Brighton and Hove Pupil Referral Unit
PUPIL BEHAVIOUR AND DISCIPLINE POLICY
Introduction
Our Pupil Referral Unit deals with a wide spectrum of pupils in a variety of contexts.
Naturally, the issue of pupil behaviour is central to our school and this document
delineates both the philosophy and practice that informs our work.
It seeks to provide a practical guide for staff in managing behaviour whilst ensuring
that practice is grounded in a philosophy that places the needs of the child at its
centre. All staff have been involved in the development of this policy and all staff
should be familiar with it.
Ethos
The Pupil Referral Unit is committed to inclusive education and securing the greatest
possible access to learning and achievement for pupils with emotional, social and
behavioural difficulties. Central to our ethos is the belief that pupils’ behaviour can be
modified, managed and enhanced in order to enable them to engage with the
learning process.
We believe that pupils can be encouraged and taught to control their behaviour and
that staff can influence pupils’ behaviour to create environments where learning can
take place in a calm, purposeful atmosphere.
Our belief that pupils can work towards autonomous control of their behaviour is
tempered by our belief that children and young people need guidance and
boundaries. The range of provision at the Pupil Referral Unit is designed to meet the
individual needs of the child as much as is possible.
We are convinced that where pupils’ needs are adequately catered for appropriate
behaviour is fostered and emotional development is facilitated. This focus on pupils’
individual needs encompasses their curriculum needs and differentiation is a
keyword in our approach to teaching and learning.
Promoting Good Behaviour
Creating an appropriate environment to meet pupils’ needs will provide the backdrop
against which behaviour can improve and be maintained. However, there are
techniques and procedures that further enhance the process that collectively we
would describe as Positive Teaching.
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This approach entails the systematic and consistent application of sound behavioural
principles centred on the positive reinforcement of desired behaviours. Teachers use
verbal praise of pupils for both work and behaviour as a basic technique. This may
seem an obvious approach but in fact research and our own observations have
shown that as a profession we tend to lapse into negative reinforcement and focus
on rule breaking rather than giving positive feedback to pupils who are behaving
appropriately – most teachers will recognise this as “nagging” pupils.
Verbal praise is reinforced by other rewards such as tokens, stickers and certificates.
The different locations will use their own preferred rewards but all find that even the
most seemingly disaffected of pupils value these.
Managing Challenging Behaviour
Together with our emphasis on positive reinforcement of appropriate behaviour is an
equally consistent insistence on standards of behaviour being maintained.Our most
basic rules across the organisation are:
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Follow directions from staff
Complete all work set to the best of your ability and seek help if needed
Speak to others with respect – that is without swearing or shouting
Treat people and property with care
Keep to areas where you know you are allowed
Think and negotiate rather than react and demand
Staff at the PRU are expected to respond to all cases of rule breaking and to do so in
a calm and measured way. Responses to rule breaking should follow a graded
response as outlined below:
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Verbal warning
Second verbal warning
Clear choice and consequence given which may include:
- Work separately within class with a support assistant
- Assistance from another teacher (active backup)
- Work in another area with a support assistant
- Work in another area with a teacher or Head of Learning Community
Other strategies will be tried including for example daily phone call home, positive
behaviour report, missing portion of break and/or lunchtime.
Where many strategies have been implemented and a pupil’s behaviour continues to
be challenging the parent/carer will be contacted and arrangements made for other
measures to be adopted. The parent/carer should be informed of any action taken
and meetings may be arranged to discuss the next step. Restorative approaches are
at the forefront of our work with challenging behaviour and enabling change. If the
pupil has damaged property or been physically aggressive a fixed-term exclusion
may be considered. In such a case, statutory procedures should be followed and a
reintegration meeting with a senior member of staff arranged.
Staff are always able to call on colleagues to support them in preventing and dealing
with difficult behaviour. Each location should have a system of “active backup”
available separately.
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Serious incidents or concerns should be recorded to facilitate analysis of a pupil’s
behaviour over a period of time and pupils’ behaviour more generally. This is usually
through the behaviour log.
Physical Management of Pupils
Core Value Statements
The following core values are taken from ‘Team Teach’ training and are the basis on
which the PRU forms its bedrock of approaches.
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Challenging behaviour is often the result of a breakdown in communication. Staff
involved in supporting children should aim to understand what function the
behaviour serves and to help the child learn more socially acceptable means of
expressing their need for support.
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Behavioural interventions which seek to only control behaviour, rather than
understand its meaning, are likely to prevent individuals from making the most of
their potential.
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The purpose of the ‘Team Teach’ training undertaken by PRU staff is to support
adults’ understanding and management of challenging behaviour, by embedding
the teaching of physical techniques within a holistic de-escalation approach, in
order to encourage the promotion of socially acceptable behaviours for all
concerned.
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95% of behaviour interactions should involve techniques that do not require
physical management
Positive Handling: Positive handling describes a holistic approach to a range of risk
reduction strategies which include non verbal, verbal and where ‘reasonable and
absolutely necessary’, physical interventions. Positive handling should be supported
by documentation which supports the individual and aims to provide security, safety
acceptance for recovery, repair and reflection for all concerned.
Core Principles:
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Showing self restraint rather than applying physical restraint; preventing and
predicting rather than reacting and responding.
All significant incidents should be followed by a positive listening and learning
process
“I care enough about you not to let you be out of control.”
Staff numbers (minimum of 2 involved)
Minimum force and time & last resort (where possible)
Techniques that allow for verbal communication and do not rely on pain or “locks”
for control.
Staff safety and protection issues addressed
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Physical interventions with pupils should only occur as a last resort where:
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All attempts have been made to divert, defuse and de-escalate the situation.
(The aim is to resolve 95% of situations without the need for physical intervention)
There is a developing risk of serious harm to individuals, including the pupil
concerned or an imminent risk of significant damage to property.
Verbal calming techniques and other strategies have not resolved the situation
All staff should be trained in physical intervention (and alternatives to it) along the
lines of accredited training for example Team Teach, SCIP or Maybo techniques.
Staff should also be aware of all statutory guidance.
We aim for teachers and teaching assistants at the PRU to have been trained to use
Team Teach methods. There will be updated training opportunities to ensure
accreditation is up to date (within 2 years of initial training).
Where a physical management has been used the incident should be recorded on
the Physical Intervention Report Form. All incidents of serious aggressive behaviour
should be noted by staff on the Serious Incident Report Form and other less serious
incidents should be recorded in the Pupil Behaviour Log (see appendices).
Parents/Carers
Parents/carers are of course crucial to achieving successful outcomes for our pupils.
Parents will be formally involved with any decisions made about their children in the
form of interviews for new pupils, IEP reviews and Annual Reviews if applicable. We
would also expect though that parents/carers would be contacted (by phone or in
writing) on a regular basis where a pupil’s behaviour, positive or negative, warrants it.
Wherever possible regular contact and communication is crucial to working together
for positive outcomes with behaviour.Our aim must be to promote a partnership with
parents/carers in which both sides reinforce the process of change.
Legal Framework
The PRU policy operates within agreed legal guidelines and definitions and follows
the Team Teach guidance as follows:
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Offences Against the Person Act 1861
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The Children and Young Persons Act 1933
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Health & Safety at Work Act 1974
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Violence at Work 2003
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Manual Handling Regulations 1992
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The Children Act 1989 / National Minimum Standards
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United Nations Convention on the Rights of the Child (ratified 1991)
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Human Rights Act 1998
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Disability Rights Act 2001
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The Children Act 2004
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Mental Health Act 2007 Part 2 made amendments to The Mental Capacity Act
2005(MCA) by the intorduction of deprivation of liberty safeguards(MCA Dols)
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Section 93 Education & Inspection Act 2006
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Section 45 Violent Crime Reduction Act 2006
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Use of Force Guidance April 2012 ( England)
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National Minimum Standards Sept 01 2011 ( England – Residential Special
Schools and Children’s Homes)
This updated guidance replaces and supersedes DCSF Use of Force Guidance
issued August 2011.
Key points:
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School staff have a legal power to use force and lawful use of the power will
provide a defence to any related criminal prosecution or other legal action.
Suspension should not be an automatic response when a member of staff has
been accused of using excessive force.
Senior school leaders should support their staff when they use this power
All members of school staff have a legal power to use reasonable force.
This power applies to any member of staff at the school. It can also apply to people
whom the head teacher has temporarily put in charge of pupils such as unpaid
volunteers or parents accompanying students on a school organised visit.
Schools can use reasonable force to:
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remove disruptive children from the classroom where they have refused to follow
an instruction to do so
prevent a pupil behaving in a way that disrupts a school event or a school trip or
visit
prevent a pupil leaving the classroom where allowing the pupil to leave would risk
their safety or lead to behaviour that disrupts the behaviour of others
prevent a pupil from attacking a member of staff or another pupil, or to stop a fight
restrain a pupil at risk of harming themselves through physical outbursts.
Schools cannot use force as a punishment - it is always unlawful to use force as a
punishment.
Every school is required by law to have a behaviour policy and to make this policy
known to staff, parents and pupils. The management committee should notify the
Head that it expects the school behaviour policy to include the power to use
reasonable force.
It is good practice to set out in the behaviour policy, the circumstances in which force
might be used.
Any policy on the use of reasonable force should acknowledge their legal duty to
make reasonable adjustments for disabled children and children with special
educational needs.
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It is good practice for schools to speak to parents about serious incidents involving
the use of force and to consider how best to record such serious incidents.
It is up to schools to decide whether it is appropriate to report the use of force to
parents.
Criteria for a serious incident
In deciding what a serious incident is, teachers should use their professional
judgement and also consider the following:
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the pupil’s behaviour and level of risk presented at the time of the incident
the degree of force used
the effect on the pupil or member of staff
the child’s age
Pupil complaints
When a complaint is made the onus is on the person making the complaint to prove
that his/her allegations are true – it is not for the member of staff to show that he/she
has acted reasonably.
Suspension must not be an automatic response when a member of staff has been
accused of using excessive force.
Suspension
If a decision is taken to suspend a teacher, the school should ensure that the teacher
has access to a named contact who can provide support.
Governing bodies should always consider whether a teacher has acted within the law
when reaching a decision on whether or not to take disciplinary action against the
teacher.
As employers, schools and local authorities have a duty of care towards their
employees. It is important that schools provide appropriate pastoral care to any
member of staff who is subject to a formal allegation following a use of force incident.
Unacceptable Risk
A panel of experts identified that certain restraint techniques presented an
unacceptable risk when used on children and young people. The techniques in
question are:
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the ‘seated double embrace’ which involves two members of staff forcing a
person into a sitting position and leaning them forward, while a third monitors
breathing
the ‘double basket-hold’ which involves holding a person’s arms across their
chest.
the ‘nose distraction technique’ which involves a sharp upward jab under the
nose.
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Search for Weapons and Prohibited Items
Reasonable force may also be used in exercising the statutory power, introduced
under section 45 of the Violent Crime Reduction Act 2006 (and re-enacted by Section
242 of the ASCL Act 2009), to search pupils without their consent for weapons.
Head teachers and authorised staff can use force as is reasonable given the
circumstances to conduct a search for the following prohibited items1: knives and
weapons, alcohol, illegal drugs, 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.
Parents and Positive Handling Plans (PHP’s)
Schools need to develop Positive Handling Plans for Individual pupils assessed as
being at greatest risk of needing restrictive physical interventions in consultation with
the pupil and his or her parents.
Such plans would include strategies to prevent and deal with any recurrence of
behaviour that could lead to the use of force.
Policy and Practice
Head teachers must ask parents to sign a Home School Agreement (HSA) when
their child joins the school. By signing the HSA parents will be indicating their
agreement with the School Behaviour Policy (SBP).
The SBP is expected to set out the circumstances in which force might be used on a
child, it should be made clear to the parent that, in signing the HSA, they are
acknowledging the school’s power to use reasonable force on their child in the
circumstances described in the policy.
Records
Services should keep an up to date record of staff who are trained in positive
handling
Leadership teams are advised to assess the frequency and severity of incidents
requiring the use of force
It is good practice for the management committee to monitor incidents where force
has been used. The Head and senior managers have an important role in reporting
such incidents to the management Committee.
Record Keeping and Responsibilities
"The behaviour of some individuals presents a hazard to themselves and others. In
settings which cater for individuals who exhibit hazardous behaviours, records serve
a number of purposes:
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They can be an invaluable aid to risk assessment and risk reduction by
communicating information about known hazards.
They can provide evidence of poor and preferred practice to help managers target
training.
They can direct managers towards improving the quality of the guidance they provide
for staff.
They can expose malpractice and protect staff against false allegations.
Employers who fail to establish effective recording and reporting systems to protect
children, young people, vulnerable adults and staff are in breach of their statutory
duties under Health and Safety legislation.“
Legal Justification to use RPI
The use of force is likely to be legally defensible when it is required to prevent:
• self-harming
• injury to other children, service-users, staff or teachers
• damage to property
• an offence being committed
• in school settings, any behaviour prejudicial to the maintenance of good order and
discipline within the school or among any of its pupils
Restrictive physical interventions can be employed to achieve a number of different
outcomes:
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to break away or disengage from dangerous or harmful physical contact initiated
by a service user
to separate the person from a ‘trigger’, for example, removing one pupil who
responds to another with physical aggression
to protect a child or service user from a dangerous situation – for example, the
hazards of a busy road
It is helpful to distinguish between:
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planned intervention, in which staff employ, where necessary, pre-arranged
strategies and methods which are based upon a risk assessment and recorded in
care plans
emergency or unplanned use of force which occurs in response to unforeseen
events
Elevated levels of risk are associated with:
the use of clothing or belts to restrict movement
holding someone who is lying on the floor or forcing them onto the floor
any procedure which restricts breathing or impedes the airways
seclusion, where an adult or child is forced to spend time alone in a room against
their will
extending or flexing the joints or putting pressure on the joints
pressure on the neck chest abdomen or groin areas
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Important Definitions
Seclusion: Forced to spend time alone against will (requires statutory powers other
than in an emergency)
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
The Team Teach training slides are useful reminders of principles and practice
and should be read in conjunction with the Behaviour Policy (the
slides/presentation are available upon request).
Other Agencies
Given the wide spectrum of BESD we deal with, liaison with and recourse to other
agencies is critical. PRU staff need to work with colleagues from Social Care and
Health, Youth Offending Service, CAMHS and other agencies to address the often
complex needs of our pupils. Where a pupil is causing particular concern and it is felt
that a wider examination of their needs is required, staff can consider initiation of a
Family CAF.
Equal opportunities
Our equal opportunities policy states our aims as being:
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A safe and welcoming teaching and learning environment where there is respect
for oneself and others
To encourage all pupils to develop a positive self-image.
Ensure the curriculum meets the needs of and has equal opportunities for all
pupils to secure their highest achievement
To promote understanding and acceptance of others whatever their ability, belief,
ethnic origin, gender, age, race, sexual orientation, disability or social background
To enhance awareness amongst all members of our school community of the
many faces of discrimination and the need to prevent it.
To prepare our pupils to help develop a society which respects diversity of human
experience and promotes equality of opportunity.
The essence of an equal opportunities policy is echoed in a behaviour policy in that
respect for others is crucial. The process of developing an awareness of self and self
in relation to others is at the heart of our teaching – equal opportunities and
goodbehaviour stem from this process. All lessons, no matter what the subject, have
this underlying organising feature. It will be apparent to staff that respect for others
can only be learnt where pupils are themselves treated with respect and good
attitudes and behaviour towards others are modelled by adults.
Incidents of racially motivated aggression (physical or verbal) should be recorded on
the incident form and should be reported annually to the LA.
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Bullying
"Persistent, offensive, abusive, intimidating or insulting behaviour, abuse of power or
unfair penal sanctions which makes the recipient feel upset, threatened, humiliated or
vulnerable, which undermines their self-confidence and which may cause them to
suffer stress" MSF Union, 1994
In our setting, bullying is an issue that is likely to be prevalent. Because of the nature
of BESD, pupils may well have complex attitudes towards the expression personal
power. Many of our pupils are likely to have experienced bullying from both
perspectives i.e. they can be victims at times and perpetrators at others. Again,
addressing these issues must begin with the teaching and learning which takes place
at the Pupil Referral Unit, respect for others once more being central.
All our pupils need to feel safe within the school environment and staff need to be
vigilant in spotting and preventing potential bullying. Equally, staff need to take action
to deal with pupils who are bullying others. Such actions, whilst always containing a
core element of cognitive and emotional development, may well entail sanctions and
negative consequences for pupils who bully others. Sanctions to be used should be
the same as those employed for other forms of rule breaking.
Conclusion
This document is designed to give guidance to staff so that they and our pupils can
work together in as safe and orderly an environment as possible. If all staff are
consistent in the application of the principles and actions contained in the policy, we
will have gone a long way to meeting this aim.
The following documents referred to in this policy are available on request
• Pupil Behaviour Log
• Serious Incident Report Form
• Physical Intervention Report Form
• Risk Assessment Pro-forma
Date:
January 2013
Date approved by Management Committee:
28 January 2013
Signature of Chair of Management Committee:
To be reviewed:
Annually
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