LONGCAUSE COMMUNITY SPECIAL SCHOOL
BEHAVIOUR
POLICY
(including restrictive physical intervention)
This Policy was approved by Governors of Longcause Community Special School at a
meeting held on 24 November 2014:
____________________
Signed …………………………………………………………………………..………………… Dated
………………………
Chair of Governors
Signed ……………………………………………………………………………………………
Head Teacher
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Dated
………………………
School aim: To be the leading ambassadors for children with Autism in the South West
This policy should be read in conjunction with:
The staff code of conduct
Preventing and Tackling Bullying Policy
Rationale:
The policy for behaviour management at Longcause Special School, a school predominantly populated
with children with an ASC, is based on the following information:

A consistent individualised approach that targets specific behaviours for the different and
complex needs of our pupils as disruptive behaviour can be an indication of unmet needs.

We use a restorative approach to ensure that situations are ’unpicked’ in order to find a
solution and empower our pupils to learn from this experience and take ownership of their own
behaviour. Addressing the underlying issue stabilises their behaviour so that they can learn.

As a school we believe that no one can force our pupils to behave as it is their own choice but
we will support them to learn that they do have choices and use this to help them develop
effective methods to self-regulate.

Staff at Longcause are highly reflective about the school and classroom environment as this in
turn aids the reduction of incidents or potential risks.

A unique and specialised provision is provided for our most complex pupils in order for them to
thrive in a safe and tailored environment (see Complex Needs and Early Years Provision page
10).
Key language:

Expected/unexpected behaviour

Safe

Responsible

Ownership

Choices

Appropriate/inappropriate.
The school community have agreed the three school rules:

To try and stay in control of my words

To try and stay in control of my actions

To make good choices
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Guidelines
Parents will be fully consulted about positive behaviour support plans.
Behaviour programmes should be openly discussed, documented and reported on.
Measurement of progress is very important and is monitored on a monthly basis with an analysis
report completed every full term.
Behaviour programmes should be formulated with input from all possible and appropriate
contributors.
Where possible behaviour programmes should be discussed with, and understood by, the pupil.
Expected behaviour should be rewarded as often as possible in order to counterbalance and break
into a cycle of unexpected behaviour.
As a school we recognise that using an individual’s passions and motivators are useful in reinforcing
desired and expected behaviours.
Our expectations
Good behaviour management will demonstrate the following:

Students and staff know and understand the schools aims, principles, rules and key language.

Sanctions and rewards 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
SLT, to discuss and agree a consistent approach and course of action, whether that is
sanctions or rewards, to support that pupil with their individual needs. This promotes a united
approach to reduce anxiety and confusion for the pupil.

Pupils understand why they are being challenged, praised or sanctioned, where appropriate.

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

Parents are involved in supporting the principles and practices of the school through good
communication via the Home School books, meetings and/or telephone conversations.
Unexpected Behaviour









Biting, spitting, hitting, kicking, pushing - another child or an adult;
Bullying;
Swearing at staff and other children;
Deliberate disobedience;
Persistent shouting out in the classroom;
Leaving the classroom without permission;
Disturbing learning;
Unsafe behaviour;
Destructive behaviour.
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Children are entitled to:

A safe and secure school environment conducive to effective and stimulating learning

A high expectation by the school of their potential for achievement in all areas of school life

The freedom from physical, emotional and verbal bullying

A fair, consistent, clear and calm approach to managing behaviour, using ‘restorative’ and
‘solution focused’ approaches.

An expectation that adults in school will set them a good example
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 children, encouraging respect from others.

Use ‘restorative’ and ‘solution focused’ approaches to settle disputes and remove tensions.

Prevent bullying.

Give priority to the needs of the majority, whilst also recognising the needs of individual
children.

Expect parents’ help, support and co-operation in maintaining high standards of behaviour
within school.
Parents are entitled to:

Regular information from and consultation with the school about their child’s progress and
behaviour

Clear guidelines and expectations about children’s behaviour in school

Early notification of any problems with their child’s behaviour and opportunities to help the
school address any behaviour problems
Encouraging Good Behaviour
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 their behaviour and
show ‘expected’ behaviours.
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Rules and Procedures
Rules and procedures should be designed to make clear to the children how they can achieve
acceptable standards of behaviour.
Rules and procedures should:

be kept to a necessary minimum;

be positively stated, telling the children what to do rather than what not to do;

actively encourage everyone involved to take part in their development;

have a clear rationale, made explicit to all;

be consistently applied and enforced;

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 children to see that good behaviour is valued. Recognition of good behaviour
decreases negative 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 SLT 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 good
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 their best behaviour. We believe in thorough planning
for the needs of individual pupils, the active involvement of pupils in their own learning, and
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structured feed- back to avoid the alienation and disaffection which can lie at the root of poor
behaviour.
It follows that lessons should have clear objectives, understood by the children, and differentiated
to meet the needs of children of different abilities. Marking and record keeping can be used both as
a supportive activity, providing feed-back to the children on their progress and achievements, and as
a signal that the children's efforts are valued and that progress matters.
Classroom Management
Classroom management and teaching methods have an important influence on children's behaviour.
The classroom environment gives clear messages to the children about the extent to which they and
their efforts are valued. Relationships between teacher and children, strategies for encouraging good
behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing
on the way children 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 children to work and play in cooperation with others. Praise should be used to encourage good behaviour as well as good work.
Sanctions / Discouraging inappropriate behaviour
At Longcause, we positively manage behaviour by using a variety of strategies personalised to suit the
needs of the learners in each class. For some pupils this will involve creating an individual behaviour
plan, created with the involvement of parents and those staff that are working with and know the
pupil well. Pupils are aware, through regular class and individual discussion and social learning, of how
they progress through the systems in place in order to give them opportunity to make ‘good’ choices
about their behaviour. Individuals are given sufficient opportunities and support through use of
strategies such as visual timetables, timers etc to make ‘good choices’ and change their negative
behaviour. Key staff work alongside pupils to manage anxieties and self-regulate attachment issues.
Although rewards are central to the encouragement of good behaviour, realistically there is a need
for sanctions to register the disapproval of unexpected behaviour and to protect the security and
stability of the school community.
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It must be clear why the sanction is being applied. It must be made clear what changes in behaviour
are required to avoid the same situation happening again. The school has a code of conduct that all
pupils are expected to adhere to and sign up to with the ‘Home School Agreement’. The school rules
are displayed around the school in key areas and on the school website.
Sanctions range from expressions of disapproval, through withdrawal of privileges, to referral to the
Headteacher, or in her absence, the deputy, being the only person who can exclude, letters to
parents and, ultimately and in the last resort, exclusion (following the Department for Education
Exclusion from maintained schools, Academies and pupil referral units in England, available from the
school office).
Pupils are given the opportunity to stabalise their behavior by providing them with a choice of quiet
spaces to reflect, aiming for self-reflection and self-regulation. Most instances of unexpected
behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is
important that the sanction is not out of proportion to the offence.
Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. At
Longcause in such cases careful evaluation of the curriculum on offer, classroom organisation and
management, and whole school procedures take place to eliminate these as contributory factors. Class
teachers will have met with team leaders and pupils will be discussed at a team level to strategise and
take a shared problem solving approach to the behaviour. Beyond this, members of the SLT will be
involved, often creating an individual behaviour plan. Parents will have also been contacted verbally
and involved to establish next steps. If required we may also seek additional specialist help and
advice.
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 unacceptable 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 strategies can be discussed and agreed before more formal steps are required.
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Where behaviour is causing concern parents will be informed at an early stage, and given an
opportunity to discuss the situation. Parental support will be sought in devising a plan of
action/behavior plan within this policy, and further disciplinary action will be discussed with the
parents.
Exclusions
As stated above 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 as we understand that disruptive
behavior can be an indication of unmet needs. There could be a rare and extreme example when a
pupil seriously injures another person out of the blue. This could be out of the blue behaviour and
therefore the steps may not have been taken in the same order.
Exclusion procedure
Steps taken before:






Exclusion process:
Discussions with key staff and SLT to identify
‘triggers’ and consistent approaches
Restorative approaches used to identify underlying
issue
Individualised timetable and reward system
Pupil, where appropriate, being made aware of what
their unexpected behaviour is.
Engage external agencies are sought after discussions
with parents
Their individual needs are being considered and met.

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Relevant forms set by the council and DfE
completed
Reintegration meeting arranged with families.
An explanation is given to the parents and
where possible the pupils.
Staff debriefing
Reason is clearly stated in appendix 1
Physical Intervention and Restraint
Although such incidents are rare, there may be times when a child, as a result of their complex and
challenging special educational needs, requires assertive support in order to stop him from:
• hurting himself or others;
• putting himself or others in danger;
• damaging property.
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/NCI’
techniques and utilise when appropriate. Physical restraints are always used as a last resort.
For a more detailed description of the school’s physical intervention strategy please see the Physical
Intervention policy.
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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)

Green forms (recording serious incidents and can be found in the medical room)

CPI bound book (Located in main office)

Behaviour monitoring books

Morning meetings

Online behaviour tracker (monthly check ups with termly reports)

Reporting to governors at each full governors
Physical Restrictive Intervention
Rationale and Philosophy
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. Pupils who sometimes display
challenging or risk behaviour have been placed with this school and as a result of the nature of some
of the most challenging pupils it has been necessary to construct this policy to enable pupils and staff
to work in a safe and positive environment at all times. 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 restrictive physical
intervention is used as a last resort and is reasonable and proportionate to their behaviour, carried
out by trained staff teams.
The Prevention of Violent 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 swearing, shouting or screaming, staff issue a directive approach
(depends on the pupil and in accordance to their Risk Assessment or Engagement Plan). Limits are set
which present the pupil with choices and consequences. The emphasis is on verbal and visual deescalation 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 recorded in the pupil’s Risk Assessment or Engagement Plan for those
that present with regularly challenging behaviour or risk behaviour. At Longcause it is currently less
than 10% of the pupil population that require a specific written Risk Assessment.
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Promoting the Pupil’s Well-being

The school acknowledges the inherent risks associated with use of any physical intervention.

Such interventions should usually only be used as a last resort, when all attempts at verbal
and/or visual de-escalation have failed and the situation has become dangerous or potentially
dangerous.

Priority is given to factors that make the process as safe as possible for everyone involved,
particularly the student needing the physical intervention.

The least restrictive physical interventions are always to be used first.

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.

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.
The Use of Physical Interventions

All staff have a duty of care towards all pupils in school, and follow DfE guidelines.

Staff members must use reasonable and proportionate physical interventions for the risk
behaviour being shown.

Floor restraints should not be used.

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 of the recipient of a physical intervention will be informed if the pupil does not
have a specific behaviour support plan. They must be informed of what has taken place and the
reason for the intervention.

Following the use of a physical intervention the individual should be assessed for injury or
psychological distress and monitored by staff and parents for 24 hours.

If this is an isolated incident a behaviour support plan is not necessary. If a regular patter of
physical intervention is identified a Risk Assessment will be written.

Pupils on specific Risk Assessment or Engagement Plans must have had plans agreed by
parents/carers. It is helpful if parents / carers sign these to show their agreement. The plan will
specify the types of regular strategies needed and the usual reasons for this. With certain pupils
on a support plan it may be a joint decision between family and school that family do not want
every incident to be reported to them at home. (For some children this could be many incidents in
one day- e.g. hitting out, lashing out, spitting etc. as these actions are often used by Autistic
pupils as a means of communicating their needs, frustration, raised anxiety or their lack of
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understanding of a situation). Some families may prefer not to have this daily information and
would prefer to be updated only when things are significantly different or out of the norm for
their own particular child. As a school we respect and understand this wish. As professionals we
will do our best to limit outbursts of behaviour and endeavour to teach our pupils better ways of
communicating.

If a member of staff is having to manage aggression or potential aggression from a pupil, or has
to come to the aid of another pupil, who is being shown aggression by an individual, he/she is
authorised to use the CPI (MAPA) physical interventions (disengagements and/or holdings), for
which he/she has been trained.

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 situation is dealt with on an individual basis.
High risk
Outcome
Medium risk
Low risk
Likelihood
A Team Approach

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 another colleagues at Longcause the word
‘Team’ will trigger assistance.

If a staff member needs to discuss/clarify/check/re-think strategies then they will ask for ‘SLT
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
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confident colleague or to a team member who has a particularly good relationship with the pupil
showing risk behaviour.

At Longcause If a member of the team within a situation feels that it is necessary to switch
adults or approach, the phrase ‘I am going to help now’ is the indicator for those involved that
things need to change - possibly a switch of adult or position.

If the team leader feels, after consultation with a senior leader (if possible), that the situation is
too difficult to control by staff, the Police and/or parents/carers should be called.
Crisis Intervention 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.

New members of staff will be trained as part of their induction programme.
Procedures for Documenting Critical Incidents

All incidents requiring a physical intervention will be documented - at Longcause staff must
complete the CPI bound book in the office and their behaviour monitoring book. 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. Vicky Prout (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.
Crisis Intervention Follow-up and Accountability

Following (or ideally during) any critical incident, a member of SLT should be immediately
informed. This member of SLT will ensure arrangements are in place/secured for the pupil’s
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 find alternative behaviour strategies.
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
Key staff members will debrief after the incident in order to examine different perspectives and
evaluate the strategies implemented. This could affect future verbal de-escalation strategies,
physical interventions and initiate adjustments to policies and procedures.

The needs of pupils who may have witnessed a physical intervention will not be forgotten. The
Team Leader will assign a member of staff to ensure that closure is brought to the incident for
these students.
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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
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
Racist abuse
Includes:
Racist taunting and harassment
Derogatory racist statements
Swearing that can be attributed to racist characteristics
Racist bullying
Racist graffiti
Bullying
Includes:
Verbal bullying
Physical bullying
Homophobic bullying
Racist bullying
Sexual misconduct
Includes:
Sexual abuse
Sexual assault
Sexual harassment
Lewd behaviour
Sexual bullying
Sexual graffiti
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
Drug and alcohol related
Includes:
Possession of illegal drugs
Inappropriate use of prescribed drugs
Drug dealing
Smoking
Alcohol abuse
Substance abuse
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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