Eagle House Group Behaviour Policy€¦ · group-wide behaviour policy, which is based on Positive...

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Eagle House Group Behaviour Policy

1. INTRODUCTION

This policy is in reference to ALL schools within Eagle House Group: Eagle House School (Mitcham),

Eagle House School (Bramley),

Eagle House School (Sutton) and Eagle House 6th Form (Strawberry Lodge).

Eagle House Group is committed to providing a safe environment for pupils/learners. This policy is compliant with national and local guidance and compatible with the Group’s Child Protection including Safeguarding and Promoting the Welfare of Children Policy and Procedures. This is a group-wide behaviour policy, which is based on Positive Behaviour Support and its principles of mutual trust and respect

This policy was developed in consultation with staff and pupils/learners (School Council) and has due regard for the DfE guide: Behaviour and discipline in schools advice for Head teachers and school staff (2016).

Eagle House Group is an independent provider of schools, which deliver a broad and balanced curriculum for individuals with autism and associated social, emotional, communication and mental health needs. The Eagle House Approach to behaviour intervention has a clear focus on preventing difficulties from arising by teaching pupils/learners the social, communication and emotional regulation skills needed to replace behaviour that challenges, rather than simply reacting to or coping with behaviours which have already occurred. We advocate the use of best practice in setting up an appropriate autism friendly environment and providing a motivating and engaging curriculum, both of which play a major role in preventing behavioural issues from arising as well as meeting the needs of the individual with autism.

Our approach to behaviour therefore begins by establishing good foundations which include a knowledge and understanding of the pupil, working with their distinct learning styles and preferences, ensuring effective communication and taking account of research based best practice. Linked to this is our core belief that encouraging pupils to reflect on their own behaviours and utilise strategies effectively to prevent such behaviours reoccurring will fundamentally support them into their future.

It is therefore essential that staff appreciate the difficulties a pupil/learner may have associated with their autism, which includes recognising the communicative importance of all behaviours. For many pupils/learners, a lack of understanding of social rules means they require a highly structured approach to achieve acceptable standards of behaviour. At Eagle House Group we aim to equip our pupils/learners with self control and strategies for managing their own behaviour. We aim to teach pupils/learners how to manage stress and anxiety and therefore prevent the need for restrictive physical interventions wherever possible by the use of effective curriculum and behaviour strategies.

Eagle House Group plays a central role in each individual’s social, personal and moral development, just as it does in their academic development. As such, we measure standards of


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behaviour in terms of pupils’/learners’ developing ability to achieve appropriate social and behavioural goals.

2. AIMS

Our Group-wide approach aims to create an environment, which is:

Predictable Consistent across people, places and time Positive Safe

The aims of this policy are for pupils/learners to develop:

Self-confidence and self esteem Self-regulation strategies (Zones of Regulation curriculum) and an understanding of the

impact of their behaviour Independence and functional skills Social skills and social behaviour A sense of pride in themselves and their school Awareness and respect for others

Staff working at Eagle House Group aim to:

Create and maintain a positive, safe, caring and effective learning environment with realistic expectations

Demonstrate knowledge and understanding of the difficulties which pupils/learners face due to the nature of their disability

Develop a moral framework which encourages relationships based on kindness, tolerance, respect and understanding of the needs of others

Ensure fair treatment for all regardless of age, gender, race, ability and disability Demonstrate that we recognise and appreciate the efforts and contribution of all Show that we value all individuals Define acceptable standards of behaviour Encourage consistency of response to both positive and negative behaviour Ensure that the Group’s expectations and strategies are widely known and understood Encourage the involvement of both home and school in the implementation of this policy.

3. APPROACH

Eagle House Group has adopted a Positive Behaviour Support (PBS) approach to support our pupils/learners and includes the following key elements:

The primary goal of PBS is to enhance the young person’s quality of life, to increase inclusion and participation, and to support the young person to have valued social roles.

PBS focuses on increasing skills and opportunities whilst minimising, and ultimately eliminating, aversive and restrictive practices.

PBS involves all stakeholders in the young person’s life, including the young person themselves, in all assessment and intervention practices.

There is a central understanding that behaviours which challenge serve important functions for people.


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Applied Behaviour Analysis (ABA) is used to assess and support behaviour change in meaningful ways.

ABA is supplemented by other complementary, evidence-based approaches to support behaviour change at multiple levels of a system.

The school works in partnership with those who know the child to help:

Find out why the pupil behaves as he or she does Understand the factors that influence the pupil’s behaviour Identify early warning signs that indicate foreseeable behaviours are developing

This approach helps to ensure that early and preventative intervention is the norm. It reduces the incidence of extreme behaviours and makes sure that the use of physical restraint is rare.

All behavioural strategies are formally agreed and ratified by class teams, CA Team and parents/carers before they are implemented in school. Plans are formally recorded in Behaviour Support Plans, which set out the actions necessary to:

Meet the pupil’s needs Encourage the pupil to make positive choices and develop self-control Support the pupil in difficult situations Safely manage crises if and when they occur

This approach is based on:

Understanding the pupil/learner We recognise that all staff working with pupils/learners must have an understanding of the nature of autism and associated social, communication, emotional and mental health difficulties, and their impact on social behaviour and wellbeing. A detailed multi-disciplinary assessment helps staff to understand individual pupils/learners, which includes social and communication skills, sensory needs, motivation, independence skills, cognitive abilities, emotional development, self awareness, health issues, diet, leisure, interests, choices, home issues etc.

Understanding the behaviour Positive Behaviour Support (PBS) is an evidence-based approach which aims to understand the reasons behind behaviour that challenges. We understand that the behaviours of pupils may have specific functions, for example to gain or to avoid social interaction, sensory input, tasks and tangibles. These functions are often difficult to identify without a detailed analysis of each particular incident. Where a pupil’s behaviour is becoming more challenging or when there is uncertainty about what may be underlying the behaviour, a detailed Functional Behaviour Assessment is undertaken by skilled professionals to clarify and inform the development of targeted Behaviour Support Plans. Functional assessment is used to understand the behaviour in terms of the setting conditions (which make the behaviour more likely to occur e.g. tiredness, hunger etc), antecedents (what happens immediately before the behaviour, ie. what triggers the behaviour), and reinforcement (what happens after the behaviour which makes it more likely to occur again in the future). By analysing these conditions, using an A (Antecedent), B (Behaviour) C (Consequences) chart, we can devise hypotheses about the function of the behaviour, and therefore develop effective strategies to intervene. Only when the function of the behaviour has been established can an intervention be


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developed to teach the pupil/learner to obtain what they need in a way that will improve their quality of life.

Supporting the pupil/learner Eagle House Group staff recognise that the pupils/learners benefit from adult modelling and guidance in acquiring and maintaining appropriate behaviours. All staff encountered by pupils/learners at Eagle House Group have a duty to model high standards of behaviour, both in their dealings with pupils/learners and with each other. This modelling helps pupils/learners to learn.

All staff adopt a positive approach to improving behaviour in order to reward effort and application, and to build self-esteem. Eagle House School draws upon the expertise of knowledgeable and skilled professionals in managing challenging behaviours.

4. PRINCIPLES OF NURTURE

Teaching and Learning is underpinned by the principles and practice of nurture as noted in the

objectives and overview above. These key principles support the delivery of sessions and the

understanding of behaviour.

1. Children's learning is understood developmentally

Within Eagle House Group staff respond to children not in terms of arbitrary expectations

about ‘attainment levels' but in terms of the children's developmental progress. The

response to the individual child is ‘as they are', underpinned by a non-judgemental and

accepting attitude.

2. The classroom offers a safe base

The organisation of the environment and the way the class group is managed contains

anxiety. The classroom base offers a balance of educational and domestic experiences aimed

at supporting the development of the children's relationship with each other and with the

staff. The schools are organised around a structured period of time with predictable

routines. Great attention is paid to detail; the adults are reliable and consistent in their

approach to the children. The educational provision makes the important link between

emotional containment and cognitive learning.

3. Nurture is important for the development of self-esteem

Nurture involves listening and responding. Within Eagle House Group there is an emphasis

on the adults engaging with the children in reciprocal shared activities e.g. play / meals /

reading / communicating about events and feelings. Children respond to being valued and

thought about as individuals, so in practice this involves noticing and praising small

achievements; ‘nothing is hurried in Eagle House‘.

4. Language is understood as a vital means of communication

Language is more than a skill to be learnt, it is the way of putting feelings into words. Within

Eagle House it is recognised that pupils may often ‘act out' their feelings as they lack the

vocabulary to ‘name' how they feel. The informal opportunities for talking and sharing, e.g.


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welcoming the children into the group or having break time together are as important as the

more formal lessons teaching language skills. Words are used instead of actions to express

feelings and opportunities are created for extended conversations or encouraging

imaginative play to understand the feelings of others.

5. All behaviour is communication

This principle underlies the adult response to the children's often challenging or difficult

behaviour. ‘Given what I know about this child and their development what is this child

trying to tell me?' Understanding what a child is communicating through behaviour helps

staff to respond in a firm but non-punitive way by not being provoked or discouraged. If the

child can sense that their feelings are understood this can help to diffuse difficult situations.

The adult makes the link between the external / internal worlds of the child.

6. Transitions are significant in the lives of children

Eagle House Group helps the child make the difficult transition from home to school.

However, on a daily basis there are numerous transitions the child makes, e.g. between

sessions and classes and between different adults. Changes in routine are invariably difficult

for vulnerable children and need to be carefully managed with preparation and support.

These nurture principles underpin all of our practice within Eagle House and these are displayed

across the school to ensure both staff and pupils recognise the importance of nurture-based

practice.

5. TYPES OF INTERVENTION

All interventions aim to support the pupil/learner to increase their social and emotional understanding and their motivation to engage in prosocial behaviours. Staff are trained to understand that the pupil/learner engages in behaviour that challenges because that behaviour has been reinforced in the past. They are also supported to be reflective about the impact of their own behaviour on pupil/learner behaviour. For example, if a pupil/learner, who is struggling with a task, pushes an adult and as a result is given attention to help them complete the task, the intervention should target a) the adult prompting the pupil/learner to ask for help when giving them the task (teaching a replacement skill) and b) the adult not responding to the pupil/learner when they push (removing the reinforcer for that behaviour).

Interventions to address challenging behaviour are developed based on comprehensive assessments and include proactive, active and reactive strategies to support the pupil/learner, with a focus on improving long-term outcomes for the individual. The class team and Curriculum Access (CA) Team, which comprises Speech and Language Therapists, Occupational Therapists, Behaviour Support Specialists and Assistant Psychologists work together to develop an intervention plan that will best support each pupil/learner.

The strategies employed to bring about change in the pupil/learners pattern of behaviour are classed as proactive, active and reactive according to their focus and timing, and are defined as follows:


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Proactive strategies These are concerned with the development of positive and/or more appropriate patterns of behaviour and may address a number of issues, including:

Improving the overall quality of life for an individual

Environmental changes – eliminating or reducing stress factors for the pupil/learner

Teaching replacement skills – to replace less appropriate patterns of behaviour with more successful ones

Teaching general alternatives – developing generic skills including communication, relaxation techniques and strategies for emotional regulation

Reward systems – developing programmes in which positive or more appropriate patterns of behaviour are encouraged and rewarded

Reward systems are used to support the development of replacement skills and general alternatives that are taught. Rewards are based on the principles of positive reinforcement (for example, gaining something positive such as tokens, tangibles, social praise) and negative reinforcement (for example, avoiding or escaping something that is negative such as taking a break from a stressful situation). Reinforcement is specific to each pupil/learner and should be selected according to careful assessment of the individual, ensuring its maximum efficacy. Classes may use either individual or group reinforcement. Active strategies Active strategies are techniques, which enable the pupil/learner to maintain positive patterns of behaviour during potentially stressful situations. These strategies rely upon members of staff remaining calm and providing support to pupils through the use of a range of approaches including:

Distraction – introducing a change in the environment

Redirection - diverting the pupil/learner into an alternative, favoured activity

Reassurance – offering comfort, whether verbal or physical or both, and an explanation of what is happening

Modelling – demonstrating a more appropriate pattern of behaviour

Ventilation – allowing the pupil/learner to express their emotions (e.g. anger, fear, etc) in a more appropriate and safe manner

Active strategies are useful for situations that cannot be avoided and ultimately enable the pupil/learner to cope with aspects of everyday life that they necessarily encounter. Usually such strategies require knowledge of the pupil/learner and experience in addressing situations in these ways. Reactive strategies Reactive strategies involve responses to crisis situations that may occur if and when other approaches have failed. They may require the use of restrictive physical intervention and fall into two broad types:

Those that address patterns of behaviour of which staff are already aware and form part of a planned response

Those which address patterns of behaviour which are unforeseen but which nevertheless


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require intervention In all situations in which behaviours that challenge occur, staff follow the principles of:

Intervening as soon as possible before the situation escalates

Remaining calm and confident

Limiting communication, but, where appropriate, talking reassuringly to the pupil/learner

Asking for assistance when necessary

Maintaining an awareness of the needs of other pupils/learners in the group

Completing an Incident Report as soon as possible after the incident Depending upon the particular pupil/learner, it may also be necessary for staff to keep themselves and others at a safe distance.

6. SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT

Our school-wide Positive Behaviour Support (PBS) model uses a layered approach, designed to provide behaviour interventions at different levels, proceeding from least to most intensive according to the needs of the individual pupils (see diagram, Appendix A).

Level 1

Our primary goal is to prevent challenging behaviour from occurring. Eagle House Group has processes and procedures in place to ensure pupils are supported in a consistent and positive way. Every pupil/learner has a Behaviour Support Folder (BSF) which includes:

A pupil/learner profile outlining the most important information about the pupil/learner, such as their communication level, their likes/dislikes, health issues and important information about how their autism impacts on their behaviour.

An individualised Ziggurat Action Plan (see Appendix B and Autism policy for further information) which is a comprehensive document, completed as part of the initial assessment and updated as needed. This details the pupil’s/learner’s core needs and how they should be addressed using interventions relating to their underlying characteristics of autism using the 5 areas in a hierarchical structure as follows:

Biological and sensory needs Reinforcement Structure and visual/tactile supports Task demands Skills to teach

Behaviour Guide – this document includes behaviours which might not be classified as challenging but which may present a barrier when the pupil/learner is with an unfamiliar adult or in an unfamiliar environment. The Behaviour Guide provides the class team with the way to support the pupil/learner with this behaviour, and a way to teach them to make the behaviour more adaptive. For example, if a pupil/learner likes to take their shoes off when they come into the classroom, the Behaviour Guide might state that the pupil/learner is working on asking before they remove their shoes.


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A Behaviour Support Plan (BSP) for those pupils/learners who require one (see Level 2 below). The proactive strategies, as well as the documents developed for each pupil, will usually ensure the individuals in school are able to learn. However, for some individuals, these strategies are not sufficient and they require additional support in the form of a Behaviour Support Plan (BSP) to manage their behaviour.

The BSP lists proactive, active and reactive strategies needed to support the pupil/learner, including the replacement skill to teach the pupil/learner.

Staff should refer to and follow the guidance set down in these documents at all times and should never ‘do their own thing’ when supporting a pupil’s/learner’s behaviour. Further general principles adopted at Level 1 of our approach include the following:

Organising a high-quality learning environment

Each class should use materials and activities that provide a high level of pupil/learner engagement, motivation and interest, positive classroom ethos and interactions, access to preferred rewards and activities, a consistent and predictable system of scheduling (use of visuals), immediate and effective systems of communication, clearly defined rules and expectations, high levels of general and focused praise.

Arranging the environment to support positive pupil/learner behaviour

Environmental adaptations based on the TEACCH approach are used to provide pupils/learners with the structure, visual supports, and predictability they need to learn and build positive relationships with others. For example, they help pupils/learners to understand what is expected of them, what they need to do to complete a task and how to find the materials they need, so they can be as independent as possible. The class teams take into account the use of space, reduce distractions, and provide clearly organised activities and transitions. An environmental checklist /TEACCH audit is used to measure best practice in each classroom, which is audited on a regular basis.

Developing communication and social skills as part of the core curriculum

Communication and social skills are the most critical areas of difficulty for pupils/learners with autism, which affect their functioning in all aspects of life, and are often related to challenging behaviour. Skill development is an important part of the routine curriculum at Level 1 and learning activities are designed to provide daily opportunities for pupils/learners to develop and practice skills in these areas (See Communication Policy).

To support each pupil/learner, staff use universal strategies known to improve the learning experience of individuals with autism throughout the school day. These include:

- Creating motivating and engaging lessons (e.g. the little group approach) - Timetables - Visual supports (e.g. First/Then boards, timers, etc.) - Individual and group reward systems - Count-downs for activities to end - Clear instructions, broken down into small steps - Prompting (e.g. gestures, visuals, verbal, etc.) - Reminder of the school rules


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- Using the pupil’s/learner’s interests in lessons

Level 2

Secondary prevention is designed to provide more targeted support for pupils/learners who continue to show challenging behaviours despite the implementation of the primary preventative strategies at Level 1. Level 2 focuses on 3 outcomes:

Using Functional Behaviour Assessment (FBA) to create Behaviour Support Plans that guide intervention

It can be difficult to understand the function of behaviours or what triggers them. Interventions need to be individualised according to the very differing needs of pupils/learners with autism. FBA is a process of analysing data on antecedents and consequences in order to understand what may trigger challenging behaviour, what the pupil/learner gains from the behaviour, i.e. what the function of the behaviour is, and what may be reinforcing it. The resulting intervention may then focus on a) preventing the triggers e.g. by structuring the environment, ensuring that reinforcement is targeted for appropriate behaviours and that inappropriate behaviours are not inadvertently rewarded) and b) supporting the pupil/learner to achieve the same function in more socially appropriate ways by teaching alternative, replacement behaviours. Behaviour is observed, recorded and analysed to evaluate the effectiveness of the interventions. Interventions can be provided at the antecedent, behavioural or reinforcement level.

Implementing evidence-based practice to decrease challenging behaviours

We do this by providing more targeted assessment of the pupil’s/learner’s needs, and use this to inform interventions.

Further developing communication and social skills by providing more frequent opportunities to learn and practice.

This is achieved by providing individual and/or group work following collaboration between members of the CA Team and class teams.

Providing therapeutic interventions as part of the core curriculum (Bramley School)

Some pupils can often present with a demand avoidant profile, which has often been previously misunderstood or misdiagnosed. They are driven to avoid everyday demands and expectations to an extreme extent. This demand avoidant behaviour is rooted in an anxiety-based need to be in control. They can be very stressed by even simple everyday expectations and they may attempt to avoid these to a remarkable extent. Demands might include a suggestion that it’s time to start a lesson, to get up, go out of the class room or join an activity. At times any suggestion made by another person can be perceived as a demand. This may even be the case when the pupil seems to want to do what has been suggested.

As a result the use of structured teaching methods, which can be useful for many pupils with other autistic profiles, are often much less helpful for pupils with a demand avoidant profile and need considerable adaptation. These pupils don't usually respond to structure and routine and an indirect style of negotiation is more likely to lead to them feeling the control over their learning that they need. For this reason Art and Play therapy, drama and


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role play are intrinsic to the curriculum and take place throughout the day with staff at all levels organisation. They make use of the child’s interest in imaginative play and can be used to depersonalise requests or teach morality and to build personal understanding and self- esteem.

Individual block sessions of psychodynamic therapies (Bramley)

For some pupils, they will require more intensive pre therapy work on a one to one basis delivered in a block approach by key therapeutic staff such as play or art therapists.

Level 3

At this stage, for a small number of pupils/learners, the challenging behaviours and SEMH issues are more serious, usually due to the frequency, duration or intensity of the behaviours, and they may be potentially harmful for the pupil/learner or others. The multi-disciplinary team review the FBA to try to understand why the strategies put in place may not be effective in reducing the behaviour. Consideration should be given for an individual programme to be developed for the pupil/learner. This programme will include setting specific goals for the safe and gradual reintegration into the classroom of the pupil/learner, who has found it too difficult to stay in class. This will be monitored on a weekly basis to ensure the pupil/learner is progressing and accessing learning. The programme may also include far more intensive therapeutic intervention using creative arts psychotherapy and other Intensive therapeutic provision once or twice a week to explore deeper issues and work through these intensively.

Such plans will heavily involve parents/carers, the Local Authority and external agencies for more specialist support including multi-agency strategy meetings.

7. GROUP-WIDE BEHAVIOURAL EXPECTATIONS

Eagle House Group has the following positive behavioural expectations for everyone in the school communities:

Respect for self Respect for others Respect for the environment

It is recognised that achievement of these standards of behaviour will be part of a developmental process for all pupils/learners at Eagle House Group.

Each school rule is defined fully, so that pupils/learners know what the expectations are in each area and activity throughout their school day. These are built into the curriculum through PHSE and life skills lessons, assemblies, school council, etc. We teach exactly what the behavioural expectations look like differentiated for the needs of all pupils/learners.

The pupils play an active part in choosing and listing the behaviour expectations for themselves and others in a variety of contexts, whilst taking into account their age and level of understanding. Expectations are expressed positively, in as concrete a manner as possible, and are displayed within classrooms. The School Council liaises with pupils in setting and agreeing expectations. The lead professionals are responsible for acquainting pupils, volunteers, etc. with this code.


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We acknowledge when pupils/learners are showing appropriate behaviours and following school rules by the use of positive means e.g. praise, certificates, individualised reward systems, class rewards, tokens to exchange for vouchers, etc. It is recognised that pupils have very individual likes and dislikes, and rewards need to be tailored to the particular needs of the individual, in terms of type, frequency, immediacy and quantity. In many cases it may be more effective to develop a range of rewards from which the child can choose on a daily/weekly basis.

We use functional behaviour assessment in order to establish what behaviours achieve for individuals and are therefore, careful not to inadvertently reward inappropriate behaviours.

8. MANAGEMENT OF THE ENVIRONMENT AND PHYSICAL SETTINGS

Classroom management and teaching methods can affect a pupil's/learner’s behaviour and signal to them how they and their efforts are valued. Relationships between staff and pupils/learners, strategies for encouraging appropriate behaviour, proximity to others, arrangements of furniture, access to resources and classroom display may all influence the behaviour of our pupils/learners.

The visual structure of classrooms and of other physical settings should help to develop independence and personal initiative. For example, furniture should be arranged to promote on-task behaviour so that specific areas of the classroom are associated with specific work, for example TEACCH visual schedules, activities table, circle time area, etc. Materials and resources should be arranged so that only those relevant to the work in hand are accessible to reduce uncertainty and distraction. Displays should be relevant to the pupils/learners and be designed and positioned to avoid ‘visual overload’.

Teaching methods should encourage active participation. Lessons should aim to encourage pupils/learners to develop the necessary skills, knowledge and understanding to work, play and co-operate with others. In our Mitcham and Sutton schools, this may be supported for pupils/learners through the use of augmentative communication methods, including Pragmatic Organisation Dynamic Display (PODD), the Picture Exchange Communication System (PECS) and Makaton signing when appropriate.

Change is often very difficult for pupils/learners with autism to understand and cope with and can often result in challenging behaviour if not properly managed. For this reason it is important that staff prepare pupils/learners well for transitions in school, from one activity to another and when going offsite as well as at the end of the day when it is time to go home.

9. THE CURRICULUM AND LEARNING

Eagle House Group recognises that an appropriately structured, motivating and engaging academic curriculum contributes to effective learning and appropriate behaviour. Thorough planning for the needs of individual pupils/learners and the use of Personal Development Plans, the involvement of pupils/learners in their learning, and feedback, when appropriate, help to foster appropriate behaviours.

Lessons should have clear learning intentions and differentiated ‘I can’ statements to meet the pupil’s/learner’s individual levels of ability. Record keeping, supported self assessment and focused praise can help provide feedback to the pupils/learners on their progress and achievements, and signal that their efforts are valued and that progress matters.

10. CURRICULUM VISITS


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Educational trips and visits are part of the core provision on offer within Eagle House Group. Due to the nature of their presenting needs children within the school may have been unable to experience even the most basic trips and visits within their previous settings due to their anxieties and behaviours.

Trips and visits are carefully planned and risk assessed to ensure the activity can be carried out safely and with the best interests of the child. Pupil risk assessments are live documents and reflect the present behavioural needs of the individual.

A decision may be taken, on the basis of a risk assessment, that a pupil/learner is unable to attend a trip or visit at the present time. This could be for a number of factors such as a pupil/learner being a new admission to the school who is establishing their routines and remains highly anxious. However, where this happens an alternative, similar activity would be put in place. One example of this is swimming where a child is unable to attend the session with the class group due to anxieties, so that a separate swimming session may be arranged, with enhanced staffing to minimise the risk.

The overarching goal of Eagle House Group) is to provide both community experiences and real-world educational opportunities for all pupils/learners. Staff work closely with pupils/learners to support them in regulating their behaviour and minimising their anxieties and giving them a sense of achievement by attending educational visits and trips.

For more information on trips and visits refer to the Educational Visits Policy.

11. CORRECTIVE RESPONSES

Eagle House Group is committed to a positive and non-punitive philosophy. The focus of the PBS approach to managing behaviour that challenges is on both teaching and motivating the pupil/learner to engage in behaviours that will improve their quality of life. The emphasis is therefore on teaching the pupil/learner what they need to do, rewarding the prosocial behaviours, ensuring instructions are clear and specific and that the motivation and reward for engaging in prosocial behaviour is higher than the motivation and reward for engaging in behaviour that challenges.

At all times, interventions need to ensure the challenging behaviour is not being further rewarded. The success of strategies used is measured in terms of its impact on the behaviour, which is measured by keeping records of the frequency, duration and/or intensity of behaviours that challenge, as well as whether the use of the replacement skills being taught is increasing.

When the strategies included in the BSP are not having the desired impact, the Behaviour and Psychology team meet with the class team to troubleshoot whether it is an issue with skill acquisition or motivation and amend the strategies accordingly.

When the frequency, duration or intensity of incidents is presenting a significant barrier to the individual’s learning, the Head teacher and/or Deputy Head support in making further changes to the environment, which might be required short-term to support the pupil. These might include arranging for the pupil/learner to have access to an area outside the classroom for teaching, focussing on teaching group learning skills or troubleshooting other skills needed to return to the class.

Corrective responses should only be used when they have been agreed and included as part of the BSP. Corrective responses are seen as a short-term solution and might include re-stating the rules,


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suggesting an alternative more appropriate behaviour or supporting the pupil/learner to leave the environment. Verbal reprimands, instructions which tell the pupil/learner what not to do, or what to do in terms the pupil/learner cannot understand, can lead to increases in behaviour that challenges. How to support pupils/learners who show inappropriate behaviour will be clearly set down in their BSP and agreed, in writing, by everyone concerned with the care and education of the pupil/learner. Wherever possible, pupil’s views on how they can be supported when anxiety levels are increasing should be gained.

Teaching pupils/learners about other peoples’ perspectives and the impact of their behaviour on others is addressed in their BSPs and we make sure these kind of conversations happen at other times (e.g. during morning meetings, Zones of Regulation lessons, debriefs etc.).

Prohibited responses are as follows:

Corporal punishment

Deprivation of food or drink

The locking of a pupil/learner in a room or holding a door shut at any time even when accompanied

Inappropriate physical intervention e.g. pinning down

Any member of staff, volunteer or visitor who uses corporal punishment or any of the other prohibited consequences listed above, will be subject to disciplinary proceedings and referral to the LADO, in accordance with the Child Protection including Safeguarding and Promoting the Welfare of Children Policy

12. REPORTING & RECORDING

Eagle House Group understands the importance of collecting data on behaviours that challenge to inform decision making for interventions. BehaviourWatch, an online information management system, is used in all Eagle House schools for recording incidents of challenging behaviour, which have been defined as being of higher risk either to the pupil/learner, their peers or the adults. Staff can also record ABC data to aid a functional assessment of behaviour. The class teams collect and record data on the behaviours listed on the pupil’s/learner’s BSPs in the form of tally charts.

The Behaviour and Psychology team meet on a weekly basis to review reported incidents and data on BSP behaviours and to discuss individual cases or classes where additional support might be required. A report of the meeting, including the data on incidents, is circulated to the school’s management team.

13. USE OF RESTRICTIVE PHYSICAL INTERVENTION

Reactive strategies such as the use of restrictive physical intervention are only used as a last resort and when other strategies such as the use of space have been tried. The use of restraint must always be necessary, proportionate and in accordance with the law. Such interventions are covered under the Physical Interventions and Challenging Behaviour Policy. They should involve the minimum necessary force, using approved safe techniques, and should only be undertaken to prevent a pupil causing injury to him or herself, to others or to property. Any use of restraint must be recorded in accordance with the Use of Restrictive Physical Intervention Policy. In some situations, it may be better to remove other individuals from the classroom or other setting rather


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than attempt to intervene physically. Physical intervention must never be used as a technique for disciplining a pupil. All staff should be trained in the use of Physical Interventions (Team Teach).

Following the use of restraint, staff should follow the guidelines in the BSP regarding the procedure to debrief with the pupil/learner, which will be based on the pupil’s/learner’s abilities and the impact debriefs has on future behaviour. Additionally parents/carers should be contacted following any use of restraint.

14. COMMUNICATION AND PARENTAL PARTNERSHIP

Eagle House Group aims to encourage communication within the school and a positive partnership with parents to promote and maintain appropriate behaviours in their children. A positive partnership with parents fosters a common approach to behaviour expectations and consistent strategies for dealing with problems. This is reinforced through sharing behaviour targets in Personal Development Plans and Behaviour Support Plans with parents. Telephone calls, the home school diary and informal meetings with parents are all used to maintain communication between staff and parents.

Where a pupil’s/learner’s behaviour continues to give cause for concern it is important that all those working with the child are aware of those concerns and of the steps which are being taken in response. The key professional in this process of communication is the Class Teacher who has the initial responsibility for the pupil's welfare. It is the responsibility of the team members involved to ensure that information about agreed responses is available to all who have regular contact with the pupil, and that progress is monitored. Information should be shared across all staff via staff meeting and email bulletins to ensure consistency. Early warning of serious concerns should be communicated to the Head Teacher so that strategies can be considered and advice and help sought, including involvement of parents and professionals such as the Psychologist.

15. EXCLUSION

On rare occasions, a pupil/learner may require a fixed term exclusion due to Health and Safety risks, and the need to restore and ensure the safety of all. This must only happen in the most extreme of cases and the length of exclusion will rarely extend beyond one school day. Upon return to school, parents will be invited in to discuss an appropriate reintegration plan with the pupil/learner. Exclusion is never used as a punitive measure.

Although it is rare for us to exclude a pupil/learner, if we do need to follow this route we would be guided by the Group's Exclusion Policy (policy available on request).

Occasionally, because of the complex needs of the pupils/learners at Eagle House Group, it can become apparent as they progress through their placement that their needs have become such that we are no longer the most appropriate placement. If this becomes the case the Head Teacher/Deputy Head and staff involved with the pupil/learner will work closely with the parents/carers and LA to aid transition into a more appropriate placement.

16. MONITORING BEHAVIOUR – BEHAVIOUR WATCH

Daily reviews are carried out by the Psychology/Behaviour Team and they send weekly reports to SLT and the full behaviour team. Debriefing and support for classes is put in to place as patterns in usual behavior emerge. This is reviewed each half term by SLT and each term by the Directors.


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17. TRAINING

All staff receive training in Positive Behaviour Support, the Ziggurat model and Functional Behaviour Assessment at induction, as well as Team Teach training. Further training is provided for class teams as required as well as access to a team of Behaviour Support Specialists and Assistant Psychologists for ongoing support.

18. EVALUATION

All staff, pupils/learners and Senior Leadership Team will review the policy annually via Staff meetings, the School Council and the Head’s Forum. Alterations will be implemented as necessary.

Criteria for evaluation will include:

Pupil’s/learner’s involvement in, and commitment to, the behaviour policy

Effects of behaviour on the quality of learning

The extent to which pupils/learners demonstrate good habits of work and behaviour

Attitudes to one another, to school staff (teaching and non-teaching) and to visitors

Reduced incidents of challenging behaviour and bullying

19. RELATED POLICIES AND DOCUMENTATION

Child Protection including Safeguarding and Promoting the Welfare of Children Policy

Communication With Parents Policy

Use of Restrictive Physical Interventions Policy

Anti-Bullying Policy

Exclusions Policy

Appendices:-

Appendix A: Positive Behaviour Support Model

Appendix B: Ziggurat Model

Document: Eagle House Group Behaviour Policy

Lead Reviewer: CEO

Date adopted/written: January 2011

Last Reviewed: June 2019

Next review: June 2020

Version: Final

APPENDIX A

Eagle House Group

GROUP-WIDE POSITIVE BEHAVIOUR SUPPORT MODEL

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LEVEL ONE Teach school-wide positive

behaviour expectations and procedures

Positive reinforcement for all pupils

Effective provision of environmental adaptations e.g. communication, sensory supports

Teach social skills Effective instruction and

classroom management

LEVEL TWO Target pupils who are

showing increasing behavioural difficulties

Target social skills instruction

Functional behaviour assessment

Develop individual behaviour support plans

Increased academic support

School-based mentors Classroom management

support

LEVEL THREE Target pupils with complex

or long term difficulties with behaviour

Full MDT Functional Behaviour Assessment and individual behaviour plans

Parent collaboration and education

Collaboration with pupil's professional network

Intensive academic support

Hold interim review

APPENDIX B

Eagle House Group

Ziggurat Model

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Eagle House Group Behaviour Policy€¦ · group-wide behaviour policy, which is based on Positive...

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