remaining in a restraint is not safe.

Where they choose to remain in a restraint it should only be because they believe that their restraint is safe and that the pupil is likely to calm in this position.

When staff disengage from the pupil it is always the intention that they, or someone else, remains in the Quiet Room with the pupil.


o In the event that the staff member perceives that by remaining in the room they are placing themselves or the pupil in danger then the staff member may exit the room. The staff member should move to the doorway.

o In the event that the staff member believes that their presence in the room is exacerbating the crisis they may step outside the room. It is desirable at this point that there is a ‘change of face’ and that someone new joins the pupil inside the room. However, there are circumstances where the presence of any adult inside the room causes the pupil further anxiety, prolonging the crisis behaviour. In these instances staff may step outside the room as it is in the pupil’s best interests to create the environment where they are most likely to calm more quickly.

Risk Assessment: TeamTeach offers a graded response aimed at intervening with the appropriate levels of force or restraint. As the level of physical intervention increases so does the risk.

Pupils who are known to present with challenging behaviour will have a Positive Handling Plan drawn up (forms for staff to use are available on the S drive) and this has a focus on risk assessment. In some cases it is necessary to carry out a more detailed risk assessment for an individual pupil (Local Authority forms for this purpose are available on the S drive).

8. Exclusion:

a. Internal Exclusion Internal exclusion is used to:

Provide an appropriate consequence for unacceptable behaviour that is significantly challenging but can be managed within school.

Support pupils to make more appropriate choices in future and to be able to respond more appropriately to situations.

Internal exclusion is implemented in the following ways:

An Internal Exclusion is for no longer than a day and is set up following consultation with SLT.

Parents and pupils are informed when and why the internal exclusion is to take place.

The incident leading to the internal exclusion and the date of the exclusion is recorded on a Behaviour Incident form and also recorded in Integris.

Staffing is provided to supervise the pupil.

Work is provided (by class tutors and subject teachers) for the pupil to complete.

Staff supervising the pupil gather information and discuss underlying reasons for behaviour in discussion with the pupil as appropriate.

If staff need additional support they ring or call upon a member of the PAPS team. If they are already supporting a child then a member of SLT is called, via the school office.

Staff supervising the pupil provide a short written account of the internal exclusion, including the pupil’s responses to this intervention.


Whilst it is anticipated that the vast majority of internal exclusions are planned, there may be a very small number of occasions where a pupil needs to be immediately isolated from their peers.

b. Fixed Term/Temporary Exclusion

The school makes occasional use of short, fixed term external exclusions in response to serious incidents of challenging behaviour.

An exclusion of this nature gives the pupil a short period of time to reflect upon the incident and to consider how to avoid such behaviours in the future. It also gives school staff time to consider the consequences of the incident and how best to move forward following it.

Fixed term exclusions are supported by advice from external professionals such as the school’s educational psychologist and the local authority. Parents and carers are always involved in discussion prior to the exclusion.

A return to school interview with the Headteacher or another SLT member provides an opportunity for all to reflect on the seriousness of the incident and to discuss how to prevent a recurrence in the future.

c. Permanent Exclusion

Westfield Arts College does not permanently exclude its pupils. On rare occasions, where the needs of a pupil have been found to exceed the provision available, a managed move to another school or setting is negotiated with the local authority and parents.

Managed moves are only contemplated when everything that can conceivably be done to provide adequately for the pupil and to moderate his/her behaviour has been tried and that a significant period of time has elapsed in which there has been no evidence to suggest that the situation can be made manageable.

The school maintains records of any managed moves that take place – see ‘Mid-Year Leavers Data’.

9. Debrief and Repair:

Following a crisis incident it is important that there is a repair exercise for the staff and the pupil. The purpose of this session is to explore what happened in a non-judgemental way in order to identify new strategies and skills for all concerned, so that they are better equipped to deal with challenging situations without the need to resort to restrictive physical intervention in the future.

Repair sessions should follow positive listening principles: o Take time to listen. o Listen to the pupil’s perspective first. o Try to understand how the pupil felt and why they did what they did. o Try to explain why staff took the actions that they took.


o Try to connect feelings with behaviours. o Talk about strategies, using visual prompts as appropriate, that the pupil can use when

they are feeling anxious or upset. o Talk about how staff will help pupil to manage their behaviour in the future.

Some pupils may not have the expressive or receptive skills to fully engage in a repair session. Where this is the case staff should explore alternative strategies such as social stories in order to explain why certain actions are taken and teach better management skills for the future.

10. Record Keeping:

The following comprehensive records of behaviour management incidents are maintained:

Significant behaviour incidents are recorded on Serious Incident Forms and logged on Integris, the school’s information management system. Blank forms are kept in the School Office and are forwarded without delay to the Head of Additional Needs.

A significant behaviour incident is one which has: o resulted in significant harm to anyone involved or in significant damage to property

or buildings o been of significant duration or included behaviour that is out of the ordinary for

that child

In the event of an accident or injury to a pupil or adult an Accident/Incident Form is completed. Blank copies of these forms are available in the School Office and should be forwarded without delay to the Deputy Headteacher. A copy of the form is sent to the Local Authority.

Incidents that have required restrictive physical intervention are recorded in the Bound Book that is kept in the School Office. When deciding whether an incident should be recorded in the Bound Book staff refer to the flowchart at Appendix 4.

The form prompts staff to give a full account of all the strategies that were applied in order to make a physical restraint unnecessary and to describe the incident as clearly as they can. Phrases such as ‘had a meltdown’ are avoided as giving an insufficient account of what happened. The form calls for precise details on timings, durations, personnel, etc. and prompts reflection on future practice. Space is provided for an account of the debrief that has taken place for both pupil and staff.

The form challenges staff to justify why physical intervention was in the best interest of the pupil and reinforces the central notion that restrictive physical intervention is to be used only when ‘reasonable, proportionate and absolutely necessary’.

11. Analysis and Monitoring of Behaviour: Analysis of behaviour is central to a positive behaviour management policy. Staff review

behaviour daily and pupils are encouraged and supported to take responsibility for their actions.


Regular solution-focussed meetings are built in to the full staff meeting calendar. This offers opportunities for the wider staff group who work with any one pupil to discuss how best to support a pupil by looking at the pattern of behaviours and focusing on strategies to encourage appropriate behaviour, communication and choice making.

Senior leaders collate and analyse termly behaviour outcomes for the following and adjust provision and approaches accordingly:

o Behaviour Incidents o Bound Book o Lunchtime and Breaktime o Support Room

12. Resources:

TeamTeach manuals and training materials

The Five Stage Approach to Unacceptable Behaviour (appendix 5)

Behaviour analysis strategies e.g. STAR (appendix 7), the Iceberg, etc.

Behaviour Frequently Asked Questions (appendix 1)

Visual supports (e.g. pathways)

Class Charters and the Code of Conduct (appendix 3)

VIVO behaviour reward programme

Positive Handling Plans (in Pupil Information Packs)

Behaviour Support Plans (in Pupil Information Packs)

Anxiety grids (in Pupil Information Packs)

Serious Incident forms and logs

Solution-focussed meeting notes

Integris

Bound Books

Pupil and Parent Support Workers and School Counsellor

13. Glossary of Terms:

At Westfield we define key terms in the following ways:

Positive reinforcement is rewarding the behaviour we want to see, encouraging that behaviour to be repeated.

Differential reinforcement is giving a reward or reinforcement when the inappropriate behaviour does not occur.

A serious incident is one that requires recording on a serious incident form. If an injury has occurred an accident/injury form will need to be completed as well.

The Bound Book is used to record incidents of restrictive physical intervention. The pages are numbered and cannot be removed from the book.

Physical intervention is the use of physical guides and prompts to support and direct a child to make an appropriate choice about behaviour or communication. This can include


use of the ‘caring C’s’ or ‘friendly elbow techniques’ outlined in TeamTeach guidance. Physical intervention may be used to support learning e.g. demonstrating technique for sport or playing an instrument.

Restrictive physical intervention involves the use of force to control a person’s behaviour and can be employed using bodily contact, mechanical devices or changes to the person’s environment.

Guide is the positive application of reasonable force to overcome minimal resistance prompting and encouraging free movement.

Behaviour logging is time limited analysis of behavioural patterns and trends, usually conducted within classes.

Withdrawal involves removing the child or young person from a situation which causes anxiety or distress to a location where they can be continuously observed and supported until they are ready to resume their usual activities.

14. Other Policies and Documentation:

1. Behaviour Monitoring Analysis 2. Exclusions Data and Analysis 3. Mid-Year Leavers Data 4. Anti-bullying Policy (policy no. 16) 5. United Nations Charter on the Rights of the Child 6. DFE (2011) Use of Reasonable Force Advice for head teachers, staff, governing bodies 7. DFES (2003) Guidance on the Use of Restrictive Physical Interventions for Pupils with

Severe Behavioural Difficulties 8. Doh/Dfes (2002) Guidance for Restrictive Physical Interventions How to provide safe

services for people with Learning Disabilities and Autistic Spectrum Disorder

Draft to Office Manager

Head of Additional Needs

Headteacher PDBW Committee

Full Governing Body

12/12/12 29/01/13

13/12/12 13/12/12

18/06/13 November 2013

03.08.16 14.07.16 September 2016

September 2016


Appendix 1

Behaviour: Frequently Asked Questions

1. What should the class team have done before they call for help with a pupil? Class teams contain the staff who know the children best and who are going to be most

effective in dealing with their behaviour. However, when all resources and strategies

routinely available to the team have not been sufficient to bring a behaviour incident under

control further support and guidance should be called for.

2. If we have to, who can we call for support? Your first call should be to the Pupil and Parent Support Team (phone 213). A member of

the PAPS team is on call at all times during the school day. If they are already involved in

another incident call the Office (phone 207) and ask for the senior leader on duty. This is

often Karen – but not always. When Karen is on duty but not available there will always be

someone covering for her – and the Office will know who it is.

3. Do we need an ‘emergency plan’ for each child who is likely to go into crisis? We have them already - our Positive Handling Plans (PHPs). Alongside other information in

the Pupil Information Pack (PIP), these set out clearly what is likely to lead to a child

displaying challenging behaviour and how best to de-escalate or react to it. PHPs and PIPs

need to be read, used, circulated, implemented, etc. if they are to be useful.

4. What are the key elements of the re-shaped PAPS roles? The PAPS Team is working to cover a number of important functions: building up

relationships with pupils to provide attachment over time, providing 1:1 and small group

interventions, being ‘on call’, reducing Karen’s workload, reducing the workload on class

teams by making referrals, attending meetings, writing CAFs, chairing TAC meetings,

supporting parents, working with other agencies, etc.

5. When can additional children be accommodated in The Cove? The facility to take additional children into the Cove is being developed cautiously and in

the light of experience so far this term. We’ve put six of the most challenging pupils in the

school into one group and the first priority is to get them stable and secure. This is going

really well. We are hoping to reach the point where the group can tolerate other children

coming to the Cove at times of crisis – but it cannot be rushed.

6. What is the Vulnerable Children Group? Who’s on it? When is it? How can we contribute? The Vulnerable Children Group meets at 9.30am on alternate Tuesdays. It is chaired by

Aisla and includes Karen, the PAPS, School Counsellor, SWIFTS and a member of the Cove

team. Other staff attend when appropriate. The purpose of the group is to give us routine

opportunities to discuss provision for individual children. It is hoped that the group will


reduce the need for informal discussion at other times – although, of course, it won’t

replace it entirely.

7. Why do we treat one child differently from another? We do this because we have to. Our complex children are not all the same and they can’t

all be treated in the same way as each other. Lucy Care needs a different response to Kane

Honeybun, for instance. Meeting the individual needs of pupils in carefully considered ways

that take account of age, ability, condition, context, etc. is what we are here for.

8. Are there any common rules that apply to all children? It would be great if we could agree a number of ‘non-negotiables’ for how we deal with

challenging behaviour – but it’s really hard to do, for the reasons given above. What would

they be? The minute you publish a non-negotiable (e.g. any pupil assaulting another person

or destroying property will be physically restrained and temporarily excluded) an exception

to the rule will pop up and we will be in a difficult position. What about the occasions when

an intervention to protect property is likely to lead to a member of staff getting hurt?

9. I understand the need for a personalised response for each child, but are we not in danger of allowing some pupils to ‘get away with it’? Some children don’t seem to receive any sort of sanction following a behaviour incident. All children should receive a sanction following an incident. Again, the sanction needs to be

personal for the child – what will have most positive impact – and will be agreed by the

class team and the senior member of staff involved.

10. Can we have more areas of the school secured with fobs? Yes - we can fob the areas we need. (And release them when we don’t need them.)

11. What are the behaviours that trigger physical intervention? When can we hold children? Physical interventions are considered when pupils are a danger to themselves, other people

or property. All interventions, including holding a child, are in line with TeamTeach

guidance and best practice i.e. when it’s reasonable, proportionate and absolutely

necessary. Decisions on when and how to intervene are taken by the member of staff

leading on the incident, using a ‘dynamic risk assessment’ – taken at the time in response

to the situation.

12. Why can’t we keep children in the quiet rooms like we used to? We have to work in line with current national/Ofsted guidelines which view the use of a

room that a child cannot leave as being a restriction of their liberty. This has reduced our

options when dealing with a child in crisis and is a source of concern across the special

school sector. I take every opportunity to debate it when working with Ofsted, HMI, etc.

There may be movement in the future, but until there is we have to comply. Please note

that it is no defence for us to say that parents have given their approval.


13. When should staff complete an incident form? • Incident/Accident Form – injuries to pupils or adults • Serious Incident Form:

▫ significant harm, damage or duration ▫ challenging behaviour that is out of the ordinary for that child

• Bound Book – restrictive physical intervention • Behaviour Logging – time limited analysis – set up within classes See also the notes ‘Completing the Bound Book’ and ‘Do I Need To Complete the Bound Book?’

14. Should we be permanently excluding some of these very challenging children? We don’t permanently exclude, but we have on occasions asked the local authority to seek

a change of placement for pupils whose needs we cannot meet. A subtle difference, I guess.

This is done with great reluctance and only when we have completely exhausted every

possible avenue of support for a child i.e. we have done everything that we can possibly

think of and there is no evidence that the situation will improve. This can only be done very

occasionally and where we are convinced that the pupil is incorrectly placed with us. For

the vast majority, when a clear learning need brings with it challenging behaviour, the

onus is on us to provide for them.


Appendix 2

Westfield Arts College

Disciplinary Report

Stage Two (Yellow) Form Tutor or Class Teacher


Disciplinary Report

Name of Pupil

Class Group

Class Teacher or Tutor

Week beginning

Special Conditions

e.g. one day? whole week? just breaktimes and lunchtimes? just one subject area?

Monday Time Lesson or

Activity Comment Signed by

9.00am

9.30am

10.15am

Break

11.15am

12noon

Lunch

Club

1.45pm

2.25pm

Class Teacher or Tutor Comment:


Tuesday Time Lesson or

Activity Comment Signed

by

9.00am

9.30am

10.15am

Break

11.15am

12noon

Lunch

Club

1.45pm

2.25pm


Wednesday Time Lesson or


by 9.00am

9.30am

10.15am

Break

11.15am

12noon

Lunch

Club

1.45pm

2.25pm



Thursday Time Lesson or


by

9.00am

9.30am

10.15am

Break

11.15am

12noon

Lunch

Club

1.45pm

2.25pm


Friday Time Lesson or


by 9.00am

9.30am

10.15am

Break

11.15am

12noon

Lunch

Club

1.45pm

2.25pm


Continue next week? Yes/No


Appendix 3

Code of Conduct

We are responsible for our own behaviour.

We respect and care for each other, each other’s belongings and personal space.

We do our best.

We look after our school.

We walk in and around our school.


Appendix 4 Do I need to complete the Bound Book?

Did you use a restrictive physical intervention?

No need to complete the Bound Book.

Consider completing Classroom Log or

Serious Incident Form

See guide to completing Bound

Book

Complete Bound Book

ASAP

Did you use force to overpower a

student?

No need to complete

the Bound Book.

Consider completing

Classroom Log or

Serious Incident Form

See guide to

completing Bound

Book

Complete Bound

Book ASAP

Not

Sure

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