Behaviour and Safety
When evaluating the behaviour and safety of pupils at the school, inspectors will consider: -
- Pupils’ attitudes to learning.
- Pupils’ behaviour around the school and in lessons, including the extent of low-level disruption.
- Pupils’ behaviour towards, and respect for, other young people and adults, and their freedom from bullying, harassment, and discrimination.
- Pupils’ attendance and punctuality at school and in lessons.
- How well teachers manage the behaviour and expectations of pupils to ensure that all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity.
- The extent to which the school ensures the systematic and consistent management of behaviour.
- Whether pupils feel safe and their ability to assess and manage risk appropriately and to keep themselves safe.
- The extent to which leaders and managers have created a positive ethos in the school.
- ‘OfSTED Framework for School Inspection’
The work outlined below is seen as holistic and designed to support the areas for development raised following a scoping meeting with Senior Managers. Although identified as individual priorities, the work should be seen collectively with each aspect helping to inform future planning and directly impacting upon the whole School Improvement Agenda.
Areas of work identified are exemplars and can be amended/developed accordingly.
Our work with you can include the following: -
- Developing whole school philosophy.
- BILD Accredited Physical Intervention Training.
- Securing whole school judgements against the OfSTED Framewok for Behaviour and Safety.
- Looking at proactive responses against models of behaviour.
- Direct links with the curriculum, teaching and learning and planning.
- Effective Practical strategies to keep issues small.
- Reducing anxiety within our young people.
- The effective use of a Code of Conduct.
- Consequences based upon restoration, repair and the creation of effective learning opportunities.
- Whole class agreements.
- Targeted advice for colleagues who work with particularly difficult classes.
- Support for newly qualified and inexperienced staff.
- Welfare staff training for primary schools.
In addition we offer following specialist the programmes: -
Behaviour Management Audit
A full day spent in school reviewing practice alongside policy, same day feedback to staff and a full written report to support whole school self-evaluation that identifies what the school does well, areas for development and provides an action plan, in line with the school’s own format, to support improvement.
Associate Behaviour Leadership Programme
A developmental programme is scoped against whole school improvement. From this an action plan is produced which has supported delivery. On conclusion the programme is evaluated against the initial preferred outcomes. Notes of visit are provided throughout the programme and a final report supports the school’s own self-evaluation model.
Protecting and promoting positive relationships
In association with Team Teach, a BILD accredited trainer, Concepts in Education offer specialist training programme linking the issues of physical intervention with effective behaviour management and we ‘hold’ an Area Operating License that permits us to deliver Team Teach training.The philosophy behind the training is that most incidents can be managed without recourse to physical intervention.
The philosophy behind the training is that most incidents can be managed without recourse to physical intervention.
The training programmes: -
Take account of all relevant legislation DfE and DoH non -statutory Guidance, The Use of Force to Control or Restrain Pupils (November 07).
Have been developed over many years based on our experience of working with young people who exhibit challenging behaviour.
Are tailored to meet the individual needs of the provision.
Provide long term solutions.
The range of training provided is aimed at specifically supporting both young people and staff and reinforces the inclusion agenda, offering training to small groups of staff in relation to individual pupils who present challenging behaviours.
The training aims to work within the guidelines published by the DfES/DOH and the British Institute of Learning Disabilities Code of Practice. In addition, it helps employers meet their obligations under Health and Safety legislation thus reducing potential liability claims.
Benefits of the training: -
Enables staff to feel more confident and competent in their management of disruptive and challenging behaviour, reducing stress by increasing safety and security for all involved.
Young people's attainment and behaviour should improve through the effective development of positive and consistent conditions and approaches.
The positive handling strategies delivered have sufficient range and flexibility to be appropriate across the age and development range for both intentional and non-intentional challenging behaviour. They all take account of the young person's age, gender and state of development.
All practical training is provided in line with its Team Teach standards an protocols with whom CiE work collaboratively and own area operating licences.
Training courses available
1 and 2 day courses designed against individual need include: -
- The national perspective in relation to physical intervention.
- Implication for your school/setting.
- Personal space, body language and developing effective communication skills.
- Working within an ‘Arena of Safety’.
- Recording and Reporting.
- The safe and effective use of physical contact /positive touch.
- Personal Safety training for staff.
- One and two person physical control and restraint.
- Intermediate and Advanced techniques delivered within Team Teach protocols.
- Post-incident support for staff and pupils.
A range of shorter modules include: -
- Support and guidance in relation to the writing and ownership of whole school/setting policy.
- Positive Handling Plans for individual young people against risk assessment.
- Personal safety curriculum for staff.
- Handling techniques for smaller and younger children.
- Advanced modules which include responses to weapons.
- Specific support for nursery settings when supporting parents/carers to leave their children.
In addition, we also provide a range of more advanced techniques for intensively challenging situations.