Market Field School

Market Field School

Learning For Life

“School should be, for the less fortunate, what home is for the more fortunate. A place where there is work but also laughter, a place where there is law but also grace, a place where there is justice but where there is also love.” (Sir Alec Clegg – 1974)

 

It is the view of our school that we aspire to the principles laid out above. Our steadfast intent is to provide an atmosphere and ethos in which every member of our community is treated with respect and trust.

The core values that we consider to be vital at our school are Sharing, Respect and Kindness and this Positive Behaviour policy clearly demonstrates these principles.

We must:

 

  1. Establish a safe and stimulating environment for pupils, rooted in mutual respect
  2. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  3. Demonstrate consistently the positive attitudes, values and behaviour; which are expected of pupils.

 

Policy To provide structure for behaviour support which is clear and easily accessible, this policy aims to:

 

  1. Cater for pupils’ and staffs’ needs by being committed to consistency and kindness.
  2. Work towards understanding reasons for the challenging behaviours through analysis of behaviour and support programme being put into place.
  3. Recognise pupils’ learning difficulties will be a major factor to challenging behaviour. No blame is attached to pupils for having either a learning difficulty or challenging behaviour.
  4. Develop strong attitudes of self-worth and respect for others.
  5. Provide staff with updates and information on all pupils to ensure effective channels of communication for information.
  6. Senior management support will enable staff dealing with consistently stressful, challenging situations to share the load.
  7. Provide training with which to develop understanding of strategies for dealing with inappropriate and challenging behaviours.
  8. Ensure appropriate strategies are in place using a Behaviour Management Plan (BMP) for those pupils who habitually display challenging behaviours, in consultation with relevant members of the multidisciplinary team, school staff and parents.
  9. Ensure confidentiality.
  10. Provide effective backing from Management when problems occur to ensure that the correct procedures are followed.
  11. Recognise that in crisis situations the appropriate STEP strategies may need to be used, ensuring the option of restrictive physical intervention are only taken as a last resort.
  12. Recognise that in circumstances where restrictive physical intervention needs to be used, there is an understanding of the reasons for such a course of action and the ability (through on-site STEPs) to apply methods of Physical intervention which are calming and prevent injury both to the pupil being held and to the adult doing the holding.
  13. To recognise that challenging behaviours can be passive as well as active.
  14. Close liaison between home and school in devising successful strategies to meet the challenging behaviours being displayed by pupils.

 

Procedures relating to the policy on behaviour support

All approaches to behaviour support should adopt a positive approach, by using the therapeutic principles of Essex Steps (The process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life.)

 

  1. Positive experiences create positive feelings – praise and self-esteem building
  2. A focus on de-escalation and preventative strategies
  3. Management of risk or harm
  4. Reflect, repair and restore after a crisis

 

Respect for self and others

Pupils and staff will be continually reminded that respect for each other is a two-way process and lack of respect will harm the operation of the school as an educational community.

Every effort will be made to give pupils both ownership and control of their own behaviour.

Whenever possible, pupils will be allowed to make choices about the content of their own education in order to promote independence, self-direction and self-esteem. This includes attending their annual reviews and EHCP meetings (when it is deemed appropriate), as well as opportunities to evaluate their achievements on a regular basis.

Communications

 If a Class Teacher decides that a pupil would benefit from a ‘ Risk Management Plan’, they will inform the Assistant Headteacher for the Key Stage, and will jointly (with class team, where possible) fill in the plan and the risk assessment. This will be shared and agreed with parents/carers as soon as possible.

Where parents request a meeting to discuss the plan, a Phase Leader/Assistant Headteacher should facilitate this discussion and minute the meeting. Reviews of the plans should be held termly, or sooner, if the pupil is struggling with their behaviour.

Stress Management

Staff who have dealt with a stressful situation will be given time to recover from the personal pressure which can arise from such incidents. Senior staff should be informed to organise cover and staff support as appropriate.

Training

Opportunities to attend appropriate courses will be provided on a regular basis. One non pupil day per year will be dedicated for a ‘Step on’ course and specific staff and classes will receive Step up training termly.

Step up ‘drop in’ sessions will be made available to staff each term – to train for specific step up techniques and to review these.

Recording

Recording of minor incidents is the responsibility of the class teacher. More significant incidents need an additional significant event incident form, which should be given to the Headteacher/class teacher. They will feedback to the class team as soon as possible and file the forms in pupils file in the Headteacher’s office. Records of Restrictive Physical Intervention must be recorded as quickly as possible (within 24 hours) in the Restrictive Physical Intervention Record in the School Office. A member of the Senior Management Team must be notified as soon as possible.

The use of physical intervention

Training in physical restraint and holding techniques will be provided through Steps as part of the school’s training programme. The essential elements of the law are held in DFEE Circular 10/98 entitled ‘Section 550A of the Education Act 1996; The Use of Force to Control or Restrain Pupils’ and Guidance on Restrictive Physical Interventions for People with Learning Disability and Autistic Spectrum Disorder, published by the Department of Health 2002.

Schools response to bullying

While the scope for bullying by some pupils at Market Field School  is more limited than in mainstream schools, many of our pupils are more vulnerable, and it is accepted that some of the pupils are potentially capable of bullying.

 Staff will positively promote a no-bullying approach through –

  • Being punctual for lessons and supervisory duties and being highly observant
  • Promoting self-discipline and good behaviour e.g. using praise to reinforce any positive behaviour
  • Praising co-operative and non-confrontational behaviour
  • Responding to and following up all incidents consistently
  • Offering the victim of any incidents immediate support and dealing with the bully by instigating appropriate behaviour support
  • Ensuring that all repeated or serious incidents of bullying are reported to the Deputy/Headteacher and the class teacher through the Accident/Injury/Incident form
  • Discussing bullying in PSHE sessions and assembly time, taking every opportunity to build the self-esteem of all pupils
  • Promoting relationships and opportunities for pupils to share concerns with adults

 The Use of Break Out Areas

A Break Out Area is a place of safety that provides the facility for staff to support the need for pupils to calm from outbursts. These areas help to preserve the safety of other pupils and members of staff. Under no circumstances will a pupil be left alone in a Break Out area, without a member of staff being in the immediate vicinity. No pupil is to be forced into or kept in a break out area against their will (for example, by a foot being placed against the door to keep them in the room).

Partnership with Parents/Carers

 Parents/Carers will be brought into the system of behaviour support as soon as the challenging behaviours have been identified. The insights of parents/carers will be used to complete the Steps ‘Roots and Fruits’. The ‘culture’ of the home must be taken into account when consideration is given to any response of those behaviours. All paperwork will be shared with Parents/Carers and effective communication through the home/school book can be used to monitor the progress of any Steps BMP.