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Local offer Tools for Schools

What is Tools for Schools? How can the Inclusion Framework and OAIP support my setting?

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  1. Home
  2. SEND toolkit
  3. Ordinarily Available Inclusive Practice (OAIP)
  4. Section 2: Ordinarily available support for children and young people in mainstream settings
  5. Communication and interaction (ordinarily available)
  6. Physical outbursts causing harm to others and/or to self and/or damage to property

Physical outbursts causing harm to others and/or to self and/or damage to property

Provision and / or strategies

  • Share clear expectations, using positive language, that reflects the school / settings ethos.
  • Use verbal and visual reminders. All staff should be consistent in how they support children to remember and follow these expectations.
  • Consider the use of a script which is understood and used by all appropriate adults.
  • Use a consistent approach to support the child / young person in distress with “reasonable adjustments” to support individual needs.
  • Continue to implement strategies that are reassuring and acknowledge the child / young person’s emotions.
  • Anticipate the trigger and use distraction to avoid physical interactions.
  • Offer clear guidance – explicit messages letting the pupil know what is expected of them.
  • Offer a ‘get out with dignity’ choice letting the child / young person leave the situation.
  • Model the use of alternative strategies to express feelings of anger or frustration.
  • Monitor so that you have a good understanding of the frequency and location of triggers – frequency charts; STAR (Situation, Trigger, Actin, Response) observation sheet; ABCC (Antecedent, Behaviour, Consequence, Communication) observation sheets. Informal observations should be carried out to analyse incidents, develop understanding and plan for adjustments according.
  • Change the adult supporting the child or young person as part of a planned approach. Ensure that this is seen as a positive and effective strategy.
  • Ensure all adults are aware of the processing and responding time needed by the child / young person and that this is taken into account before any type of discussion or reflection takes place.
  • Encourage two-way communicate with families about what might be happening at home (e.g. divorce, bereavement, illness) and strategies that work/don’t work and relaying this information to staff.
  • Put preventative strategies in place, e.g. avoiding high arousal situations such as busy corridors.
  • Arrange a low arousal area / reflection area, chosen in agreement with the child / young person.
  • Implement a risk management plan which includes pro-active strategies, early interventions to reduce anxiety/harm and reactive strategies to ensure a consistent approach.
  • Implement a clear plan of action, agreed with parent carers, with regards to physical intervention. A Risk Assessment must be in place if the child / young person is causing a risk.
  • Parent carers and staff should have access to the settings inclusion and behaviour management policy.
  • Consider the use of a Pastoral Support Plan. Ensure it is read and implemented and feedback given to pastoral lead.

Last updated 3 November 2021

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