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Challenging behaviour

Provision and / or strategies:

  • Give a consistent message but flexible approach, e.g.’ I want you to be in class learning’ is the consistent message; the approach to support this happening may vary or be flexible depending on individual needs.
  • Ensure that reasonable adjustments are made such that we differentiate for social, emotional and mental health needs in the same way that we differentiate for learning.
  • Ensure learning needs are being met.
  • Understand the basis for the behaviour e.g. what is the history/context?
  • Continue to implement strategies that are reassuring.
  • Offer clear guidance – explicit messages letting the pupil know what is expected of them..
  • Offer a ‘Get out with Dignity’ clause letting the pupil leave the situation.
  • Monitor so that you have a good understanding of the frequency and location of triggers – frequency charts; STAR observation sheet; ABCC observation sheets; informal observations can be carried out to inform understanding.
  • Understand that behaviour is a method of communication e.g. what purpose is the behaviour trying to achieve for the child or young person (CYP)? What are they trying to tell us with their behaviour/ is there an unmet need? Help the CYP learn to substitute other, more acceptable, behaviours.
  • Devise a risk management plan which includes pro-active strategies, early interventions to reduce anxiety/harm and reactive strategies to ensure a consistent approach.
  • Use reintegration plans to support the CYP in returning to full time schooling.  A gradual reintegration is most effective.
  • Employ a clear plan of action, agreed with parents with regard to physical intervention (schools do not need parental permission to use reasonable force on a pupil).  A risk assessment must be in place if the CYP is causing a risk.
  • Use choices to allow the CYP some control with the same end result e.g. “Would you like to talk to me now or in 1 minute?”
  • Teach the CYP different ways to get their needs met, such as developing social skills or strategies to self-regulate emotional states.
  • Use readiness to learn strategies and routines, for example, ater breaks or between tasks.
  • Consider the impact of the timetable and how you prepare CYP for transitions.
  • Plan for transition between year groups / phases of education, including ‘what works well’ in terms of in class differentiation and support professionals meeting to unpick the behaviour.
  • Communicate effectively with home/family e.g. what is going on at home, another agency’s involvement?
  • Raise the need for use of a Pastoral Support Plan with your SENCO/Inclusion Lead if a CYP shows regular episodes of challenging behaviour, or persistent disruptive behaviour or is at risk of exclusion.
  • Discuss the need for getting advice from the Fair Access Team, Educational Psychology Service, Learning Behaviour and Advisory (LBAT) and Autism and Social Communication (ASCT) teams if difficulties persist.
  • Ensure that advice is consistently implemented and analysed and reviewed for effective impact.
  • Review individual plans regularly: they may have changed, or you may be able to contribute.
  • Ensure there is a whole school consistent approach to support the CYP’s individual strategies.

Last updated 3 September 2020

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