Epic Learning. Behaviour for Learning, Sanctions and Interventions Policy

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1 Epic Learning Behaviour for Learning, Sanctions and Interventions Policy

2 Introduction At Epic Learning, we aim to do more than simply manage poor behaviour: we aim to modify it. All staff members are skilled and experienced in working with complex young people and receive regular supervision and coaching on strategies not only to help young people with specific behaviours but also come up with individualised behaviour approaches. Every young person is allocated to a key worker. We endeavour to support young people through difficult times but also create a safe environment where they can be challenged on some of the negative or distracting behaviours that may have been a problem in their past. To achieve this we partner with other agencies and health professionals as well as working with families to support them as well as their children. Our policy is based on the premise that: Each student has the right to learn Each teacher/youth worker has the right to teach/facilitate without interruption Every parent has the right to information about their child s behaviour and to work in partnership with the school to encourage high standards Each participant in this partnership needs to be aware of these standards Every student is equal and should be treated as such at all times by all members of the school community Every staff member is equal and should be treated as such at all times by all members of the school community 1

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4 The Three Rs of Expected Behaviour - being an Epic Learning Ambassador Ready to Learn Respecting self and Remaining Safe others (everyone present) Arrive on time Avoid conflict No cigarettes and lighters, drugs or alcohol Be fully equipped (equipment and resources can be kept at school securely) Listen to and respond to all staff in the building Stay on task and allow others to do so No discriminatory remarks No swearing or cussing Care about each others' belongings and feelings Keep hands, feet and objects to yourself No running, pushing or acting dangerously Move around building in an orderly fashion Do not disrupt lessons or sessions of any type Follow instructions first time and every time No eating or drinking or gum in lessons or in the transition between No bullying or fighting No litter, vandalism, graffiti or spitting - take responsibility for clearing up No electronic devices in lessons Students must accept responsibility for their own actions and expect that unacceptable behaviour will always be challenged. We hope to create firm discipline within a positive caring atmosphere and develop supportive relationships between students and staff. We believe that students need and welcome the security of clear boundaries and expectations. It is important that 3

5 rules, procedures and sanctions are clearly understood and modelled by all members of the school community. We recognise that there needs to be some flexibility in the use of sanctions to take account of individual circumstances. Following the signing of behaviour contracts and expectations around conduct being made explicit during the student induction period; our sanctions and rewards system exists to hold young people to account for their behaviour when it falls short of our high expectations. Learners are always given an opportunity to make amends for any harm they have caused and make a fresh start when they have done so. Sanctions/consequences provide public recognition that certain behaviour is unacceptable or inappropriate, and help students to develop a sense of right and wrong. They should be applied sparingly and consistently. Key Epic Learning staff have received BILD accredited training in physical intervention. Physical interventions are used as infrequently as possible, are only employed in the best interest of students, and when physical interventions are used everything possible is done to prevent injury and to maintain dignity for all concerned. Physical interventions need to be student specific, integrated with other less intrusive approaches, and part of an approach to reduce risk, when needed. They must not become a standard way of coping, as a substitute for training in people related skills. There are three main types of physical intervention: Direct physical contact between a member of a staff and a student. Examples include holding another person by the arm to stop self-harm, using manual guidance to stop a person wandering into the road, or two people each holding a person and guiding him or her to a seat, if agitated. The use of barriers to limit freedom of movement, for example placing door catches beyond the reach of service users. Materials or equipment which restricts or prevents movement. Examples include using a splint to limit the movement of an arm or leg. 4

6 There is a common misconception that any restrictive physical contact during the course of educational delivery is unlawful. The reality is that where necessary, reasonable force can be used to control or restrain people at risk or posing a risk to others, in a pre-agreed manner. However the law does forbid a member of staff from using any degree of physical contact which is deliberately intended to punish, or primarily intended to cause pain, injury or humiliation. The safety of staff during physical interventions is of equal importance to the best interests of students, and both take priority over the care of property which can be replaced. Policy date: February 2013 Policy author and title: Vicki Harrison-Carr Policy review due date: January 2014 Policy to be reviewed by: Vicki Harrison-Carr Policy revised: 3/12/2013 Policy revised by: Vicki Harrison-Carr Policy revised: October 2015 Policy to revised by: Vicki Harrison-Carr Policy review due date: October 2016 Policy to reviewed by: Vicki Harrison-Carr 28/09/16 Policy review due date: September