DAWN HOUSE SCHOOL
Developing Appropriate Attitudes and Positive Behaviour
Policy
This policy is informed by the following documents:
‘Behaviour and Discipline in schools Guidance for Headteachers and Staff’ Feb 14 ( updated
Sept 15)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463452
/Behaviour_and_discipline_in_schools_guidance_for_headteachers_and_staff.pdf
‘Behaviour and discipline in schools Guidance for governing bodies’ July 13 (updated Sept
15) https://www.gov.uk/government/publications/behaviour-and-discipline-in-schoolsguidance-for-governing-bodies
This policy aims to:
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promote good behaviour, self-discipline and respect
prevent bullying
ensure pupils complete assigned work
regulate the conduct of pupils
It is important to note that “behaviour” does not exist in a vacuum. To avoid conflict
we need to act early to divert attention away from the conflict spiral and develop a
circle of change. Experiences change the way people are feeling. If we can change the
experiences we can redirect the feelings that drive behaviours. By managing moods
we can change behaviour. The better we are at managing mood and behaviour the
better the chance of reducing risk and restraint
We are aware that environments at home and at school, curriculum expectations, the
way in which the young people are engaged in activities, the way they are
approached etc. all have an impact on their behaviour.
Research shows that the key element in successful behaviour interventions is strong,
positive and appropriate relationships with the adults involved.
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General Principles
The main aim of this policy is to enable the pupils, as far as possible, to control their
own behaviour in and around school and during school related off site activities.
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The school exists to meet the needs of pupils with a severe and/or complex
communication disability.
There is a high level of correlation with
challenging behaviour, and mental health problems in later life with this
group of young people.
Understanding the speech, language,
communication and interaction difficulties of the pupils is the basis on which
all expectations and interventions should be made.
Pupils are supported by staff skilled in the following specialist areas; speech
and language therapy, occupational therapy including sensory integration,
mentoring, emotional health and well-being and personalised learning.
High standards of behaviour are to be achieved through developing an
atmosphere in the school which is calm, orderly and purposeful and an ethos
which is positive and celebrates achievement.
The physical environment is planned and organised to include quiet rooms,
1:1 spaces, sensory integration facilities etc.
To support this, everyone in the school should act in accordance with the
school’s Employees Code of Conduct. Adults should always behave in a
professional manner, treating colleagues and pupils alike with respect.
Pupils also act in accordance with school rules and will not bring banned
items into school.
We will always ensure that any discussions and actions relating to
undesirable behaviour will separate the behaviour from the person:
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e.g. … did something bad, he is not a bad person
I like…. But did not like what he did.
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Staff at Dawn House are reflective practitioners, continually seeking to
improve and develop their practice. Reflecting on our own practice following
a difficult or upsetting incident is particularly challenging; however, it is only
by reflection at an appropriate time that the level of skill necessary to manage
successful interventions can be achieved. If adults can admit to a mistake and
apologise, it provides a powerful example for pupils to learn from mistakes.
We expect to provide an opportunity for supported reflection to both adults
and pupils.
The school has developed procedures and systems to support the achievement
of positive attitudes and behaviour. These are described in the appendices to
this policy.
Response to behaviour, on or off site, should reflect the agreed sanctions and
rewards identified in appendix 3 of this policy and specified in the individual
pupil intervention plans.
Incidents reported on transport provided externally will be logged in school
and the appropriate support/intervention offered/implemented.
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Reflecting the needs of our student group, disciplinary action will be taken
against pupils making malicious accusations when appropriate.
The schools home/school agreement states clearly the above behavioural
expectations.
PRINCIPLES
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All staff share responsibility for managing pupil behaviour both in and out of
school. All staff have the power to discipline pupils for misbehaving outside
the school premises “to such an extent as is reasonable”. This can relate to
bullying incidents occurring anywhere off the school premises, such as on
school or public transport, outside the local shops, or in a town or village
centre and online
These responsibilities extend to behaviours that could have repercussions for
the orderly running of the school, or pose a threat to another pupil or member
of the public or could adversely affect the reputation of the school
Intervention is at the lowest possible level.
All staff aim to develop a sense of community that supports positive
behaviour.
All staff have clear expectations of pupils.
Intervention should be designed to promote positive behaviour.
All staff have a clear and realistic picture of desired positive outcomes for the
pupils.
We manage pupils as individuals who have individual needs within whole
school expectations.
We will always recognise and praise good behaviour and not focus solely on
issues. This may involve “catching them being good”.
Multi agency meetings and assessment will be arranged in response to
continuous disruptive behaviour
The police will only be involved in significant cases and only with the
agreement of the Principal
For instances where allegations against staff are made, reference should be
made to the schools Allegations Against Staff policy which includes pastoral
care for staff accused of misconduct.
The Behaviour for Learning Group will actively support staff with all of the
above.
Our pupils need many opportunities to learn and to develop skills. We should
therefore be prepared to offer many opportunities at the same level and not seek to
escalate the sanction / rewards unnecessarily. We will also implement positive
intervention plans for a minimum of 3 weeks before considering change. Positive
intervention plans will indicate a date for review.
PROCEDURES
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The school has developed a range of procedures to support the maintenance of good
order and discipline and they are described in the appendices to this policy. They
are:
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Positive intervention plans (Appendix 2).
Focus meetings and Core teams (Appendix 1).
Rewards and sanctions (Appendix 3).
The Team Teach approach to managing behaviour has been agreed and adopted as
our central system. All staff are provided with regular training and should adhere to
its principles and practice.
Two other policies are closely linked to Managing Behaviour. They are:
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Policy on Physical contact intervention and use of force.
Anti-bullying and anti-harassment policy.
When managing behaviour, we also need to consider the rights of our pupils under
the Equality Act (2010) including those with protected characteristics of the Equality
Duty (2011) i.e. disability, sex, gender reassignment, sexual orientation, pregnancy,
maternity, race (which includes colour, nationality and ethnic or national origins)
religion or belief.
Under this legislation, we have a duty to eliminate discrimination, harassment and
victimisation, and to anticipate what might put an individual at disadvantage and
take the necessary steps to avoid it.
Staff development opportunities will be provided to enable all staff to develop skills
and confidence in managing pupil behaviour.
ROLES AND RESPONSIBILITIES
The Principal has overall responsibility for maintaining good order and discipline.
BEHAVIOUR FOR LEARNING GROUP
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To keep the big picture and strategic planning.
To make explicit the standards expected of pupils.
To ensure there is an effective behaviour management policy (which meets the
requirements and sits within a legal framework).
To ensure staff are adequately trained and are aware of policies.
To monitor practice and oversee decisions made as part of positive
intervention plans.
To ensure pupils are appropriately placed, liaison with external agencies e.g.
LA’s.
To deal with complaints.
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To support staff in managing behaviour, this may be:
o Training.
o De-briefing or providing a chance to discuss.
o Giving advice, which includes facilitating reflection, contributing to
focus groups or core team meetings, discussing or reviewing issues.
o Dealing with a crisis.
FORM TUTOR
 To have an overview of pupils’ strengths, weaknesses and needs and their
welfare and behaviour at school.
 To be receptive to information (relating to the pupils needs and current
emotional/behavioural state) provided by others e.g. SLT, LSA, RCCO.
 To make and maintain good relationships with pupils and their parents or
carers.
 To be proactive about leading on behaviour management for pupils in their
tutor group in school using the systems described in this policy.
 To ensure that where necessary, positive intervention plans are developed,
reflect the pupils risk assessment and are implemented and monitored both in
school and on offsite activities and visits.
 To communicate with other staff on positive intervention plans and any
changes in circumstances affecting pupils in school.
 To keep behaviour for learning group informed about major concerns and
progress against positive intervention plans.
 To share the plan with pupils parents/carers and obtain their agreement
through signature.
 To ensure that all staff involved in implementing the plan are informed.
 To return the signed copy of the plan to the behaviour for learning group and
Principal for counter signing.
 To inform colleagues in writing that a new/revised plan is in existence
 To identify any possible physical interventions (including escort holds) that
may be used and note them in detail in the plan.
 To monitor progress against the plan – discussing this with the pupil and
informing parents.
LSA
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To take responsibility for the well-being of pupils identified as being in their
care at any given time and to contribute to the maintenance of order and
discipline at all times when on school premises or other premises being used
by the school.
To ensure that they have read all supporting documentation about the pupils
that they support specifically PIPs and pupil profiles
To monitor pupil’s behaviour throughout the school day.
To know the triggers of behaviour for specific pupils.
To support pupils in managing their behaviour.
To be proactive in communicating pupil’s behaviour patterns to a range of
staff as pupils move through the school day.
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To take responsibility for pupils behaviour when under their direct
supervision, e.g. lunchtimes.
To have an overview of where pupils in their class should be during the day.
To notice behaviour and take action to pre-empt escalation of that behaviour.
To be receptive to information (relating to the pupils needs and current
emotional/behavioural state) provided by others, e.g. teacher, SLT, RCCO.
SLT
 To ensure that other staff understand the impact of a communication difficulty on
behaviour and that other staff also understand the impact of the needs of
individual pupils, (i.e. their caseload).
 To ensure that they have a good understanding of the individuals needs and how
behaviour links to their communication difficulties.
 To make sure that pupils understand the rules and expected behaviour.
 To enable pupils to understand their individual positive intervention plan.
 To support pupils in being able to communicate their view.
 To give pupils the opportunity to reflect on their behaviour.
 To ensure that specific programmes for behaviour change are devised.
 To be receptive to information (relating to the pupils needs and current
emotional/behavioural state) provided by others, e.g. RCCO, LSA.
 To take responsibility for the well-being of pupils identified as being in their care
at any given time and to contribute to the maintenance of order and discipline at
all times when on school premises or other premises being used by the school.
RCCO
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To give feedback on the evening’s behaviour.
To make sure that behaviour is managed positively, recorded and monitored in
the care setting.
To provide appropriate activities in the evenings.
To make sure that positive intervention plans are implemented and progress is
monitored out of school hours.
To take responsibility for the well-being of pupils identified as being in their care
at any given time and to contribute to the maintenance of order and discipline at
all times when on school premises or other premises being used by the school.
To be receptive to information (relating to the pupils needs and current
emotional/behavioural state) provided by others, e.g. SLT, LSA.
TEACHERS
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To manage the pupil’s behaviour in lessons.
To plan and create a stimulating and appropriate learning environment.
To provide information about a child’s behaviour.
To ensure there are positive intervention plans for identified pupils and that they
are regularly monitored and reviewed.
To contribute to maintain order and discipline at all times during the school day.
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To take responsibility for the well-being of pupils identified as being in their care
at any given time and to contribute to the maintenance of order and discipline at
all times when on school premises or other premises being used by the school.
ADMIN TEAM
 To support the school staff in their admin capacity as requested.
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Appendix 1
Focus Meetings
Focus meetings involve all staff involved in teaching/caring for a pupil and a
member of SLG where possible. Meetings may be called at any time to discuss issues
of concern about a pupil or group of pupils. Focus meetings are a useful forum for
airing and sharing concerns/formulating specific action plans and for ensuring that
members of SLG are made aware of these concerns.
Minutes must always be taken and shared with those present. All minutes of focus
meetings must be copied to Principal. This should include a summary of proposed
actions.
Please remember that views expressed at focus meetings are not school policy. They
may become so in the future following agreement with SLG. As such they should
not be shared with pupils, parents/carers, LA’s unless there is an agreement with
SLG to adopt this line as policy.
Core Team Meetings
May be called by a pupils’ core team to discuss issues of concern at any time. Any
action plan developed as a result must be approved by the Principal before it is
implemented. It is the responsibility of the form tutor or class teacher to ensure that
the meeting is minuted and the minutes are distributed to all involved. When
appropriate parents/carers should be informed/involved. After approval by
Principal (where necessary) pupils should be informed of relevant outcomes and/or
other actions.
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Appendix 2
Positive Intervention Plans (PIP’s)
The behaviour of some pupils is such that to support the development of positive
attitudes a positive intervention plan needs to be drawn up.
The positive intervention plan should be drawn up by the core team (class/form
teacher, speech and language therapist, and LSA and key worker.)
To develop the plan the core team should meet; a member of SLG must agree the
content of the plan before it is implemented.
The core team meeting should:
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Identify all the negative behaviours exhibited in school.
Decide on the behaviours to be worked on at present in school and in the care
setting.
Decide on the strategies to be used to modify the behaviour.
Agree who is to be involved in implementing the plan.
Agree the rewards and sanctions to be used to support the change.
Identify any additional support required, e.g. from SLG, time out activities etc
or involvement of outside agencies and discuss these with relevant person.
Agree on the timescale for implementing the plan and set a review date.
Seek the agreement of the Principal.
To share the plan with parents/carers and obtain their agreement through
signature.
To ensure that all staff involved in implementing the plan are informed.
To place the plan in the positive intervention plan file in the staff room.
To inform colleagues by writing a note on staff room white board.
To identify any possible physical intervention (including escort holds) that
may be used and note them in detail in the plan.
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Appendix 3
REWARDS & SANCTIONS
The school has a range of rewards to recognise and reinforce good behaviour, and
clear sanctions for those who do not comply with the school’s behaviour policy.
These are proportionate, reasonable and fair that may vary according to the age of
the pupils, and other special circumstances that affect the pupil.
REWARDS
WAMS
All classes and all pupils in the primary and secondary department access the WAM
(Worth A Mention) reward system. This is to be presented as a POSITIVE
approach to monitoring.
All classes to be issued with a daily ‘tick sheet’ comprising of 7 lessons divided into 5
grids:
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Arriving at lesson on time
Staying in lesson
Doing work asked
Speaking politely
Positive attitude
Pupils can achieve up to 40 ticks a day.
LSAs to be responsible for carrying tick sheet to each lesson and to end of day debriefing. In conjunction with subject teacher & SLT complete tick sheet each lesson.
This takes a very short period of time but reinforces expectations at 40 minute
intervals.
Facilitating:
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Peer assessment whilst supporting behaviour targets.
A ‘fresh start’ at each lesson change. Emphasised by LSA.
Motivation to ‘turn it around’ within a lesson if there’s a reminder that there
may be a cross if pupil has not spoken politely, particularly if a ‘dot’ is
awarded rather than a cross which can then be ‘earned back’ if behaviour
improves.
Comprehensive monitoring of behaviour within school by identifying
potential flash points thus promoting a proactive rather than reactive
approach to behaviour management. This remains from a positive viewpoint
as strategies can be identified in advance rather than waiting for incidents to
occur.
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‘Tweaking’ existing system to complementing WAM rewards as they can be
awarded for achieving / exceeding behaviour targets.
Certificates awarded for significant achievements given out in WAM Assembly
followed up with positive postcards home will help address any issues of
disaffection around being ‘uncool’ to be on task / achieve.
Assemblies will promote and reinforce expectations with rewards built in for
achievements.
INDIVIDUAL REWARDS
When drawing up an individual positive intervention plan, staff will need to
consider how the student is to be motivated to achieve the target behaviours.
Rewards here are likely to need to be more frequent. It is very important to choose a
reward that will be effective and relevant to the level of achievement. Rewards may
be tangible (see list below) or may simply be praise, attention display of work,
informing other staff of good work etc.
The following are examples of rewards that are acceptable:
 Approval
 Additional WAMs
 Favourite activity
 Trip off site
 Sweets /drinks (consider health issues) or other healthy options
 Small item such as pen/pencil
 Letter home
PERMITTED SANCTIONS
All sanctions should be relevant to the unwanted behaviour, and should be imposed
as soon as possible following an incident.
Sanctions are more easily applied if you discuss the incident with the pupil and agree
on an appropriate response. Ideally, the pupil should agree that:
a. It was wrong to behave in the way s/he did.
b. It is reasonable in the circumstances for a sanction to be imposed.
c. It is right for them to do the sanction.
You should be aware that you are responsible for managing the sanction, and
supervising the pupil.
You should not impose a sanction for someone else to carry out on your behalf,
unless by prior agreement.
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This is particularly important when an incident happens during the school day.
Sanctions cannot be imposed for care staff to manage, unless this has been agreed
with Principal or Head of Care.
Detention
The school has the power to issue detention to pupils and may on occasions
consider detention an appropriate sanction. Due to the transport
arrangements, all detentions will take place during lunchtime. However,
staff should always allow reasonable time for the pupil to eat, drink and
use the toilet. Although parental consent is not required for a detention,
parents should be informed. Detention must not compromise pupil safety.
The following sanctions are permitted:
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Loss of privilege.
Miss an activity.
In residential setting, staff to choose an appropriate activity for the pupil.
Spend specified short time away from peer group with appropriate work and
supervision.
Contribute towards the cost of loss/damage to property or belongings.
Pupil to complete/re-do unfinished or spoiled work.
Withhold a reward which others in the group are to receive.
Pupil to make reparation for their behaviour, e.g. repairing or tidying after
causing damage, litter picking, kind deed, etc.
Pupil to work in a workroom separate from the class. Note: This must be
agreed and authorised by the Senior Leadership Group.
Dawn House School adopts the policy that in exceptional circumstances, disruptive
pupils may be placed in isolation, away from other pupils for a limited period. The
purpose of the workrooms used is to provide the pupil with his/her curriculum
entitlement while acknowledging that their behaviour is such that, it is not
appropriate for them to be involved in everyday school life. This will always be in
the best interest of the child and other pupils. Any use of isolation will only be
considered in exceptional circumstances. The school ensures health and safety of
pupils at all times.
The Behaviour for Learning Group closely monitors behaviour incidents, logs, use of
physical interventions and sanctions. An essential element of the monitoring is to
identify emerging patterns and trends and to evaluate the impact of interventions.
The group are aware that continuing disruptive behaviour may be the result of
unmet needs and call a focus meeting, or when appropriate may arrange a multiagency meeting.
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The school’s Designated Safeguarding Lead is a member of the Behaviour for
Learning Group and will advise staff on whether the presenting behaviour gives
cause to suspect the pupil is suffering or likely to suffer significant harm. When this
is the case, the school’s safeguarding policy is followed.
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External exclusion Note: This can only be authorised by the Principal
SANCTIONS THAT INFRINGE PUPILS RIGHTS WILL NOT BE USED e.g.
withholding food/refreshment or entitlement from the curriculum.
Important Definitions:
Seclusion:
 Forced to spend time alone against will (requires statutory powers other than
in an emergency). Any use of isolation that prevents a child from leaving a
room of their own free will should only be considered in exceptional
circumstances. The school must also ensure the health and safety of pupils
and any requirements in relation to safeguarding and pupil welfare.
Time out:
 Restricting positive reinforcement as part of a planned behavioural
programme (requires written agreed plan).
Withdrawal:
- Removed from the situation but observed and supported until they are ready
to resume.
Confiscation of Inappropriate Items
There are two sets of legal provisions which enable school staff to confiscate items
from pupils:
1) The general power to discipline enables a member of staff to confiscate, retain or
dispose of a pupil’s property as a punishment, so long as it is reasonable in the
circumstances. The law protects them from liability for damage to, or loss of, any
confiscated items provided they have acted lawfully*.
(*Section 94 of the Education and Inspections Act 2006)
The legislation does not describe what must be done with the confiscated item and
the school behaviour policy may set this out; and
2) Power to search without consent for “prohibited items**” including:
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knives and weapons
alcohol
illegal drugs
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stolen items
tobacco and cigarette papers
fireworks
pornographic images
any article that has been or is likely to be used to commit an offence , cause
personal injury or damage to property; and
any item banned by the school rules which has been identified in the rules
as an item which may be searched for.
(**Section 550ZA (3) of the Education Act 1996)
The legislation sets out what must be done with prohibited items found as a result of
a search. However, the school is aware that weapons, knives and extreme or child
pornography must always be handed over to the police, otherwise it is for the
member of staff to decide if and when to return a confiscated item in consultation
with a member of the senior team.
IF YOU ARE IN ANY DOUBT, PLEASE DISCUSS WITH YOUR LINE MANAGER
BEFORE MAKING A DECISION ABOUT A PARTICULAR SANCTION.
Power to Use Reasonable Force
Members of staff have the power to use reasonable force to:
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Prevent a pupil committing an offence
Injuring themselves or others
Damaging property
Maintain good order and discipline
The Principal and other staff may also use such force as is reasonable given the
circumstances when conducting a search without consent for the prohibited items
listed above. The school’s policy and practice on physical contact, intervention and
use of reasonable force can be accessed following the link below:
http://www.dawnhouseschool.org.uk/keeping-safe
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Appendix 4
RECORDING and REPORTING INCIDENTS and the use of PHYSICAL
INTERVENTIONS and SANCTIONS
All significant or serious incidents, physical interventions and sanctions are to be
recorded in the bound books kept in the file room as soon after the incident as
possible. Ensure the following information is recorded:
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Incident Number - please update from previous number. Student name
(only one pupil per form).
Date and time.
Nature of incident (brief).
Reporting staff name.
Witnesses.
Reporting signature.
Nature & duration of any physical intervention
Details of any sanctions imposed. It may be necessary to complete the
sanctions column at a later time but please do not forget to go back to
complete it.
An Incident Report should then be completed using the incident form on the server
(staffcommon/wholeschool/behaviour/Incident forms) as soon as possible after the
incident - but always within 24 hours of the incident. Staff should fill in the
appropriate form (Non PI or PI) and save to the child’s pupil placement plan.
In cases where a child or adult has been injured, the adult involved should
complete the accident book and seek medical attention from the nurse or first
aider.
In cases where there has been a physical intervention or use of force, the adult
involved should ensure that the relevant details are involved in the reports
and that the pupil is checked by the nurse or a first aider afterwards (not
someone directly involved in the incident) and that parents or carers are
informed.
All action determined and carried out as a result of an incident or
safeguarding concern should be recorded in appropriate documents, e.g.
telephone contact with parents recorded in professional notes/ files, letters
home in pupil’s file, home/ school diaries, changes to PIP, work undertaken
with pupils recorded in SLT/ teacher’s records etc.
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After the incident form is completed please notify the designated member of staff,
Mike Roach who will then review the incident and follow up on any necessary
action required with the behaviour for learning team. The form will then be printed
out, checked by all staff involved and signed in agreement. In Mike Roach’s absence
incidents will be picked up by Jenny McConnell.
Monitoring
The behaviour for learning team will monitor and record levels and nature of
incidents on a daily basis. Data showing emerging patterns and trends are then used
to inform strategic planning and identify appropriate interventions and training.
Formal analysis of behaviour is updated on a termly basis.
Incident reporting is monitored on behalf of I CAN by the Care Standards Visitor
each half term.
Reviewed:
Next review:
November 2015
November 2016 (to be ratified by Governors)
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