At Maple Cross School, our management of behaviour approach follows the Hertfordshire Therapeutic Thinking (previously known as STEPs) behaviour model, the local authorities’ preferred approach to supporting positive behaviour. The Therapeutic Thinking approach forms part of the authority’s behaviour strategy and has been agreed through the SEND Executive.
Inclusion
At Maple Cross, we apply an inclusive model that accepts that children have individual behaviour needs. Where students have a significant difference to their peers, we accommodate this through scaffolding. At Maple Cross School, we believe that true inclusion is providing each child the tools and experiences they need to feel content and regulated. This provision will look different for each classification of behaviour.
When scaffolding provision, teaching staff need to refer to the model above considering the following:
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The feelings of all children when teaching valued behaviour. Always consider ways to create positive feelings for all.
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Children who find it hard to demonstrate consistent valued behaviour need a nurturing approach based on relationships with trusted adults and time/space for regulation.
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To be aware that not all difficult and dangerous behaviour is external. To look for signs of internalising behaviours which are harder to identify.
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Very few children would be considered dangerous (red). These children need carefully created behaviour plans and personalised support from a trusted adult.
Promoting ‘valued’ behaviour
The school aims to prevent or minimise detrimental (anti-social) behaviour by providing the children with positive memorable learning experiences. We understand that all behaviour is a form of communication and is about making choices. Children need to learn responsibility for their behaviour like they learn any other area of the curriculum. To help the children develop successfully we need to create a school culture that encourages responsibility and promotes valued behaviour choices. Below are examples of how we will do this:
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Develop positive and trusting relationships built on mutual respect
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Always greet the children positively and consistently
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Create and nurture positive classroom culture where all feel a sense of belonging
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Reflect on and celebrate valued behaviours
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Provide carefully resourced/scaffolded learning that all children can access
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Provide a well organised and accessible learning environment
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Provide quality learning opportunities through an engaging curriculum
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Provide regular and genuine encouragement and constructive feedback
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Build and maintain positive relationships with families
Planning for behaviour At Maple Cross
At Maple Cross school, detrimental behaviour is defined as either disengaged (green), difficult (orange) or dangerous (red). We believe it is important to define and analyse behaviour based on facts and evidence, removing emotional and personal view points.
We take a preventative approach to the management of behaviour through in-depth planning. Pupils identified as having difficulty making positive choices or as having special educational needs will receive the support that is required to help them achieve the best possible educational, social and emotional outcomes. When behaviour moves from ‘disengaged behaviour’ to ‘difficult or dangerous behaviour’ concerns are raised by class teachers, these are brought to the attention of the schools’ Therapeutic Thinking tutors who arrange a collaborative meeting to plan using behaviour analysis documents (see appendices)
Responding to behaviour
Responding to disengaged behaviour
When responding to persistent disengaged behaviour (low-level behaviour) At Maple Cross JMI, we follow the structures as outlined in Appendix 8.
Responding to difficult behaviour
Difficult behaviour is defined as children who are unable to self-regulate within their learning environment despite quality first teaching, high levels of differentiation, reasonable adjustments and strong relationships. This behaviour may cause disruption but does not pose a threat to the safety and well-being of themselves or others. At Maple Cross, we use our positive behaviour management process (removing the focus from detrimental behaviour and giving focus to valued behaviour).
Responding to dangerous behaviour
Dangerous behaviour is defined as children who are unable to self-regulate within their learning environment despite quality first teaching, high levels of differentiation, reasonable adjustments and strong relationships. This behaviour causes significant disruption and poses threat to the safety and well-being of themselves or others. Dangerous behaviour must NEVER be dis-empowered. De-escalation approach MUST be adopted (or variations from individual risk reduction plans).
Consequences, restore and repair
At Maple Cross JMI and Nursery School, we always aim to use a fair process and our responses to difficult and dangerous behaviour should involve building relationships, repairing harm and restoring well-being. Although we teach the children that there are natural consequences to behaviour, we also make it clear that educational or protective consequences are necessary sometimes to manage behaviour. All teaching staff, with guidance from the Maple Cross Behaviour Ladder document, will use their professional judgement when deciding on the necessary consequence.
When establishing consequences, we try to ensure that the outcomes relate to the behaviour demonstrated. Some behaviours require a protective consequence but it is essential that there is always an educational consequence. Educational consequences provide the student with the skills and incentives to behave differently faced with the same set of circumstances reoccurring and also strategies to be put in place to ensure any missed learning is addressed. Sometimes a protective consequence is needed immediately until we have been successful with our educational consequences. Protective consequences are solely actions to ensure no further harm occurs in the short term.
The Maple Cross Behaviour Consequence Guide supports teachers in setting consistent consequences. However, all behaviour presented is unique to the child and circumstance so set consequences are not always appropriate and teachers must use professional teacher judgment when allocating the most appropriate consequence.
Recording Behaviour
All behaviour defined as difficult or dangerous must be recorded through the schools CPOMs system by the adult directly involved (with support from the class teacher where appropriate). For disengaged behaviour (persistent low level behaviour) recording on CPOMs is not mandatory, however, class teachers must consider whether the behaviour needs to be logged on CPOMS as part of providing a wider picture for a particular child. Class teacher discretion is advised.
Exclusions
In extreme or severe incidents of inappropriate behaviour, the Headteacher may exclude pupils permanently or a fixed period. (See main policy for further details)
