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- Through intensive, well-structured teaching and support, pupils learn to manage their own behaviour, to build positive relationships with adults and with other pupils and to develop strategies to help them cope with their emotions (OFSTED, 2011).
www.southgateschool.co.uk/school-policies/behaviour-policy/
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1. Vision and Values. The Southgate School Vision and Values are central to this policy and school approaches to behaviour management. We are a nurture school. Building positive relationships. are essential and we follow relational approaches. Learning to regulate emotions is vital to increasing independence. as pupils develop.
develop strategies to help them cope with their emotions (OFSTED, 2011). We are committed to promoting safe practice within the context of respect and dignity; the core values that underpin all our work.
- Aims of The Behaviour Policy
- Developing Relationships, Environment and Skills
- Understanding Anxiety, Crisis and Challenging Behaviour
- Managing Anxiety, Crisis and Challenging Behaviour
- Recovery, Depression and Restorative Practice
- Recording Anxiety, Crisis and Challenging Behaviour
- Communication
- Positive Management Plans
- Alternative and Personalised Timetables
- Exclusion
To maintain a happy, respectful, caring and positive atmosphere within the school.To promote an environment where all pupils feel safe, secure, valued and respected.To ensure high expectations are positively maintained for all pupils.To develop pupils’ strategies to cope with their emotions and regulate their behaviour.It is necessary for staff to put a great deal of thought and energy in to developing the relationships, environment and skills needed for pupils to positively and effectively manage their emotions, anxiety and challenging behaviour. All staff base their practice on the 6 Nurture Principles (detailed above). Support in relation to developing a nurtu...
The reasons why people may have high anxiety or display challenging behaviour will vary from person to person. Here are some possible causes: 1. An unmet basic need e.g. hunger, too hot, pain 2. Over-stimulation or under-stimulation 3. Too many inappropriate demands and requests 4. Not enough structure or changes in routine 5. Difficulty in underst...
All staff are responsible for helping pupils to regulate their emotions, anxiety and any resulting challenging behaviour. Southgate promotes a non-confrontational and low-arousal approach to managing challenging behaviour. It must be emphasised that using principles of non-confrontation is not about not doing anything or not intervening. It is abou...
Pupils should be reassured and supported sensitively through the recovery and depression stages of a crisis. It is likely that if too many demands are placed upon the pupil at this time it will trigger another crisis incident. Once they are calm (this may be within an hour or the next day) a restorative activity or discussion should be carried out ...
The class teacher is responsible for recording and reporting anxiety, crisis, challenging behaviour, physical intervention and any bullying or discriminatory behaviours. At the end of each day, the class team will discuss each pupil’s day and reflect on the levels of anxiety, what has been communicated through behaviour and how the pupil managed th...
Good communication with parents and carers is essential. Parents and carers must be informed of any serious incidents and physical intervention, although individual arrangements and preferences can be agreed and recorded in Positive Management Plans. It is likely that parents and carers will also be facing similar incidents. Good relationships and ...
Some pupils will need more personalised support to help them manage their anxiety and/or challenging behaviour. Because of the importance of secure relationships, this support is most likely to be successful when provided by familiar and trusted classroom staff. Positive Management Plans will be completed for all pupils displaying high levels of an...
It may be deemed to be necessary for reasons of safety to keep a pupil out of the classroom for a period of time following an incident. This should not be punitive but restorative and a return to class should be encouraged and carefully managed at the appropriate time. Personalised or alternative timetables may be established to reduce anxiety leve...
Only the Head Teacher can make the decision to exclude a pupil. This will only be considered when it is deemed unsafe or disruptive for the pupil to be in school. Necessary adjustments must be made to make the environment safe for the pupil to return. A Restorative discussion should be carried out before the pupil returns to school. Arrangements sh...
This advice aims to help schools to support pupils whose mental health problems manifest themselves in behaviour. Schools have an important role to play in supporting the mental health and...
Mar 30, 2022 · A positive school culture has been associated with positive child and youth development, effective risk prevention and health promotion efforts, with extensive evidence for the impact on student mental health.
Apr 9, 2018 · In 2016, seventeen percent of pupils with special educational needs (SEN) in England were identified with some form of social, emotional and/or mental health (SEMH) difficulty (DfE 2016).
ADOPT WHOlE-SCHOOl THINKINg. Use a ‘whole school approach’, which ensures that all parts of the school organisation work coherently together. Provide a solid base of positive universal work to promote wellbeing and help prevent problems.
