restorative practice behaviour management policy

RESTORATIVE PRACTICE

BEHAVIOUR MANAGEMENT POLICY

VERSION 4: Autumn 2019

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CONTENTS School Vision, Aims and Values 1 Introduction 3 Aim of the Policy 4 Restorative Practice Definition 5 Restorative Practice: What is it? 5 Restorative Approach: How does it work in practice? 8 Crisis Behaviour Management 10 Restorative Approach: How it works in the playground 11 Behaviour Monitoring – Consequences and Support 12 Exclusion 12 Roles and Responsibilities of Staff (all) 13 Roles and Responsibilities of the Headteacher 13 Roles and Responsibilities of the Inclusion Leader 13 Roles and Responsibilities of Behaviour Mentor 14 Roles and Responsibilities of Senior Leadership Team 14 Roles and Responsibilities of Parents & Carers 15 Safeguarding 15 Anti-Bullying 15 Appendices 16

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Introduction

The essence of our school vision is to enable the children of Park View to

become resilient and successful adults. In order for the children to

achieve this, we aim to provide a nurturing environment where children

respect themselves and others. We believe that working WITH our

children, families and wider school community through Restorative

Practices, helps us to fulfil our vision and aims and to support us in

ensuring UNICEF Children’s Rights (Article 13, Article 14, Article 15,

Article 19, Article 24, Article 28 and Article 31 in particular) are respected.

Therefore this policy outlines a framework for the behaviour, attitudes,

responsibilities and values expected of our whole school community and

is underpinned by a Restorative Practice

approach. A restorative approach will build and strengthen community by

promoting positive interactions and relationships and managing conflict

by supporting individuals in taking responsibility for their actions,

empathising with others, repairing and ultimately strengthening

relationships at all levels.

Restorative Practices empower children and staff to be the best they can

be with the ultimate aim of ensuring that the children achieve their

personal and academic goals.

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The Aim of the Policy

At Park View we believe that a positive attitude to oneself, to others and to learning greatly improves the likelihood of successful and fulfilling experiences at school and in life in the future. At Park View our aim is to create and maintain a nurturing and happy, environment where children can succeed, learn from their mistakes, take responsibility for themselves as individuals and understand the positive contribution they make to the school community as a whole. This is underpinned by a restorative approach to behaviour management. Everyone associated with the school has a responsibility to be a positive role model to ensure that positive behaviour is maintained through consistently using affective language and restorative approaches when undesired behaviour occurs. It is also the responsibility of the adults in school to facilitate restorative meetings in order for children learn how to take responsibility for their mistakes and to make amends. Therefore the aims of this policy are to:

• continue to strengthen our school community by ensuring that all stakeholders promote our school vision, aims and values and follow the Park View Code

• actively engage in our shared ethos that promotes positive interactions and relationships

• enable all stakeholders to consider themselves a member of our school community and recognise the part they play and the responsibility they have in making Park View a happy place for everyone

• ensure that Park View’s high expectations of behaviour are clearly and consistently communicated and modelled by all stakeholders

• ensure that children who uphold and maintain Park View’s high expectations of behaviour are consistently acknowledged and rewarded

• ensure that challenging behaviours and conflict are dealt with restoratively and that the ‘wrongdoer’ is held accountable for their behaviour

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Restorative Practice: A Definition

Restorative Practice processes bring those harmed and those responsible for the harm into communication enabling everyone affected by a particular incident to play a part in repairing the harm and finding a positive way forward.

Restorative Practice: What is it?

The following restorative principles will be used across the school:

1. The Social Discipline Window 2. Affective Statements 3. Fair Process 4. Restorative Questions 5. Restorative Practice Continuum

All of these principles are underpinned by working WITH people. 1.The Social Discipline Window

At Park View we aim to work within the WITH box providing nurture and support alongside clear boundaries and expectations of behaviour. Adults in school are expected to be positive and respectful role models to the children.

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2. Affective Statements Affective statements clearly define the actions are that are desired/not desired, how these actions make the other person feel and what the person carrying out the actions can do to change or continue this. They can be referred to as ‘when, I feel, so’ statements or WIFS. Examples of affective statements (WIFS): ‘When you walk down the stairs with your voices off and holding onto the rail, I feel happy that you are safe, so please keep this up.’ ‘When you keep trying hard to solve your maths problems, I feel really proud of you, so keep going until you’ve solved them!’ ‘When you apply the things I’ve taught you, I feel that I’ve done a good job as a teacher because you are making progress, so please keep doing this each lesson.’ ‘When you ignore my instructions, I feel that you do not respect me, so please listen and respond to me next time.’ ‘When you make good choices, I feel really pleased and encouraged, so please keep making those good choices!’ When you keep shouting out and disrupting everyone’s learning, I feel disappointed and disrespected, so you must stop doing this and work quietly at your table until break-time.’ 3. Fair Process When dealing with a conflict situation, adults in school will deal with it in a fair way as follows: Engagement making sure that all participants are involved in the process Explanation everyone involved and affected to understand why final decisions are made as

they are Expectation Clarity once decisions are made new rules/expectations are clearly stated so that

individuals understand consequences for the future 4. Restorative Questions Questions for the one who has caused harm:

• What happened? • What were you thinking at the time?

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• What are you thinking now? • Who has been affected by what you did? • How have they been affected? • What do you think needs to happen next?

Questions for the one who has been harmed:

• What happened? • What were your thoughts at the time? • What have your thoughts been since? • How has this affected you • What has been the hardest thing for you? • What do you need to happen next?

6. Restorative Practice Continuum Restorative Practice requires us to work WITH people. Adults at Park View use fair processes in their response to challenging behaviour and conflict and aim to rebuild relationships and repair the harm between the harmed person and the wrongdoer. In dealing with challenging behaviour adults at Park View follow the Restorative Practice Continuum, working consistently at the informal end of the continuum to de-escalate behaviour and to prevent situations moving into formal Restorative Practice wherever possible.

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Restorative Practice: How does it work in practice?

The Restorative Practical principles outlined above underpin the practical implementation of the restorative approach to behaviour management at Park View. All adults are expected to promote good behaviour by using rewards and affective language CONSISTENTLY to praise children and affirm the behaviours they want to see (WIFS). Focusing on positives helps to clarify expectations and raise self-esteem. To address potentially disruptive behaviour, in the first instance, adults should use WIFS statements to make clear what is unacceptable and what you want to child to do. If the child complies, thank him/her and then praise him/her at the next opportunity. For example: (Name) when you talk over the top of me when I am speaking to the class, I feel very disrespected so please switch your voice off and listen… thank you. (Name) now that you are listening, you are making great contributions to the lesson, I feel very pleased with you and your efforts so keep this up! Rewards Rewards take on many forms. The list below shows examples but is not exhaustive:

• verbal praise/smiles/thumbs up/round of applause • name moved up the class chart • stickers/stars/ticks/smiley faces • classroom ‘king’ or ‘queen’/star for the day • golden time • acknowledgement in assemblies/celebration certificates • special reward activities • visits to other classrooms • visits to members of SLT

Each classroom has a display which shows:

• The Park View Code • The school wide ‘One Track to Succeed’ (OTC) reward chart

All children start the week on the green section of the OTC chart. Children are to be not moved down the chart or names removed– they can only go upwards and move through the colour bands of green, bronze, silver, gold and platinum. The aim is for children to reach the target by the end of the week and have the full amount of Golden Time. Teachers have the

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autonomy to give their own rewards as children move up from colour to colour (e.g. stickers/raffle tickets/team points etc.) and link the colours to specific amount of team points. Sanctions Whilst having high expectations of behaviour, we acknowledge that there will be times when some children demonstrate behaviour that is not acceptable. Through the consistent use of Restorative Practice strategies, we believe that the majority of children will be able to modify any unacceptable behaviour if we are excellent role models ourselves and give clear guidelines and boundaries, backed up by a fair and consistent system of rewards and sanctions that are underpinned by restorative philosophy. In order for this to be possible for our children, all staff members are expected to adhere to this policy consistently. Should there be any signs of inappropriate behaviour emerging in class, staff members should use pre-emptive strategies to deter any escalation in the behaviour for example:

• WIFS statements • positive modelling • proximity • non-verbal privately understood signals • verbal reminder of school expectations (Park View Code) • diversion (for example send with a ‘note’ to another teacher)

If these strategies do not affect a change in behaviour, children can then go through the following pathway, giving opportunities for the child to reflect on the impact of their actions. Prior to putting the child at any stage of the ‘reflective pathway’, adults are to direct the child by using a WIFS statement, example: (Name) when you disrupt the lesson, I feel frustrated that I cannot teach you and everyone else properly, so I would like you to sit (state place) and to think about how your actions have affected everyone in the classroom. I will tell you when you can return to your seat.

Reflective Pathway Self Reflection

Child moved within classroom to think about how his/her behaviour has affected others. Teacher directs child to return to own seat when deemed ready/.

Quiet Reflection

Child moved to another classroom to think about how his/her behaviour has affected others and to complete work. Staff determines when child is to return. Staff member sends a *‘quiet reflection slip’ to receiving staff member and the child’s work. The child can complete a *‘restorative think sheet’ if class work is completed.

Supported Reflection

Member of the Behaviour Support Team is called for (staff member sends blue card to the LSR). Behaviour Mentor (BM) comes to classroom to collect child for a short and finite period of time. Child takes work and when it is completed and BM feels that the child is ready, she accompanies the child back to class. Child may complete a ‘restorative think sheet’ if BM deems it appropriate. The BM and staff member agree a time (during child’s break) to hold a short informal restorative circle with a view to ensuring that he behaviour does not repeat. The teacher may request additional support from the BM on the child’s return but the responsibility for repairing the harm lies with the staff member.

Directed Reflection

If a child’s behaviour is not improving and is beginning to cause concern, a period of directed reflection in the LSR will be negotiated with the adult instigating the directed reflection the Senior Behaviour Mentor and the child. If necessary parents will be informed/involved. The time for Directed Reflection can be a day or more. Child completes work and the time in the LSR MUST culminate in a formal restorative circle (facilitated by a member of Inclusion Team) with the child all those harmed.

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SLT/Headteacher Reflection

If a child’s behaviour becomes extreme, a meeting will be held with parent, child, staff member and head teacher to discuss the period of time when the child will be removed from school to work at home.

*See appendices for ‘quiet reflection slip’ and ‘restorative think sheet’.

The points indicated in the Reflective Pathway are to be logged on the SIMS behaviour tracker to be monitored. Children receiving a high level of points within a half term will be subject to a Team Around the Child (TAC) meeting and will be given an (On Track to Succeed) OTS card outlining the child’s target for behaviour. A formal restorative circle will take place to outline why the child is one the OTS card (who they have harmed and how they feel), the expectations and time scales.

Crisis Behaviour Management Very occasionally children respond to a trigger (sometimes know, sometimes unknown) and go into ‘crisis’. Crisis is extreme behaviour where a child can lose control of their emotions and behaviour becomes extreme or dangerous to themselves an others. Should this occur or if other unacceptable behaviour escalates into a crisis and poses risks to other children, the adult in charge must send a red heart message to the Behaviour Mentor (Mrs Rowbotham) in the first instance or the Inclusion Leader/Deputy Head/Headteacher in the Behaviour Mentor’s absence or if she is unable to assist at the given time. On arrival at the location the Behaviour Mentor/other staff member will defer to the staff member in charge and follow the help script, ‘Here to help’. The staff member in charge will then direct The Behaviour Mentor/other staff member as to what to do. This could be to remove the child, remain with the child whilst he/she attends to the rest of the class or any other appropriate instruction. If a colleague is dealing with a child and it appears that the child is at risk of a crisis or in crisis and another colleague approaches, the second colleague should not take charge of the situation. He/she should state, ‘Here to help,’ and then follow the direction of the colleague in charge. This approach minimises confusion/mixed messages for the child and eliminates the risk of further escalation. It also sends a clear message to children that all adults in school are equally responsible for and capable of dealing with inappropriate behaviour. A number of staff members in school are Team-Teach trained with key members of SLT trained at greater depth. In the general training, staff gained an understanding of Team Teach Principles and strategies to avoid or de-escalate potential crisis. The more in-depth Team- Teach courses trained the staff how to conduct physical interventions correctly, should a child need to be moved to ensure his/her safety or the safety of others in school. If school staff think it necessary to move a child using a Team-Teach move to keep him/her or others safe, they will do so as a safeguarding measure.

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Team-Teach techniques are designed to move children safely and to prevent them from causing harm to themselves and/or others. If a child is in an extreme crisis, occasionally, a mark can be left on the skin following a Team-Teach technique. This is not to be viewed as a failure of the professional technique but an unfortunate side-effect of ensuring a child/children remain safe. Any physical intervention that occurs in a crisis situation MUST be recorded by the staff member dealing with the situation, on the CPOMS system under the ‘crisis behaviour management’ tab. Staff members should log what events occurred prior to the physical intervention, the type of Team Teach intervention used and any follow up. The Behaviour Mentor will liaise with a member of the SLT regarding the incident and parents will be contacted.

Restorative Practice

How it Works in the Playground (playtime and lunchtime)

Verbal praise and stickers are given to children who are displaying positive or exemplary behaviour at playtime and lunchtime.

In the first instance of inappropriate behaviour, staff should always try to pre-empt issues escalating by remaining calm and using any of the outlined strategies as follows:

• positive modelling • proximity • non-verbal privately understood signals • quiet discussion using restorative language

At lunch time the Park View Safety Squad (a group of Y6 children) have been trained to support low level disagreements and Lunchtime Organisers (LO) are to support the Safety Squad in conducting informal restorative discussions. Following a disagreement if children are in the frame of mind to engage in a restorative discussion with an LO, this can take place in the playground in the Reflection Area. All LOs have the restorative questions on their lanyards for reference. If the issue is resolved then the children can resume their play, however if the children are not ready to engage or escalate the original behaviour then they should have self-reflection time at the wall. Any time at the wall should be noted by the LO and passed to the Behaviour Mentor at the end of lunchtime. If a child refuses to engage and/or refuses to go to the wall or escalates inappropriate behaviour into a crisis, LOs must radio for a member of SLT immediately.

If any violent/aggressive, racist or incidents of fighting occur during playtime or lunch time staff on duty should radio for a member of SLT immediately

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Any incidents to be noted in playtime/lunchtime behaviour log and transferred to SIMS by a member of the Inclusion Team. Playtime incidents will dealt with restoratively by a staff member on duty on the playground who will inform the class teacher and a member of the Inclusion Team if the incident is deemed serious enough or is unresolved. The class teacher will log the incident on SIMS. Any lunchtime incidents occurring after 1pm (especially during lining up where LOs are still present), will be discussed in LO de-briefing session with Senior Behaviour Mentor and the Senior Behaviour Mentor will have the final say on the appropriate course of follow up action. Any issues occurring when children are lining up to return to class when supervised by teacher or staff member other than lunchtime staff, must be dealt with by that teacher/adult in charge of class at that time.

All incidents occurring over lunchtime will be logged onto SIMS (or CPOMS if appropriate) by Behaviour Mentor. Frequent yellow incidents may result in time off the playground and restorative intervention. This will be decided on a case by case basis by Behaviour Mentor and senior staff member(s).

BEHAVIOUR MONITORING – CONSEQUENCES & SUPPORT

The Behaviour Mentor, Inclusion Leader and Head monitor the electronic behaviour tracking system on a regular basis. Phase leaders are also responsible for liaising with staff in their teams to discuss children causing concern. Concerns will be brought to SLT and a plan of action will be put in place. Actions within the plan will include:

• analysis of behaviour data • ABC observations • meetings with staff who work with child to discuss strategies and triggers • TAC meeting with staff and parents • Restorative meetings with child/staff/parent (as appropriate) • Behaviour Support Plan

Exclusion

In extreme cases of inappropriate or dangerous behaviour, the headteacher may take the decision to exclude a child for a fixed term period or on a permanent basis. In such cases, a meeting with the parents will be necessary and the Chair of Governors will be informed. The school adheres to the Manchester Local Authority guidelines and procedure all for

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exclusions. In specific cases where a child is at risk of permanent exclusion and where appropriate, the school (in agreement) with a partner school may agree with the child’s parents to but him/her on a Behaviour Improvement Plan for a finite period of time in another school. This strategy would be the final supportive step prior to permanent exclusion.

Roles and Responsibilities of Staff (all)

All staff in school are expected to be positive role models at all times as outlined in the Teachers’ Standards. All staff members should ensure that:

• they use pre-emptive restorative strategies before the formal stage • engage fully in restorative practice techniques • reflect on their own handling/management of a situation and make amends if needed • use the step guidelines consistently • supervise children during sanction times as stated above • refer incidents to the Senior Behaviour Mentor and/or senior staff members as

outlined • inform head/inclusion leader about intended communication with parents about

inappropriate behaviour (verbally or via CPOMS) • refer immediately to the Inclusion Leader if a child’s behaviour points to possible

abuse or neglect

Roles and Responsibilities of the Headteacher

It is the headteacher’s responsibility to ensure that this policy is implemented effectively by all staff and to monitor its overall effectiveness, including monitoring of the behaviour tracking systems in school. The headteacher will refer to the Inclusion Leader and Senior Behaviour Mentor to discuss any issues or matters concerning individual pupils if necessary and will liaise with parents/carers when necessary. The headteacher is also responsible for making decisions regarding exclusions and for all processes and paperwork relating to exclusion.

Roles and Responsibilities of the Inclusion Leader

The Inclusion Leader will work in partnership with the Senior Behaviour Mentor and class teachers to ensure that the needs of any children experiencing social and emotional difficulties are effectively met. Inclusion Leader will monitor the SIMS and CPOMS behaviour

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trackers and will be involved in the writing of targets for Individual Education Plans relating to behaviour issues. The Inclusion Leader will track monitor each child and consult parents/contact the relevant outside agencies if the cause of the behaviour points to abuse or neglect.

Roles and Responsibilities of the Senior Behaviour Mentor

The Senior Behaviour Mentor will work with class teachers, other Behaviour Mentors and the Inclusion Leader to devise the best support programme possible for each individual child. Her primary role is to work directly with the children in a supportive and restorative capacity, to help individuals reflect on the causes and consequences of their behaviour and how they can help themselves to turn their behaviour round or to pre-empt behaviour from escalating to crisis point. The Senior Behaviour Mentor runs group and 1:1 intervention strategies to identified children to raise self-esteem, build self-confidence and promote positive behaviour. The Senior Behaviour Mentor is also key in the communication with parents. The Senior Behaviour Mentor will refer immediately to the Inclusion Leader if a child’s behaviour points to possible abuse or neglect.

Roles and Responsibilities of the Behaviour Mentor

Under the direction of the Senior Behaviour Mentor and Inclusion Leader, the Behaviour Mentor will work with children 1:1, in pairs or in groups in the classroom or out of class to support children who are finding it difficult to regulate their behaviour and to follow the Park View Code. She will use affective language and restorative practices to resolve issues and avert escalation of behaviour. She will liaise with class teachers, senior colleague and other colleagues across the school to ensure consistency in dealing with the children under their guidance. She will liaise with parents/carers as necessary and log relevant information on SIMS and CPOMS.

Roles and Responsibilities of the Senior Leadership Team It is the responsibility of all members of the SLT to ensure that the staff members in their team fulfil their responsibilities in relation to behaviour management and restorative practice. Each class-based member of the SLT must ensure that they model the behaviour management strategies to a standard that they expect from their team members. It is also expected that SLT staff will challenge colleagues (in a supportive and constructive way) if they feel that the high standards of behaviour management expected at Park View are not being met. Members of SLT are also expected to (and ensure that other staff) refer to the Inclusion Leader if any child’s behaviour points to possible abuse or neglect.

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Roles and Responsibilities of Parents and Carers

In accepting a place for their child at Park View, parents and carers are expected to support the school in the implementation of this policy and work with staff and their child to make sure that the child received consistent messages about boundaries and acceptable behaviour. Children with specific social and emotional difficulties may have a specific plan but this will be intrinsically linked with this policy which parents and carers are expected to support.

Safeguarding

Staff are aware that any changes in a child’s behaviour may be a sign of abuse or neglect and staff think that this may be the case, then their concerns must be logged on CPOMS and a discussion with the Designated Person for Child Protection (Inclusion Leader) must take place.

Behaviour Incidents and Safeguarding

The school has systems and procedures to log, track and monitor all incidents affecting a child’s well-being. We use the system CPOMS which is monitored daily by members of the SLT and in particular the headteacher, Inclusion Leader and Behaviour Mentor. It is a secure platform used to record concerns, actions and impact of actions and links all categories pertaining to the welfare of individual children. Staff can communicate via this platform ensuring that everyone concerned is kept up to date and aware of the chronology of incidents and related actions. Key staff can see patterns of behaviour and cross-reference to any other concerns that are logged and use this information to take the appropriate action

Anti-Bullying

The school takes incident of bullying very seriously and the process and procedure for dealing with incidences of bullying can be found in the separate Anti-Bullying Policy. Staff members will deal with incidents of bullying in a restorative not punitive way with those causing harm taking responsibility for their actions and making amends to those harmed. Staff members are aware that children who are perpetrators of bullying and/or victims of bullying can also be victims of abuse or neglect. If any incidents of bullying point to possible abuse of neglect staff will refer to the Inclusion Leader.

Appendices:

1 – Quiet Reflection Slip , 2 – Behaviour Think Sheet

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Appendix 1 Quiet Reflection Time Slip

QuietReflectionTime(classteacherlogonSIMS)name date classThischildhasbeensenttoyourclassforquietreflectiontime.He/shehasworktocompleteandarestorativethinksheetforwhentheworkiscompleted.Pleasesendhim/herbackat:





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Appendix 2 Restorative Think Sheet

restorative practice behaviour management policy

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