Behaviour Policy

Preface

New Direction School provides education for children whose learning difficulties are compounded by severe forms of challenging behaviour. Children with epilepsy, sensory or physical disabilities are welcome – as are those with syndromes which may be associated with challenging behaviour.

Our mission is to provide every pupil with the highest standards of teaching and the very best learning opportunities. Emphasis is placed upon developing strategies to support learning and challenging forms of behaviour and preparing them for their future life.

The school behaviour policy outlines how staff at New Direction school create and maintain good order and relationships through positive approaches. These approaches are successful for the vast majority of the time. This policy on dealing with challenging behaviour forms the heart of our overall behaviour policy. It should be read in conjunction with the school SEN policy, the Health & Safety policy, and the Child Protection policy.

Purpose Of This Policy

This policy aims to give all members of the school community clear guidance so that any challenging behaviour is met in a way that supports the values and principles described above. The Principal will be responsible for ensuring that staff and parents are aware of the policy and will ensure that any necessary training/awareness-raising takes place so that staff know their responsibilities.

Overall Aims

We aim to create a calm learning environment in which each individual is consistently valued, affirmed, encouraged and praised. Each member of the learning community will be encouraged to work to achieve their full potential at all levels, whether academic, practical, behavioural or emotional. This will include the development of a community wherein pupils, teachers, parents/carers and support staff enjoy a sense of belonging and have an important part to play.

Principles

An effective behaviour policy is one which is both PREDICTABLY and CONSISTENTLY APPLIED. It is mindful of the rights and responsibilities of the whole community and is based on the above philosophy. To achieve this it must be based on positive principles. Ultimately it will be developed by consultation with the whole community and linked with each individual’s explicitly stated targets.

Values as based on the school philosophy include:-

Mutual respect

Respect for property

Fairness and honesty

Care for and consideration of others

Self-respect

Self-discipline

Rights implicit in these values include:-

The right to be safe

The right to be heard

The right to fair treatment

The right to be treated with respect

The right to be able to learn/teach/work without unnecessary interruption

Every member of the community needs to take responsibility for protecting these rights for both themselves and others.

Code Of Conduct

Our pupils need clear and concise guidelines for behaviour and in that we respect we will operate with three clear concise and positive rules:-

Be polite

Follow staff instruction

Keep hands, feet and objects to myself

These are displayed, discussed and reinforced wherever and whenever necessary. It is understood that with our pupils these rules will need positive reinforcement at all times.

In addition we have a range of expected behaviours for our pupils throughout the school day. These include:-

Remove hats, coats and hooded tops in the classroom

Take pride in work and tasks

Treat everyone with respect

Remain within the bounds of the school

Attend regularly and be punctual

Abide by the signed code of conduct (below)

These rules and expectations will be open to discussion in community meeting time where all members of the school community will be welcome to make contributions. Again, consistent repeated and positive reinforcement of these expectations will be required in order to support our pupils in achieving these expectations. Some prohibitions are necessary for clarity and in order to make clear to our pupils where tolerance stops but these will be kept to a minimum and always positively reinforced.

Judicious use of sanctions and rewards has a central role in the meeting of the challenges our pupils give us. See separate policy document

Implementing The Policy And Supporting Staff And Pupils

Pupils

All pupils will have a flexible, personalised timetable which will allow for strategies such as one-to-one teaching and learning activities planned for their specific needs. Behaviour management will form part of this timetable where there is a need

All pupils will have IEPs which include one behavioural target. These targets will be regularly reviewed and achievement rewarded. All staff will be aware of an individual’s target and will be supporting the pupil in achieving the target

PSHE programme will be specifically tailored to address issues that arise for example, sessions on building self-esteem and dealing with bullying

Tracking sheets. Each individual student has a daily tracking sheet which will be filled in at the end of each lesson. Where possible this will be done with the pupil and will allow for discussion of the lesson before the next session starts

Staff

All members of the community need to be aware of this policy in order to be able to support teaching staff in their management of the pupils

Training needs of staff should be regularly audited and appropriate courses taken. This includes restraint training and de-escalation techniques

When staff have dealt with a pupil in crisis they too need time to ‘chill out’ before returning to work or – more importantly – writing up any incident. Incidents should be written up as factually and clinically as possible without the use of emotional language.

TA role should be clear from lesson plans

Classroom assistants are first recourse if behaviour is a problem and are the ones who should ‘track’ pupils who leave the room

Whoever is responsible for the content of a lesson should focus on learning for the whole lesson. This will be the person named on the timetable or their nominated substitute in the event of absence

New Direction Community

Regular community meetings will be held where all members of the school community are entitled to be heard. These meetings will be minuted and enable any issues raised to addressed by the school. This will allow behavioural issues to be discussed and challenged in open debate

Advocacy sessions are also offered as a more private forum for individuals to discuss issues that concern them – some of which may address the behaviour of both themselves and others

Parents and Carers

At New Direction we see parents and carers as a vital component in the addressing of behavioural issues. We offer a wide range of counselling and family therapy interventions to address family worries as well as holding regular meetings with parents and carers to discuss pupil progress. We intend to keep parents/carers fully informed of positive achievements of pupils both formally through the school reporting system and informally through phone calls and letters home.

Monitoring

Pupils are monitored closely through their daily tracking sheets and trends in behaviour can be clearly seen. Daily targets can be added to react to these trends in addition to the target on their IEP. Often, daily targets can be set that are a step towards the larger target on the IEP

Attendance is monitored which will show trends that can be tackled. Ideally any unexpected absence will immediately result in a phone call to parent/carer on a daily basis

This Policy to be a permanent item on staff meeting agendas and changes made where and when required

Review

This policy will be reviewed annually by the Principal, key staff and the School Supervisory Body.

Approval

This Policy was approved at a meeting of the Proprietor and key members of staff in September 2016 – Review Date September 2017.