Insert Behaviour Policy front title page here.
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This policy should be read in conjunction with:
The staff code of conduct
Preventing and Tackling Bullying Policy
Guidance for safer working practice for adults who work with children and young people 2009
Longcause Principles and beliefs.
As a school for pupils with Autism we believe:

Behaviourally challenging pupils are challenging because they’re lacking the skills to not be challenging
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Our pupils will often have lagging skills which can vary according to the environment and situation
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A shared problem solving and restorative approach is most effective

That situations should be ’unpicked’ in order to find a solution and empower our pupils to learn
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Unsolved problems are usually highly predictable….so can be solved proactively
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Expected behaviour should be rewarded as often as possible in order to counterbalance and break into a cycle of
unexpected behaviour
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That using an individual’s passions and motivators are at times helpful in reinforcing desired and expected
behaviours
A non-punishment approach is the best way forward for our pupils:
Many people believe that if the punishments a child has already received for his challenging episodes haven't put an end
to the episodes, it must be because the punishments didn’t cause the child enough pain. So they add more pain. In my
experience, behaviourally challenging kids have had more pain added to their lives than most experience in a lifetime. If
pain were going to work it would have worked a long time ago.
Ross Greene- the Explosive Child P. 160
Key language:

Expected/unexpected behaviour

Safe behaviour

Risk taking behaviour
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‘There seems to be a problem, let’s see if we can solve it together’
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‘We need to all understand what is going on…help me understand’
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Responsible

‘What other choices are there?’
The school community have agreed the three school rules:

To try and stay in control of my words
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To try and stay in control of my actions
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To make good choices
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Our expectations

Students and staff know and understand the schools aims, principles, rules and key language
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Strategies are applied consistently for each individual by key staff

Staff form a team around the pupil. It is the responsibility of the team, in conjunction with ELT, to discuss and
agree a consistent approach and course of action to support that pupil with their individual needs. This promotes a
united approach to reduce anxiety and confusion for the pupil

To involve the pupil whenever possible in problem solving situations and difficulties with adult help

Pupils and staff share ownership of the school and the learning environment

Mutual respect and clear expectations are shown through practice and not through lip-service
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Families are involved in supporting the principles and practices of the school through good communication via the
Home School books, meetings and/or telephone conversations
Pupils are entitled to:
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A safe and secure school environment conducive to effective and stimulating learning
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A high expectation by the school of their potential for achievement in all areas of school life
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The freedom from physical, emotional and verbal bullying
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A fair, consistent, clear and calm approach to behaviour, using ‘restorative’ and ‘solution focused’ approaches
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An expectation that adults in school will set them a good example (expected behaviour)
Adults in school are entitled to:

Expect a safe and secure school environment which is conducive to effective and stimulating education

Insist on a high standard of behaviour from pupils, encouraging respect from others
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Use ‘restorative’ and ‘solution focused’ approaches to settle disputes and remove tensions
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Prevent bullying by helping the pupils understand what this is as misconceptions arise due to their social
communication difficulties

Give priority to the needs of the majority, whilst also recognising the needs of individual pupils

Expect parents’ help, support and co-operation in maintaining high standards of behaviour within school
Parents are entitled to:
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Regular information from and consultation with the school about their child’s progress and behaviour
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Clear information and expectations about their child’s behaviour in school

Notification of problems with their child’s behaviour and opportunities to help the school problem around these
challenges
Solution focused approach.
At Longcause, we recognise that sanctions and punishments do not in themselves alter behaviour. We recognise that
personalised strategies and ‘restorative’ and ‘solution focused’ approaches are necessary to enable students to truly alter
their own unexpected behaviours. This is most effective when used with consistent, clear and positive language which puts
the focus on the behaviour and channels it away from the pupil. This gives the pupil the prospect to change and learn from
their behaviour and show ‘expected’ behaviours developing independence and valuable life skills.
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Rules and Procedures
Rules and procedures are designed to make clear to the pupils how they can achieve expected standards of behaviour.
Rules and procedures should:
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be kept to a necessary minimum;
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be positively stated, telling the pupils what to do rather than what not to do;
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actively encourage everyone involved to take part in their development;
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have a clear rationale, made explicit to all;
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be consistently applied and enforced;
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promote the idea that every member of the school has responsibilities towards the whole.
At Longcause each class has its own agreed set of rules that are displayed in a prominent position and are regularly
referred to.
Rewards
Our emphasis is on rewards to reinforce expected behaviour. We believe that rewards have a motivational role, helping
pupils to see that good behaviour is valued and learn how to manage and show expected behaviours. Recognition of
expected/safe behaviour decreases unexpected behaviour. The most common reward is praise, informal and formal, public
and private, to individuals and groups. Rates of praise for behaviour should be as high as for work.
At Longcause, we use a class and individualised systems to reward expected behaviour. Pupils work individually towards
agreed rewards, and this is evident in each classroom.
However, we recognise that for many pupils with ASC, praise in itself, is not necessarily motivational enough to encourage
expected behaviour. Many of our pupils with ASC with particularly challenging behaviours will need specific, targeted
individual reward/report systems based around their own personal interests. These are established as required by class
staff in liaison with ELT and reviewed regularly to ensure effectiveness. We find that some pupils who have ASC will require
these arrangements to be changed frequently so as to reflect their current interests and to maintain high motivation.
The Curriculum and Learning
We believe that an appropriately structured curriculum and effective learning contribute to expected behaviour. At
Longcause we strive to ensure a curriculum that meets the needs of individuals. We take a fluid approach to the curriculum
and work with pupils to provide a curriculum that they need and want. We find that individualised timetables are an
effective way of ensuring pupils are given the best opportunities to shine and demonstrate expected behaviour. We believe
in thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured
feedback for pupils. It follows that lessons should have clear objectives, understood by the pupils, and differentiated to
meet the needs of pupils of different abilities. Marking and record keeping can be used both as a supportive activity,
providing feedback to the pupils on their progress and achievements, and as a signal that the pupils efforts are valued and
that progress matters.
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Classroom Management
Classroom management and teaching methods have an important influence on pupils behaviour. The classroom environment
gives clear messages to the pupil about the extent to which they and their efforts are valued. Relationships between
teacher and pupils, strategies for encouraging expected behaviour, arrangements of furniture, access to resources and
classroom displays all have a bearing on the way pupils behave. At Longcause we are very conscious of the needs of pupils
with ASC and the way the environment can affect their ability to learn. It is the responsibility of the adults to adapt the
environment to meet the needs of individuals. Adults should be highly sensitive to the sensory integration difficulties that
many of our pupils experience.
Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an
environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce
uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual's
contribution, and overall the classroom should provide a welcoming environment.
Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills,
knowledge and understanding which will enable the pupils to work and play in co-operation with others. Praise should be used
to encourage good behaviour as well as good work.
Communication and Parental Partnership
A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations
and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This
participation assists the development of positive relationships in which parents are more likely to be responsive if the
school requires their support in dealing with difficult issues of unexpected behaviour.
The school will communicate policy and expectations to parents. Where the behaviour of a child is giving cause for concern
it is important that all those working with the child in school are aware of those concerns, and of the steps which are being
taken in response. The key professional in this process of communication is the class teacher who has the initial
responsibility for the child's welfare. Early warning of concerns should be communicated to the team leader and Head
Teacher so that support strategies can be discussed and agreed.
Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss and
problem solve together. Parental support will be sought in devising a plan of support for their child together with the school.
Exclusions
The school follows the DfE guidelines. As a school we look at each individual pupils situation before making a decision. We
aim to avoid excluding pupils except in exceptional circumstances. We do not use exclusion as a form of punishment.
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Physical Intervention- a last resort.
Although such incidents are rare, there may be times when a pupil, as a result of their complex and challenging special
educational needs, requires support to prevent him from:
Imminent or immediate risk of harm to self or others.
Staff have a responsibility to assess the risk behaviour being shown and act accordingly ensuring physical intervention is a
last resort, or an emergency intervention to keep people safe.
In partnership with Plymouth City Council, Longcause School has developed a policy and process for dealing with such
situation. As part of this, all staff are trained in the BILD approved ‘MAPA’ principles and utilise these when appropriate.
Physical interventions are always used as a last resort.
Longcause is committed to providing the best care, welfare, safety and security for its pupils as well as a curriculum or
activities that meet their varying educational needs. Staff will use a wide range of verbal and visual strategies before an
individual is completely out of physical and emotional control or about to reach that point when he becomes a danger to
himself or others. Any form of physical intervention is used as a last resort and is reasonable and proportionate to their
behaviour.
The Prevention of Risk Behaviour
All staff are encouraged to look for early precipitating factors. The management of challenging behaviour is based on the
Crisis Prevention Institute’s ‘Crisis Development Model’. When anxiety behaviours are displayed, a non-judgmental,
empathic, supportive approach is used but if the pupil displays defensive behaviours like refusal, challenging questions/
authority, attempting to draw into a power struggle, staff issue a directive approach. Limits are set which present the pupil
with choices. The emphasis is on verbal and visual de-escalation throughout. Principles of ‘Positive Behaviour Support’, which
involve the assessment and re-engineering of the environment, the teaching of new skills and the development of supportive
staff responses are applied and a support plan is created for those that present with regularly challenging or risk behaviour.
Promoting the Pupils Well-being

The school acknowledges the inherent risks associated with use of any physical intervention

Such interventions should only be used as a last resort, when all attempts at verbal and/or visual de-escalation have
failed and the situation poses imminent risk or danger or the risk of doing nothing is greater
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Priority is given to factors that make the process as safe as possible for everyone involved, particularly the student
showing risk behaviour

Staff will act reasonably and proportionately to the level of risk behaviour, ensuring that the least restrictive physical
interventions are always to be used
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The dignity of the individual must be preserved throughout the intervention

Physical interventions are never used to punish but to help a student regain emotional and physical control. (Pupils do
not/will not always lose control)

Physical interventions are never intended to cause pain

Physical interventions are never used as a convenience for staff
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The least amount of force necessary should be used for the least amount of time necessary

Verbal de-escalation should continue to be applied during a restrictive physical intervention

Staff are aware that risk behaviours do not happen in vacuum and must make efforts to support other pupils involved or
that may have been a witness
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The Use of Physical Interventions

All staff have a duty of care towards all pupils in school, acting in their best interests, and following DfE guidelines.

Staff members must use reasonable and proportionate physical interventions for the risk behaviour being shown.

Physical interventions that compromise safety or impair the individual’s ability to breathe should not be used.

During the intervention staff, must closely monitor the well-being of the individual.

Parents/carers will be kept informed regarding risk behaviour and support needed.

Following the use of a physical intervention the individual should be assessed for injury or psychological distress and
monitored.

If this is an isolated incident a behaviour support plan is not usually necessary. If a regular pattern of risk behaviour is
identified a support plan will be written.

Pupils on specific plans have them shared and ideally done in consultation with parents/carers. It is helpful if parents /
carers sign these to show their agreement.

Staff are to assess the situation using the Decision Making Matrix (see below). They are to assess the likelihood of
something happening against the severity of the outcome. Staff are to assess if there is a low, medium or high risk
behaviour being shown and act reasonably and proportionate to the level of behaviour. Each risk is dealt with on an
individual basis.
High risk
Outcome
Medium risk
Low risk
Likelihood
A Team Approach
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
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

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A physical intervention should not normally take place when a staff member does not have the support of another
colleague.
If a staff member needs immediate support from other colleagues at Longcause the word ‘Team’ and location will
trigger assistance.
If a staff member needs to discuss/clarify/check/re-think strategies or another pair of hands/eyes then they will ask
for ‘support’.
At Longcause if a member of staff sees a situation and they are unsure as to whether the staff need assistance they
will ask them.
The first person on the scene will naturally assume the role of Team Leader but when other members of the team
arrive he/she can pass on that responsibility to a more competent and confident colleague or to a team member who has
a particularly good relationship with the pupil showing risk behaviour.
Sometimes within a situation it is necessary to switch adults or approach. During a risk behaviour adults will
communicate when things need to change.
The team leader may feel, after consultation with a senior leader (if possible), that there is significant risk of harm and
the police and/or parents/carers should be called. In some cases this may be necessary to keep all safe.
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Training for Staff

The school places high value on staff training particularly in the prevention of and intervention in crisis situations.

After initial whole staff training, ‘refresher sessions’ should take place annually.

Rehearsals and drills will take place throughout the year during time set aside within team meetings.
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New members of staff will be trained as part of their induction programme.

Debriefs are encouraged with all staff to plan safe future interventions. The Head of Emotional Support Team and ELT
encourage staff to seek debrief opportunities as soon as possible following a situation.
Recording and Monitoring
All behavioural incidents at Longcause are taken seriously and are recorded to inform us of any trends or patterns
emerging. Using this information staff can problem solve to reduce incidents keeping all safe. Recording methods used:

Yellow forms (recording minor injuries and can be found in the medical room)
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Green forms (recording serious health and safety incidents and can be found in the medical room)
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CPI bound book (Located in main office)
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Behaviour monitoring books
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Morning meetings

Online behaviour tracker (with termly reports)- which collates all behaviour reported ranging from low level to
significant. The analysis of this monitoring enables identification of patterns, trends, and helps staff recognise
areas where more support is needed.

Reporting to governors at each full governors meeting
All incidents requiring a physical intervention will be documented - at Longcause staff must complete the CPI bound book in
the office. Any injuries acquired by pupils or staff must be recorded on the green or yellow forms depending on the
severity of the injury. The recovery period following an injury should also be noted.
The green form should include critical incident details and a further more detailed report be attached if this will not fit on
the green form. This should be completed as soon as possible after the incident has taken place and no longer than 24 hours
later provided that all witness statements have been taken. Head of Welfare and Safeguarding will be responsible for
receiving of the information and follow up with staff to collect witness statements when needed.
All behaviour incidents will be recorded on the online behaviour tracker and will be used to monitor behaviour throughout
the school.
Follow-up and Accountability

Following (or ideally during) any critical incident, a member of ELT should be immediately informed. This member of ELT
will ensure arrangements are in place/secured for the pupils parents/carers to be informed.

Steps will be taken to ensure that the incident is followed up with the pupil and behaviour support strategies will be put
in place to try to prevent repeat incidents. Every attempt will be made to re-establish communication and to help the
pupil problem solve and find alternative behaviour strategies.

Key staff members will debrief after the incident in order to examine different perspectives and evaluate the
strategies implemented. This could affect future strategies.

The needs of pupils who may have witnessed a physical intervention will not be forgotten. Staff will reassure and
debrief pupils.
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Appendix 1
National standard list of reasons for exclusions
This list provides descriptors of reasons for exclusions. The 12 categories should cover the main reasons
for exclusions and the ‘other’ category should be used sparingly. The further detail suggesting what the descriptors cover should be used
as a guide and this list is not intended to be used as a tick-list for exclusions.
Physical assault against pupil
Includes:
Fighting
Violent behaviour
Wounding
Obstruction and jostling
Physical assault against adult
Includes:
Violent behaviour
Wounding
Obstruction and jostling
Bullying
Includes:
Verbal bullying
Physical bullying
Homophobic bullying
Racist bullying
Verbal abuse/threatening behaviour against
pupil and
Verbal abuse/threatening behaviour against adult
Includes:
Threatened violence
Aggressive behaviour
Swearing
Homophobic abuse and harassment
Verbal intimidation
Carrying an offensive weapon
Sexual misconduct
Includes:
Sexual abuse
Sexual assault
Sexual harassment
Lewd behaviour
Sexual bullying
Sexual graffiti
Racist abuse
Includes:
Racist taunting and harassment
Derogatory racist statements
Swearing that can be attributed to racist characteristics
Racist bullying
Racist graffiti
Drug and alcohol related
Includes:
Possession of illegal drugs
Inappropriate use of prescribed drugs
Drug dealing
Smoking
Alcohol abuse
Substance abuse
Theft
Includes:
Stealing school property
Stealing personal property (pupil or adult)
Stealing from local shops on a school outing
Selling and dealing in stolen property
Damage
Includes damage to school or personal property belonging to any member of the school community:
Vandalism / Arson / Graffiti
Persistent disruptive behaviour
Includes:
Challenging behaviour / Disobedience / Persistent violation of school rules
Other
Includes:
Incidents that are not covered by the categories above, but this category should be used sparingly.
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