Last reviewed: Not actually reviewed
This policy outlines the expectations for behaviour within our college community.
Communication Specialist College Doncaster aims to create a calm, positive and safe learning environment, which encourages good social behaviour and respect for self and others. Our goal is to create a safe, respectful, and inclusive environment where all students can thrive.
We utilize CPOMs to systematically record and monitor student behaviours. All staff members are thoroughly trained to understand and effectively use the system. The collected information is then used to take appropriate actions and provide additional supportive interventions.
• Promote positive behaviour and mutual respect.
• Ensure a consistent approach to behaviour management.
• Support all students to achieve their full potential.
• Recognise and reward positive behaviour.
• Students: Respect others, follow college rules, and take responsibility for their
actions.
• Staff: Model positive behaviour, implement the behaviour policy consistently, and
support students in meeting expectations.
• Parents/Guardians: Support the college behaviour policy and work collaboratively
with staff to address behavioural issues where appropriate.
• Inclusive Practices: Adaptations to teaching methods and the learning
environment to meet the needs of students, implementing behaviour plans and
strategies.
• Collaboration: Working cohesively across the college with internal and external
agencies and specialists to provide additional support where necessary.
• Use of Individual Positive Behaviour Plans: Tailored plans for students who
require additional support to manage their behaviour. These plans include specific
targets, strategies, and regular reviews with the staff team and the student where
possible.
• Focus meeting – meetings are structured sessions aimed at addressing and improving student behaviours, focus meetings help create a collaborative environment where staff teams identify specific behavioural issues and develop strategies to support positive changes.
• Positive Reinforcement: Use of praise, visual rewards, and other personalised
rewards to encourage positive behaviour.
• Monitoring, Evaluation and Review: Regular monitoring of behaviour plans to
assess progress and make necessary adjustments, students to be fully informed
at every review. Any changes to plans will be disseminated to the staff teams. It is
the responsibility of all members of staff to ensure they have read and understand
these plans. Wherever possible students will be involved in and take ownership of
the development and evaluation of their behaviour strategies. The behaviour
management team will allocate the most appropriate member of staff to work
alongside a student to support them implement their plan.
Examples Effective behaviour management strategies are essential for creating a positive and productive learning environment.
Clear Expectations and Rules
• Establish clear, concise rules and expectations from the beginning.
• Involve students in creating the rules to ensure they understand and buy into them.
Consistent Routines
• Develop and maintain consistent daily routines to provide structure.
• Predictable routines help students feel secure and understand what is expected ofthem
Positive Reinforcement
• Use praise and rewards to reinforce positive behaviour.
• Specific and sincere praise can boost self-esteem and encourage desired behaviours.
Modelling Behaviour
• Demonstrate the behaviour you expect from students.
• Role-playing scenarios can help students understand and practice appropriate behaviour.
Active Engagement
• Keep students engaged with interactive and varied teaching methods.
• Engaged students are less likely to exhibit disruptive behaviour.
Proactive Classroom Management
• Anticipate and address potential disruptions before they escalate.
• Use seating arrangements and classroom layout to minimise distractions.
• Use classroom support to manage the environment.
Restorative Practices
• Encourage students to take responsibility for their actions and repair any harm causedwith support where needed.
• Restorative conversations can help resolve conflicts and build a positive classroom community.
Self-Regulation Techniques
• Teach students self-regulation strategies to manage their emotions and behaviour.
• Techniques such as deep breathing, mindfulness, and reflection can be effective.
• Share techniques with the core team around the student.
Consistent Consequences
• Apply consequences for inappropriate behaviour consistently and fairly.
• Ensure that students understand the consequences of their action.
Building Relationships
• Foster strong, positive relationships with students.
• Show genuine interest in their lives and provide support and encouragement.
Credit System:
• Points-based system where students earn points for good behaviour, which can be exchanged for rewards.
Celebration:
• Regular celebrate and recognize students’ achievements and
positive behaviour.
Physical Intervention and Prevention
Policy Statement
Our college is committed to ensuring the safety and well-being of all students and staff. Physical intervention will only be used as a last resort when all other strategies have been exhausted and there is an immediate risk of harm to the student or others.
Guiding Principles
• Prevention First: Emphasis is placed on proactive strategies to prevent the need for physical intervention. This includes creating a positive college environment, implementing effective behaviour management strategies as stated above, and providing the right support for students with challenging behaviours.
• Least Restrictive: Any physical intervention used must be the least restrictive option necessary to ensure safety.
• Respect and Dignity: All interventions must be conducted with respect for the student’s dignity and rights.
When Physical Intervention May Be Used
• To prevent imminent harm to the student or others.
• To prevent significant damage to property
• When a student is at risk of harming themselves.
Types of Physical Intervention (PRICE principles)
All staff are trained to use PRICE this aims to minimise the use of restrictive interventions by promoting primary, secondary, and non-restrictive tertiary strategies, such as de-escalation and diversion.
Physical restraint that may be use as a last resort are.
• Guiding and Escorting: Using minimal physical contact to guide or escort a student to a safer location.
• Restraint: Using physical force to restrict a student’s movement, only when absolutely necessary and for the shortest duration possible.
. Training and Support
• Staff Training: All staff involved in physical intervention will receive appropriate training in safe and effective techniques, as well as de-escalation strategies.
• Ongoing Support: Staff will have access to support and supervision following any incident involving physical intervention.
. Documentation and Review
• Incident Reporting: All incidents involving physical intervention must be documented promptly and accurately, this is documented on the CPOMs systems and is reviewed by the positive behaviour manager.
• Review and Reflection: Each incident will be reviewed to identify any lessons learned and to adjust behaviour management plans as needed.
Please refer to the exclusion of Students policy for further guidance on college exclusion procedures.
Recording Procedures
All incidents involving physical assault, personal injury, major damage to property or other matters of a serious nature, along with sanctions applied, are to be recorded on an Incident Report Form.
For guidance on recording procedures, see attached flow chart.
• For incidents of bullying please refer to the anti bullying and harassment policy
• For incidents of safeguarding please refer to the safeguarding policies
Parental Involvement
The College encourages parents and carers to support their students. The College will aim to notify parents and carers of any concerns or incidents relating to behaviour as quickly as possible*.
*Students who are under the age of eighteen and those who are considered vulnerable. *Students over eighteen who allow staff to speak to parents and carers.
Other Associated Policies
This policy should be read in conjunction with the antibullying and safeguarding policies.