How We Support Positive Behaviour

1. Understanding Each Child 

We take time to really know each pupil:

• Detailed assessments of communication, sensory needs and learning styles
• Person-centred planning that puts the child at the heart
• Regular observations to understand patterns and triggers
• Close partnership with families who know their child best
• Input from therapists when required

We create individual positive support plans that include:

• What the child enjoys and finds calming
• Early warning signs that they're becoming distressed
• Strategies that work for this specific child
• How we'll respond if they need support
• Sensory strategies tailored to their needs

2. Creating a Predictable, Calm Environment

Our pupils thrive on routine and consistency:

• Visual timetables and schedules for every child
• Clear, consistent routines throughout the day
• Preparation for any changes or transitions
• Calm, organised classrooms with defined areas
• Reduced sensory overload (lighting, noise, visual clutter)

We use environmental adaptations:

• Sensory rooms and calm spaces
• Quiet areas for regulation
• Appropriate seating and positioning
• Visual support throughout the school
• Access to sensory equipment and resources

3. Proactive Sensory Support

We recognise that sensory needs drive a lot of behaviour:

• Sensory profiles for pupils if needed
• Sensory input built into daily routines
• Access to sensory circuits and movement breaks
• Individualised sensory resources if identified
• Regular input from our SI- SALT when needed.

We understand that:

• Some pupils need sensory input to stay regulated
• Others need protection from sensory overload
• Sensory needs change day by day, even hour by hour
• Meeting sensory needs prevents distress and challenging behaviour

4. Total Communication Approach

We meet each child where they are:

• We use multiple communication methods: speech, signing (Makaton), symbols, photos, objects of reference,  AAC devices
• We give pupils time to process and respond
• We respect all forms of communication, including behaviour
• We teach and model communication throughout the day
• We celebrate every communication attempt

We help pupils communicate their needs:

• Choice-making opportunities throughout the day
• Visual supports for expressing feelings
• Access to communication aids at all times
• Staff trained in alternative communication methods

5. Positive Behaviour Support 

Our approach is based on PBS principles:

• Understanding the function of behaviour (what is the child trying to achieve?)
• Teaching alternative, appropriate ways to meet that need
• Reinforcing positive behaviour and communication
• Adapting the environment to reduce triggers
• Building on strengths and interests

We focus on:

• What we want children to do (not just what we don't want)
• Teaching new skills, not just stopping behaviour
• Quality of life and wellbeing, not just compliance
• Long-term positive outcomes

6. Team Teach Approach

All our staff are trained in Team Teach, which provides:

• Positive handling strategies as a last resort
• De-escalation techniques to prevent crisis
• Understanding of anxiety and the escalation cycle
• Risk assessment and risk management
• A focus on prevention and positive relationships

We only use physical intervention when:

• A child or others are at risk of harm
• All other strategies have been tried
• It's the least restrictive option
• It's in the child's best interests
• It's recorded and reviewed

Use of physical intervention is:

• Documented in detail
• Reported to parents/carers the same day
• Reviewed by senior leaders
• Used to inform future support planning
• Part of ongoing risk assessment

7. Celebrating Success

We recognise and celebrate every achievement:

• Verbal praise and encouragement appropriate to each child
• Visual reward systems (stickers, charts, photos)
• Sensory rewards (favourite activities, items, experiences)
• Sharing successes with families daily
• Celebration assemblies
• Recognition of effort, progress and small steps

We celebrate:

• Communication attempts
• Engagement in activities
• Positive interactions with others
• Self-regulation
• Trying new things
• Individual progress, however small

Supporting Pupils when they are dysregualted

When a pupil becomes dysregulated we:

1. Stay calm and reassuring

• Use a calm voice and body language
• Give the pupil space if needed
• Remove demands temporarily
• Offer comfort in ways the child finds helpful

2. Use known strategies

• Follow the child's positive support plan
• Use their preferred calming strategies
• Offer sensory support
• Use their communication methods

3. Keep everyone safe

• Remove potential hazards
• Move other pupils if needed
• Use Team Teach strategies if necessary
• Call for additional support, if needed

4. Help the pupil recover

• Give time and space to calm
• Offer preferred activities or sensory input
• Re-establish connection gently
• Return to routine when ready

5. Learn and adapt

• Record what happened and what helped
• Identify triggers and early warning signs
• Update support plans
• Share learning with the team and family