Behaviours for Learning

Behaviours for Learning


To learn effectively and for others in the class to learn, we need to ensure that pupils’ behaviours are appropriate in school and we consistently model the excellent behaviours within and around the school that we want to see. We have a range of rewards and incentives to support pupils to believe in their abilities and know that they are cared for, respected and their attainments celebrated. All children like rewards and our range of strategies encourage participation, attainment and enjoyment of learning.

We are working with children with very complex learning and behavioural needs. We vary strategies for each child, depending on our knowledge and experience. We know that some pupils’ behaviours (negative and positive) are systematic of their learning difficulties and disabilities. We also know when kids are being kids and trying it on!

We track our pupils’ behaviour patterns. Every child is different – each has their own likes and dislikes and together with their complexity of learning difficulties, can create difficulties for some children. We track behaviours to identify triggers and patterns, so that we can put in place preventative measures and ensure the pupils are supported in working with their anxieties, frustrations and sensitivities. It also serves as a means of identifying holistic developmental improvements.

We strongly believe that pupils achievements are strengthened when parents and school work closely together. The school has a Home School agreement which parents are asked to endorse when their child joins the school. Pupils are also made aware of their responsibilities. We have high expectations of behaviour and may carry out risk assessment and formulate an individual behaviour plan for pupils who may experience difficulty in managing their behaviour. A pastoral support programme is set up with a pupil and his/her parents or carers if he/she is at risk of exclusion. There is a comprehensive policy on behaviour, which identifies the ways in which behaviour is managed. This is available to view here.

Occasionally a pupil may receive a fixed term exclusion if there is a serious incident, a serious breach of school rules or persistent disruptive behaviour. The Headteacher has the right to permanently exclude a pupil where their behaviour is having a seriously adverse impact on the other pupils. Parents have the right of appeal for any exclusion. A guidance booklet is published by HCC Children’s Services.

Physical Interventions

Physical interventions refers to times that an adult has physical contact with a child. Many of our children require physical support through a hug, though sometimes adults need to intervene to support a child from becoming hurt or when in danger.

All staff have robust training regarding physical interventions with children. These are designed to keep children safe and support challenging behaviours from hurting others/themselves. A small number of children have restrictive physical interventions as part of their behaviour plans, where the school follows strict guidelines of Hertfordshire Steps interventions programmes. The focus of Steps is to de-escalate behaviours and where required, restrictive physical interventions are for a very limited period of time.


Supporting Behaviours and Reporting Issues

Our Behaviour Principles


Our principles of behaviours we expect are documented in the policy below. We operate on a basis of respect and tolerance, where effective behaviours for learning and the support of others, needs to be clearly modelled right across the school day.


Bullying


Bullying is not tolerated at The Collett School. We work closely with the staff and children to ensure the importance of standing up to bullying by telling others and dealing with it. Where we find bullying and harassment, we work quickly to prevent emotional harm with all parties involved.



Our British Values


Our Britishness is an important aspect of schooling and being part of our local and wider communities. We work with our pupils to understand what British values are - our responsibilities as much as our rights. We welcome difference at The Collett School and are proud of our multi-faith and multi-cultural community.


Sex and Relationships


Puberty is a challenging time for all teenagers. When the challenges of puberty hit children with LDD earlier than other children, it is complicated further by the challenges of managing socially acceptable behaviours with new urges and needs. Our teaching at The Collett School is clear, non-threatening, age-appropriate with accessible language and resources to ensure children and their families are supported in the the child's transition to early adulthood.


Pupils with Medical Conditions


Some medical conditions have adverse affects on a child's behaviours. This can be temporary or longer term, such as Attention Deficit Hyperactivity Disorder (ADHD) where medication can support or prompt different or challenging behaviours. Other children's behaviours are dulled by some medications and they withdraw further from people and learning. Our staff are aware of the side-effects of many medications commonly taken by pupils at the school. Where a pupil has a change of medication, our protocols are ammended and close communication taken with the child's family and professional advice is sought.


Should Things Go Wrong


We always report issues and where concerns or problems arise, staff report these to the senior leadership team, or the Governing Body in the case of issues regarding any member of the senior leadership team. Our Whistleblowing policy alerts staff about where to go and what to do.

Positive Behaviour Support for Pupils with Autsim

  • Rationale
  • How do we enable our pupils to manage their behaviour in a positive manner: a whole school level?
  • How do we enable our learners to manage their behaviour on an individual level?
  • How will we know that we are being effective?
  • Behaviour as communication: what do we do when it all goes wrong for our puipls?
  • Monitoring and recording
  • Restorative Approaches?
  • Restraint?