Riverside Community Special School
Welcome School Vision School News Class News Dates and Times General Info. Governors Curriculum Info School Info. Fundraising  School Policies Outreach Home/School Link Links Contact Us

Behaviour Management Policy

Introduction

We believe that that all pupils and adults have the right to work, play and learn in a safe, happy and secure environment. Positive behaviour management is a key way of achieving this. We aim for all pupils to be able to fully engage in learning and be prepared for living in the wider community.  Many of our pupils need specialised approaches such as sensory integration programmes, visual schedules or communication systems in order for them to learn and behave well.  As we believe that all challenging behaviour is an attempt to communicate; an emphasis on pupils gaining functional communication through symbols, signs or speech is seen throughout the school.

This policy is written in relation to current Government guidance and links to:


Supporting Positive Behaviour

The school provides a variety of support, strategies and programmes to support positive behaviour at a whole school level, class level and individual level.

These include the following


Whole school:


Class:


Individual:


“Red” and “Green” Choices

A key part of the whole school approach is the consistent language that the staff use and the communicating of this key concept. Pupils throughout the school are encouraged to make good/ “green” choices rather than “red” ones and to understand what some of these choices might look like.

Staff consistently give children examples of what making green choices can lead to. For example: Golden Time minutes, adults being proud of them, better friendships and good work. When necessary children have a photo or symbol boards as a visual reminder.

The “Red/ Green” choices are reinforced by half-termly assemblies on making good choices and monthly by a “Be Proud” Assembly where one child from each class is awarded a certificate.


Rewards, Sanctions & Choices

Pupils may have individual reward systems to support their behaviour but in addition every class has a reward scheme that is part of a whole school system (see Appendix 1). Pupils are given specific praise so that they understand what is expected of them and “rules” are presented in symbol & photo form where appropriate.

Pupils are encouraged to understand that they have rights & responsibilities towards themselves and others and that they choose how they behave. Staff support pupils in engaging in lessons and feeling positive about the progress they are making and in celebrating their achievements.

Sanctions are in place for pupils to understand that there are consequences to their behaviour. Pupils are not removed from lessons as a sanction but may occasionally not take part in an activity with other children due to health & safety concerns.


Curriculum

All lessons have differentiated learning outcomes in order for all pupils to make progress and feel positive about themselves and coming to school. The Personal, Social, Health & Emotional curriculum has a programme of themes that help pupils to learn about friendships, families, keeping safe and other issues that support appropriate behaviour. The school Topic programme also has subjects that support this work eg. “All About Me”.

(PSHE is now E = Economic education should we change ours?)

All classes have regular Circle Times where pupils have an opportunity to express their views and feelings and learn ways to do this. The pupils’ understanding that they are choosing to behave in certain ways is reinforced through the Red/ Green choices concept.

Whole School assemblies support positive behaviour with a programme of topics taken from the SEAL curriculum (Social & Emotional Aspects of Learning).


Individual Behaviour Management Plans & Records

Some pupils need specific programmes to support their ability to access school life and learning. These will be written by class teams, will include specific child friendly targets and have some type of record sheet attached. Children will have individual charts/ systems to engage them in changing their behaviour.  Programmes & strategies are shared with staff via cluster and team meetings (see Appendix 2.)


Partnership with Parents

The school aims to work in partnership with parents and families in order to support pupils’ growing independence and positive relationships with others. Staff will communicate with parents of individual children for a variety of reasons. For example, if there are programmes in place, their child is having additional intervention from staff or there has been an incident that day. Individual teachers meet with new parents and with the Headteacher as a group. This provides an opportunity to explain how the systems and structures in the school support positive behaviour. The school may also work with external agencies to support pupils and families. The Headteacher is able to signpost parents to appropriate agencies. The school has a Home-School Link worker and part of their role is to support families in developing positive behaviour at home and school.

The Home-School link books that every pupil has, emphasis the pupil’s positive achievements both at home and school.


Restrictive Physical Intervention

There are occasionally times when a member of staff may need to use physical intervention in order to keep a child or others safe, or prevent significant damage to property. Staff at Riverside school are trained via the TeamTeach programme which focuses on positive behaviour management and the safe use of restraint.

This is explained in detail in the Restrictive Physical Intervention Policy.  Parents will always be informed if their child has been held in this way.

Yellow Card: During the school day a few pupils may display challenging behaviour. At these times we use the “Yellow Card” system in which a Senior Leader will be asked to support the class teacher. A yellow card will be sent for one of the following reasons: to keep children and staff safe and/or to minimise the impact on the classes’ learning (see Yellow Card Protocol). The Senior Leader will always ask what the teacher would like them to do or assist with.


Playtimes

Structured playtimes are seen as a vital part of the curriculum. There are resources and activities provided to support pupils in learning how to play with each other, share and follow the rules of simple games.  Staff on playground duty engage pupils in games, encourage social skills and help pupils to solve conflicts.