positive relationships & behaviour...
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SchoolPolicies
PositiveRelationships&
BehaviourPolicy
MissionStatement
HortonEducationandCaresupportschildren,youngpeopleandadultsthroughtheirdifficulties,fosterstheirabilitytomanagetheirownbehaviour,anddevelopstheirknowledge,skillsandindependence,enablingthemtoliveasfullandrichalifeaspossible
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Contents
1. Introduction2. OurPolicy3. Philosophy4. KeyElements5. RightsandResponsibilities6. TeachingandLearning7. RolesandResponsibilities8. Requirements9. RestorativeApproach10. Consequences11. Rewards12. WeeklyTrackingSheets13. CommunicationwithParentsandCarers14. UseofReasonableForce15. ReportingofIncidentsandRestraints16. StudentSelf-Regulation17. ReflectionTime18. SupportSystemsforStudents19. SupportSystemsforStaff20. ProhibitedFormsofControl/Punishment21. Complaints22. Exclusions23. ConfiscationofInappropriateItems
1. IntroductionAllstudentsattendingHortonHouseSchool,haveeitheraStatementofEducationalNeedorandEducationandHealthCarePlanasperSENDCodeofPractice2014.AvitalpartoftheworkwedowithourstudentsisaroundsupportingthemwithSEMHandidentifiedadditionalneeds.ThesemaybeAutisticSpectrumConditions,ADHD,OCD,Dyslexiaoranyotherco-morbiddiagnosis.WeworkcloselywitharangeofoutsideagenciesincludingEducationalPsychologists,EducationWelfare,CAMHS,SocialServicesandSENTeamsfromsevendifferentAuthorities.Ourstudentscometoourschoolsfollowinganoftencomplexandlengthyjourneythroughavarietyofschoolsandeducationsystems.TheymaybeplacedfromoutofareaandcouldbeCLA.Sometimestheiremotionalstrugglescanpresentarealbarriertolearningandwebelieve,alongsidearichanddiversecurriculum,thatRestorativeApproachesarefundamentalinhelpingourschoolcommunitymovetowardsbetteroutcomesandbrighterfutures.
2. OurPolicy• Aimstoarticulatethecentralvalues,rightsandresponsibilitieswhichunderpinthe
managementanddevelopmentofself-regulation,resilience,behaviourandwellbeingacrossbothschools.
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• WillbestructuredaroundthePrinciplesofRestorativeJusticeandthesixprinciplesofnurtureasdevisedbytheNurtureGroupNetwork.Thisapproachwillprovideanalternativetothebeliefthatpunishmentwillchangebehaviourandachievecompliance.
• WillutiliseRestorativeJusticeasaneducativeapproach,tohelpthoseinvolvedlearntheskillsneededforchange.
• Iswritteninthebeliefthatschoolwidesharedunderstandingofprinciples,proceduresandpractices,isthemosteffectivewayofachievingaunitedandvibrantschoolcommunity.
• Willsupporttheyoungpeopleandadultsworkingwiththemtoachievetheoutcomesdefinedby‘EveryChildMatters’2004.
ü Safe–Frommistreatment,abuseandneglect.Fromaccidentalinjuryanddeath.Frombullyingandintimidation.Fromanti-socialbehaviour.Tohavestabilityandsecurityandtobewell-caredfor.
ü Healthy-Includingphysically,mentally,emotionallyandspiritually.Livingahealthylifestyleandmakingbetter,informeddecisionsabouteating,drug/alcoholabuse,sexualhealthandexercise.
ü EnjoyandAchieve–Readyandwillingtoparticipateintheeducationalexperience.Attendingschoolandrecreational/enrichingopportunities.Achievingnationallyrecognisededucationalstandards.
ü Economicwell-being–Encouragingtheyoungpersontoengageinfurthereducationand/oremploymentsuchasanapprenticeshipscheme.Ensuringtheyhaveaneducationthatiseffectiveinprovidingdecenthousingandenablingsustainedcontributiontowidercommunities.Haveaccesstotransportandagoodstandardofliving.
ü PositiveContribution–Beinginvolvedinsocietyandmakingapositivecontributiontocommunities.Notengaginginanti-socialbehaviour,andunderstandingthetrueandwiderimpactofsuchbehaviour.
3. PhilosophyWebelievethatgoodbehaviourandself-regulationareintegraltothelearningprocess.Weallhavetherighttoworkanddevelopinanatmosphereofrespect,trust,security,honestyandopenness.Positiverelationshipsarevaluedandregardedasfundamentalwithinourschools.
4. KeyElementsü Clear,sharedlearninggoalsthatarepresentedtostudentsineverylessonwithclarification
andappropriatedifferentiation.ü Creationofasafeandcaringenvironmentthatadherestothesixprinciplesofnurture.ü Enabling,recognisingandcelebratingofindividualachievementandprogress–target
trackersheets,goldenbook,celebrationassemblies,contactwithparents/carers.ü Toleranceandcompassionforotherpeople,regardlessofage,race,gender,beliefsystem,
sexualorientation,mentalorphysicaldifficulties.
Positiverelationshipsbetweenstudents,theirpeersandadultsareintegraltoeffectiveimplementationofthispolicy.TheschoolwillendeavourtoensureeffectivepartnershipswithhomeandotherinvolvedpartiessuchasSocialServices,LocalEducationAuthoritiesandservice
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providers.ThePolicywillapplytotimespentatschool,schooltrips,transportintaxistoandfromschool,placements,activitiesandanyotherschoolrelatedbusiness.ThePolicyreliesonthePrinciplesofRestorativeJustice,which:
ü Createdialogueandcommunication.ü Arefair,openandhonest.ü Treateveryonewithrespect.ü Allowalltogainasharedunderstanding.ü Shouldleadtoacceptingresponsibilitythenreparation,reintegration,restorationandthen
culturalchange.ü Provideopportunityforallinvolvedtoexpresstheirviews.ü Expectthatallinvolvedwillbelistenedtoandacknowledged.ü Focusonharmcausedandactivelyseekwaysofrepairingthatharm.
AndtheSixPrinciplesofNurture:
ü Learningisunderstooddevelopmentally.ü Schoolandclassroomsofferasafebase.ü Theimportanceofnurtureforthedevelopmentofwellbeing.ü Languageisavitalmeansofcommunication.ü Allbehaviouriscommunication.ü Theimportanceoftransitioninthelivesofchildrenandyoungpeople.
5. RightsandResponsibilities
AllmembersofHortonHouseSchoolhavetherightto:ü Worksafelyandproductivelyü Makeprogresswithoutdistractionordisruption.ü Haverecognitionandrewardforeffort.ü Bevaluedandrespected.ü Begivenequalopportunitiesregardlessofrace,gender,sexuality,religion,abilityor
disability.
6. TeachingandLearningAllstaffareexpectedtoprovidearichanddiversecurriculumforourlearners.Lessonsshouldbewell-plannedwitheachindividualchildinmind.Regularassessmentwillprovideaccuratedataandinformwaysforwardintermsofschemesofworkandintervention.Thedevelopmentofstudents’social,emotionalandmentalhealthskillswillbeencouragedbyestablishinghighexpectationsinlessonsandthroughastructuredpastoralsystem.StudentswillstartandendeverydaywiththeirTutorsinallocatedhomerooms.Werecognisethatallofourstudentshavetheirownsetofstrengthsandareasfordevelopmentandthatatcertainpointstheywillrequireevenmoretargetedsupport.WiththisinmindwehavecreatedaPastoralTeamateachschool.Thisteamwillbeavailabletoworkproactivelywithidentifiedstudentsandsupportthelearningprocess.Theymayhelptodeliveraparalleland/oralternativecurriculumandhaveresponsibilityfororganisingtime-out/time-inandrunningtheRestorativeInclusionRooms.
7. RolesandResponsibilities
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AllstaffincludingSLT,teachers,teachingassistants,caretakers,dinnerservers,instructors,andofficestaffandsoonmustbeawareoftheirdutytopresentaspositiverolemodelsforthestudents.Theuseofmobilephonesand/orotherelectronicdevicesisprohibited(unlessbeingusedforteachingpurposes).Eatinganddrinkingduringlessontimesisnotacceptableunlessthisiswaterandthestudentsalsohaveaccesstothis.StaffmustadheretotheHortonHouseSchoolDressCodeandminimisevisibilityoftattoo’s/piercings.Thepromotionofpositivebehaviouristheresponsibilityoftheentireschoolcommunity,ledbytheDirectors,HeadTeacherandSeniorLeadershipTeam.StaffhavebeenissuedwithasetofProfessionalStandardstoabideby.
8. Requirements:• TheDirectorssupportandpromotetheprinciplesofthePolicy.• TheHeadTeacherandLeadershipTeamestablishanethosofrestorationandnurturethat
encouragesattendance,positivityandself-regulation.• ThePastoralTeamprovidessupportforstaffandstudentsandparticipatesinthetraining
requiredtopromoterestorativepracticeandfacilitateconferences.TheywillcoordinatetheformalconferencingprocessaswellastheRestorativeInclusionRoomandReflectiontime.
• AllstaffwillparticipateinawholedayRestorativeJusticetrainingopportunitythenongoingtwilighttrainingaroundmentalhealthandsocial/emotionaldifficulties.AllwillensurethePolicyisconsistentlyandfairlyappliedandappropriateconductiscontinuouslymodelled.
• Studentswilladaptandlearnaboutrestorativeapproacheswithaviewtoimprovinglearningoutcomesandcreatingbetterfutureopportunities.Theywillunderstandthatbehaviourhasfar-reachingimpactbutthatrelationshipcanberepairedandrestored.
9. RestorativeApproach
AllstaffwilluseRestorativelanguageandquestionsastaughttothemintheRestorativeJusticetraining:
• Whathappened?
• Whatwereyouthinking/feelingatthetime?
• Whatdoyouthink/feelaboutitnow?
• Whohasbeenaffectedbywhathashappened?
• Inwhatway?
• Whatimpacthasthisincidenthadonyouorotherpeople?
• Whathasbeenthehardestthinkforyou?
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• Whatdoyouthinkneedstohappentoputthingsright?
• Whatdoweneedtodotomakesurethisdoesn’thappenagain?
Thequestionsareneutralandnon-judgemental,theyareaboutthebehaviourandhowithasaffectedothers,theyaredesignedtoavoidsimple‘yes’‘no’answers.Theytakeallinvolvedonajourneyfromthepasttothepresentandthinkaboutwhatmighthappeninthefuture.Reflectiontakesplaceandsomeempathymaydevelopiftheprocessisusedconsistentlyovertime.HowtouseRestorativeQuestionsThismodelcanbeusedinanumberofwaysthatalsorepresentagraduatedresponse.Itrangesfrominformaluseincorridorsandclassestoformalconferences.RestorativeConversationInformal‘chat’usingrestorativequestions,thisdoesnotrequireanyformalpreparation,contractorde-briefbutcouldincludeafollow-upconversation-Individualmemberofstafftotakeinitiativeandleadthisinformalprocess.ImpromptuConferenceInformalconferencethatdoesnotneedformalpreparation.Aformalcontract/follow-upmightbenecessary-Individualmemberofstafftakesinitiativeandleadsprocess.CircleorClassroomConferenceAmorestructuredconferencethatrequiredsomepre-conferencepreparationandpossiblysomesortofcontract,de-briefand/orfollow-upsession.PastoralTeamtobeinvolved.FormalConferenceRequiredformalpre-conferencepreparationincludingaconferencereferral,acontractandaformalsetting.Parents/Carersmustbeinformedthattheconferenceisgoingtotakeplace,theymayberequiredtoattend.Thereshouldbede-briefaftertheconferenceandafollow-upsessionwillbenecessary.UnsuccessfulConferencesUnlessallpartieshaveagreedtotakeparttheconferencecannotgoahead.Ifthoseinvolvedfailtocomplywithexpectationsoftheagreement,alternativesolutions,includingschoolsanctionsmaybenegotiatedandapplied.
10. ConsequencesWearecommittedtoaprocessofsupportandsolutionfocussedworkwithourstudentsbutwerecognisethat,attimes,morepunitiveconsequencesarerequired.Weendeavourtobefairandconsiderallaspectsofasituationwhenputtingconsequencesinplace.
• Notearningpointsontrackingsheets• Notearningrewardmoneyattheendoftheweek• Reducedopportunitiestotakepartinactivities• Catch-uptime• Contactwithparents/carers• Escalationthroughrestorativeapproaches• Useofreflectionduringbreaktime• Useofreflectionduringlunchtime• Tidyingupdisruptioncreatedintheclassroom
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• Rewardmoneyusedtopayfordamages• Educatedoffsite• Educatedonanalternativetimetable• InvolvementofotherservicessuchasYouthOffendingTeamandthePoliceinexceptional
circumstances• Fixed-TermExclusion• Otherconsequencesasdeemednecessaryandappropriate
11. Rewards• Praise/PhonecallHome• Letterssenthome• Certificates• Weeklysubjectnominations• Opportunitiestotakepartinactivities• Trips• SpecialcommendationfromtheHeadteacher
12. WeeklyTrackingSheets(SeeAppendix1)
EachstudenthastheirownindividualisedoutcomesgeneratedthroughtheBoxallProfileEducationandHealthCarePlanreviewsandanyotherbehaviourconcernsthatariseduringtheschoolday.Staffmustbeawareofthedesiredoutcomesfortheirkeyyoungperson/people.Thisisnon-negotiable.ThisinformationcanbefoundinSENfiles.ThePastoralLeadisresponsiblefortheWeeklyTrackingSheets.Thesheetscontain5targetsforeachstudent.Staffthenrecordonthesheetsifthestudenthasachievedornotachievedeachtargeteachsession.Thepointsarealladdedupandgivenapercentagewhichconvertsintoabehaviourlevel1-5.Duringthetimeintheirhomeroomsattheendofeveryday,behaviourlevelsarediscussedwithstudents.Ifstudentsdon’tmeettheirtargetsthenaconsequenceisputintoplace.Ifstudentsdomeettheirtargetsthentheyarerewardedwithactivitieseitherweeklyortermlyandalsotheyreceiverewardmoneybasedonthetrackingsheets.Thetargetsarereviewedasandwhennecessarytomeettheneedofeachyoungperson.ThePastoralManagerandPastoralLeadanalysethemweeklytakingintoaccountinputfromstaff.
13. CommunicationwithParentsandCarersWithinthefirst2daysofKeyWorkerallocationcontactmustbemadewithparents/carers.Modesofpreferredcommunicationwillbeestablishedandrecorded.AllKeyWorkerswillcompleteacommunicationlogthatsummarisescontentofconversations/emails.IntheinstanceofattendanceissuesprotocolsaspertheAttendancePolicywillbefollowed.WhencontactismadeKeyWorkersmustinformParents/Carersofanypositiveoutcomesfromthedayorweekaswellasanyissuescausingconcern.Parents/Carers,SENteamsandwhererelevant,SocialWorkersmustbeinformedwithinanhourofanincidentinvolvingphysicalrestraint.Thisshouldbefollowedupwithamoredetailedreportwithin24hours.Referto‘RestraintReportingProcedurePolicy’forfurtherinformation.Parents/carersmaybeaskedtoattendtheschoolforstrategyandsupportmeetings.Theymaybeaskedtobeavailabletotaketelephonecallsfromtheiryoungpeopleasasupportmechanism.
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14. TheUseofReasonableForceControlandrestraintinterventionswillonlybeusedaslastresortandinlinewiththemostrecentGovernmentrecommendations.(ReducingtheNeedforRestraintandRestrictiveIntervention.DraftGuidanceNovember2017)Pleaserefertoourseparate‘RestraintReportingProcedure’documentJan.2018.AllstaffwithintheschoolsreceiveCALM(Crisis,AggressionandLimitationManagement)trainingintheuseofRPIwhichisaBILDapprovedapproach.Thisprovidesspecificguidanceforstaffontheuseofthetechniquestaughttostaffandwhen,whereandhowtheyshouldbeused.Thisshouldbereadinconjunctionwiththispolicy.Staffshouldensuretheyhaveexhaustedallotheroptionsandareconfidenttheycouldjustifyandexplaintheiruseofforcebeforemakingaphysicalintervention.Itisalwaysthelastresort.AsperDFEGuidelinesschoolscanusereasonableforceto:
• removedisruptivechildrenfromtheclassroomwheretheyhaverefusedtofollowaninstructiontodoso;
• preventapupilbehavinginawaythatdisruptsaschooleventoraschooltriporvisit• preventapupilleavingtheclassroomwhereallowingthepupiltoleavewouldrisk
theirsafetyorleadtobehaviourthatdisruptsthebehaviourofothers• preventapupilfromattackingamemberofstafforanotherpupil,ortostopafight
intheplayground• restrainapupilatriskofharmingthemselvesthroughphysicaloutbursts.
Wewillfollowtheaboveguidelinesandusephysicalintervention:
• Inthecaseofassaultonanotherperson–studentorstaff.• Whenthereisriskofseriousharmtotheyoungpersonorotherpeoplebecauseoftheir
actions–suchassmashingwindowsorattemptingtoclimboutofhighwindows.• Whenastudentisinpossessionofanitemthatcouldbeusedasaweaponandtheyare
threateningtouseitassuch.• Whenthereisseriousriskofdamagetoexpensiveresources/property,suchasvehiclesor
interactivewhiteboards.
Werecognisethatother,exceptionalcircumstancesmayariseandwhichwillrequire
restrictiveinterventionasaformofcrisismanagement.
15. ReportingIncidentsandRestraints
ItisarequirementthatstaffrecordallseriousincidentsusingSchoolPod,theschoolbehaviourtrackingsystem.Thesereportsmustalsoincludedetailsofanyactiontakentoaddresstheconcerningbehavioursothatstudentsaresupportedintheprocessofchangeandmodification.SchoolPodincludesrestorativeresponses.AnallocatedmemberofstaffwillberesponsibleforSchoolPodandwillberesponsiblefortheoverseeingofthesystem.Theleveldescriptorsbelowareusedtocategorisebehaviour.OnlyincidentsthatareLevel3andabovearerecorded.Level1:
• Lowleveldisruption• Initialrefusaltofollowinstructions
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Level2:• Highlevelofdisruption• Continuedrefusaltofollowinstructions
Level3:• Verballyaggressiveandorabusiverequiringredirection
Level4:• Physicalaggressionrequiringremovalofstudent• Destructionofproperty• Verbalbullying(RacistandSexist)
Level5:• Highlevelofaggression• Spittingatstaffand/orstudents• Stafforotherstudentsbeingassaulted,punched,kicked• Useofrestraintrequired• Absconding
16. StudentSelf-Regulation
Theamountoftimeneededforthiswillvaryfromoneyoung persontoanotheraswillthewayinwhichthishappens.Somestudentsmayneedto talkthroughtheeventsimmediatelyandcouldgostraightinto‘ReflectionTime’.Otherstudentsmayneedsometimealoneinasafespacetogathertheirthoughts.KeyWorkerswillestablish,throughdiscussionwithyoungpeople,howtheybelievewecanbestsupportthem.ThisinformationmustbepassedontotheSENCowhocanensureitisaddedtoPupilPassports.ThePASSsurveyswillbecompletedwithallstudentsbythePersonalDevelopmentCoordinatorduringPSHElessons.TheywillnotonlybeusedasameasureofprogressandprovideuswithQualitativeDatabuttheywillbesharedwithstaffsostudentscanbeencouragedtoselfregulate.
17. ReflectionTime(SeeAppendix2)ReflectionTimethatisintendedtobeasupportivestrategybasedintheprinciplesofrestorativeapproaches.Itwillprovideanopportunityforstudentstoconsidertheirbehaviourandtalkitthroughwithadults.ThiscanhappendirectlyfollowinganincidentifappropriatebutshouldalsobeusedasastrategybyKeyWorkersthroughoutaday/week.Reflectiontakesplaceduringbreak,lunchtimeordailyreviewtimeduringtutortime.Weeklytargettrackingsheetsshouldinformthisprocess.StaffneedtomakeeveryreasonableefforttoensureReflectionTimeisusedeffectivelyandasavehicleforrestorativesolutionfocusedwork.
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18. SupportSystemsforStudentsPastoralsupportsystemsinourschoolsshouldbeproactiveandrigorous.EachyoungpersonisallocatedaKeyWorkerandaHomeRoom.TheKeyWorkerroleistoguide,supportandmentortheiryoungpersonthroughthesometimesdifficultandchallengingprocessoftheschoolday–week–term,andsoon.Anumberofourstudentshaveexperiencesofschoolthathavepreviouslybeenverynegative.TheymayliveintroubledsituationsandhaveSENdiagnosisthatmakelifeevenmorecomplicated.Withthesefactorsinmindweaimto:
• Fosterappropriateprofessionalrelationships• Buildonanethosofcareandtrust.• Avoidpromisesthatcannotbekept• Involveouryoungpeopleinchoicesabouttheireducationaljourneyasmuchaspossible.• Identifyandaddressspecialeducationalneeds• Identifyandplanformedicalneeds• Workeffectivelywithparentsandcarers• Workcollaborativelywitharangeofagencies
19. SupportSystemsforStaff
AllstaffsupportouracademicandwellbeingaspirationsandareprovidedwithacomprehensiveongoingprogrammeofCPDtoenhanceanddeveloptheirabilitytobetterworkwithourstudents.Assoonaspossibleafterappointmentallstaffaretrainedinphysicalinterventionandwearenowmovingtowardsourwholecommunityadoptingrestorativeapproaches.Onaday-to-daybasis,thePastoralTeamisinplacetofurthersupporttheeducationalprocess,whetherthisbethroughpre-emptiveplanningforaparticularchild,therunningofreflectiontime,offeringindividualstaffsupportduringlessonsorworkingwithstudentsindividuallywhiletheyfollowaparalleloralternativetimetable.Whenincidentsoccurwehaveaprocesstofollow:
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InexceptionalcircumstancesthePolicemaybecomeinvolvedbutdiscussionswithSeniorLeadershipmusttakeplaceandonlySLTwillmakethiscall.Thisisnottheresponsibilityofotherstaff.HotDe-briefWerecognisetheemotionalimpactandincidentwithastudentcanhaveonthestaffinvolvedand,wheneverpossible,requireaperiodoftimeistakenawayfromstudentstogatherthoughtsandself-regulate.Staffmayneedtohaveadrink,achatorevenashortwalk.MedicalattentionDespiteongoingtrainingandtheuseofde-escalationstrategiestheremaystillbetimeswheninjuriesoccur.Anyinjuriesmustbeseenbyaqualifiedfirst-aiderandloggedintheaccidentbook.TheymustalsobedetailedwhencompletingtheincidentsliponSchoolPod.ResumerolewhenreadyStaffmustnotresumeworkwithstudentsifinanemotionallyheightenedstate.Thiscaninfluencethemoodandbehaviourofyoungpeopleandcouldleadtofurtherincidents.Staffmustalwaysbecalm.SchoolPodAllstaffMUSTfollowcorrectprocedureforcreatingandcompletingincidentreports.Astaffde-briefmustfollow.ThesecanbecompletedwithanymemberofSLT.ActiontakenRefertosystemsforsupportingandindividualstudentneeds.CPD/CirclesStaffMUSTattendscheduledCPDsessionsasawayofbecomingincreasinglyinformedabouttheyoungpeopleweworkwith.Staffcircleswilltakeplaceatleastonceeachweekandfocusoncurrentbehaviourissuesandstudentscausingconcern.Thiswillalsobeanopportunitytoreviewassessmentsofriskforindividualstudents.
20. ProhibitedFormsofControl/PunishmentThefollowingsectionclearlystatesthosemeasuresthatcannotbeusedwithintheschoolstheseare:
• Corporalpunishmentisforbidden–itisalwaysunlawfultouseforceasapunishment.Staffparticipatinginsuchbehaviourareliabletosummarydismissalandpossibleprosecution.
• Intimatephysicalsearchesarestrictlyforbidden.Thepoliceshouldbenotifiedifapupilis
suspectedofhidingdrugsontheirperson.
• Restrictionoflibertyorconfinementtoroom:lockingapupilinaroomisstrictlyforbidden.Confiningapupiltothebuildingorsiteformorethan45minutesisforbiddenexceptinexceptionalcircumstancese.g.dangerofseriousinjury.
• Deprivationoffoodordrinkisforbidden,norshouldapupilbeforcedtoeatordrinkliquid
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whichthepupildoesnotlike.
• WearingofInappropriateitems/clothing.Requiringapupiltowearinappropriateclothing,footwear,badge,hairstyleetc.forthepurposeofpunishmentisforbidden.
• Finingpupilsformisbehaviourisforbidden
21. ComplaintsTheschoolswillensurethatallpupilsunderstandhowtocomplainiftheyfeeltheyhavebeenunfairly/roughlytreated.Allcomplaintsabouttheuseofforcewillbethoroughly,speedilyandappropriatelyinvestigated.TheHeadteacherwillconsiderspeakingtoparentsaboutseriousincidentsinvolvingtheuseofforce.Indecidingwhatisaseriousincident,staffwillusetheirprofessionaljudgementandconsiderthepupil’sbehaviourandlevelofriskpresentedatthetimeoftheincident,thedegreeofforceused,theeffectonthepupilormemberofstaffandthepupil’sage.
22. ExclusionsTheschoolsreservetheright,atitsabsolutediscretion,toexcludeapupileithertemporarilyorpermanently.OnlytheHeadTeacherorDeputyinhis/herabsencecanactiontheExclusionprocessasdetailedintheschoolExclusionPolicy.Inthecaseoffixed-termExclusionwewillfollowproceduresdetailedinourExclusionsPolicy,includingtheallocationoffirst-dayprovisionforChildrenLookedAfter.Theschoolsacceptthatthepupilisbeingadmittedbecauseofhisspecialneedsandwillendeavourtomanageanyproblemsinareasonablemannerastheyarise.Intheeventofatemporaryexclusion,thePlacingAuthorityandparents/guardianswillbenotifiedimmediatelybytelephoneandconfirmationgiveninwriting.Thepupilwillbereturnedtothecareoftheauthority/parent(s)/legalguardian(s)untilagreementisreachedbetweentheschoolsandtheAuthorityforthepupil’sreturntothesite.Feeswillcontinuetobepaidatthefullrateduringanytemporaryexclusion.Aschoolplacementwillbemaintainedforthepupiluntilthepupilreturnstotheschoolorispermanentlyexcluded.ArepresentativeoftheAuthoritywillbeofferedtheopportunitytoattendameetingwiththeHeadofSchooltodiscussanypendingpermanentexclusion.
23. ConfiscationofInappropriateItemsTheremaybetimeswheretheschoolhastoconfiscateitemsfrompupilsthelawenables
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amemberofstafftoconfiscate,retainordisposeofapupil’spropertyasapunishment,solongasitisreasonableinthecircumstances.Thelawprotectsthemfromliabilityfordamageto,orlossof,anyconfiscateditemsprovidedtheyhaveactedlawfully.ThelawprovidesthePowertosearchwithoutconsentfor“prohibiteditems”including:
• Knivesandweapons• Alcohol• Illegaldrugs• Stolenitems• Tobaccoandcigarettepapers• Fireworks• Pornographicimages• Anyarticlethathasbeenorislikelytobeusedtocommitanoffence,causepersonalinjury
ordamagetopropertyand• Anyitembannedbytheschoolruleswhichhasbeenidentifiedintherulesasanitemwhich
maybesearchedfor.Thelegislationsetsoutwhatmustbedonewithprohibiteditemsfoundasaresultofasearch.Thisisweaponsandknivesandextremeorchildpornographymustalwaysbehandedovertothepolice,otherwiseitisfortheteachertodecideifandwhentoreturnaconfiscateditem.
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m:/policies/School/PositiveRelationships Version1.1 July2018
Appendix1:WeeklyTrackingSheet
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m:/policies/School/PositiveRelationships Version1.1 July2018
Appendix2:ReflectionTimeSheet
EndofPolicy
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m:/policies/School/PositiveRelationships Version1.1 July2018
AuditTrail
Version Change ByWhom Date ReviewDate
1.0 NewPolicyintroduced FayMcHugh-DeputytotheHeadteacher
CatherineJones-HeadTeacher
April2018
1.1 ReviewofPolicyandAccuracyCheck
HeadTeacherandSchoolSecretary
July2018 July2021