Behaviour Regulation

Purpose & Scope

Our specialist assessment and intervention Hubs are neuro-affirming havens for students who have experienced educational crisis due to undiagnosed/unmet special educational need. Most of our students will be neurodivergent. Most will have an Educational Healthcare Plan or be undergoing statutory assessment of need. And all of our students have experienced some degree of school based anxiety, avoidance and/or trauma. We know that, for many of our students, their communication difficulties, sensory impairment, sensory processing difficulties and mental health issues can lead to some form of behaviours of distress at some point during a typical school/college day, week, month, or year. For some students, communication and interaction difficulties can also lead to peer misunderstanding that can quickly escalate into behaviour of distress or behaviour that might cause distress to others.

​

This policy seeks to provide staff and other key stakeholders with clear guidelines as to how behaviour is understood and how behaviours of distress are managed in our assessment and intervention Hubs. A shared understanding and a consistent approach amongst all staff are essential to upholding our values, ensuring our students feel safe, and providing the best possible support for them. The attitudes, perceptions and values of the staff working with our students will have a significant effect on the incidence of behaviours of distress and the effectiveness of how they are managed. 

  

The SENse approach underpins all our thinking and practice. It is an approach to special educational needs that is trauma-informed, person centered, and therapeutic. It adopts relational behaviour management theory and fosters autonomy, authenticity and independence. The SENse approach is based upon all our indisputable rights to be:  

 

• Treated with dignity, respect and compassion  

• Valued  

• Listened to  

• Supported to have the best quality of life possible  

• Empowered to make choices and decide on how they want to live their life.  

  

This policy should be read in conjunction with the following policies:   

• Safeguarding 

• Restrictive Positive Handling Policy  

• Staff Code of Conduct 

• SEN Policy 

• Safeguarding Policy  

• Online Safety Policy  

 

This policy takes account of guidance published by Department of Education in February 2024.   

​

Scope of Responsibilities​​

Staff responsible for implementing and adhering to this policy includes: 

  

SENCOs  

Hub Managers  

Teachers  

Pastoral assistants  

Professional partners  

 

The above staff have a responsibility to meet need and understand behaviours of distress and behaviours that challenge.  All above staff are required to consistently implement this policy. All students, parents/carers and commissioners are required to agree to uphold the positive behaviour agreements (see Annex X). 

 

Leadership and Management

The senior leadership team responsible for positive behaviour management is:  

 

Claire Daniels (Director of SEN)  

Debbie Lynch (Hub Manager)  

 

To ensure the effective leadership and management of positive behaviour, the leadership team will:  

 

1. Ensure this policy is reviewed annually and incorporate/disseminate updates and changes into our core CPD offer  

2. Ensure new staff complete a programme of induction focused on implementing this policy  

3. Ensure all class-based staff receive training on de-escalation and positive behaviour management 

4. Ensure all class-based staff receive comprehensive briefing on new students ahead of joining The Hub  

5. Ensure students complete induction that includes (but is not limited to): behaviour audit; appropriate risk assessments; student profile; key worker meeting  

6. Ensure termly CPD includes behaviour focus consisting of review and reflection 

7. Ensure all statutory records relating to restraint/holds are completed to a high standard 

8. Ensure all staff are able to raise concerns and challenge in relation to student behaviour 

​

Definition of behaviours of distress/challenge

Within our Hub, we reject any language that blames or shames a student. We recognise that ‘behaviours of distress or challenge’ typically fall within the following categories:  

 

• Self-harm (e.g. head banging, biting)  

• Harm to others (e.g. hitting, pushing, punching, scratching, biting, throwing)  

• Damage to property (e.g. smashing equipment, ripping displays, forceful opening of doors)  

• Vocalisation (e.g. swearing, screaming, shouting)  

• Absconding  

 

  

These behaviours are considered to signal distress when they are of an intensity, frequency or duration as to impact on the quality of life and/or the physical safety of the young person or those around them.   

  

1. Causes of behaviours of distress:  

Behaviours of distress can often be perceived as a ‘problem’ to be treated, stopped or punished. This is not the case in our setting. Behaviours of distress in our Hub are nearly always a response to adverse environmental circumstances and serve a function.   

  

Behaviours of distress are not likely to occur when a young person has:  

 

2. Trusted communication  

The student has a trusted communication partner who honours total communication and their preferred method of communication. The student understands what is happening and is understood by those around them.  

 

3. Autonomy  

The student is doing things they have chosen to do or with people that they have chosen to be with. A fundamental principle in Hub attendance is that the student is choosing to attend.  

 

4. Wellbeing 

The student is healthy and not in pain or discomfort, including sensory discomfort.  

 

5. Authenticity  

The student is with others with whom they have positive, authentic relationships and can ‘be themselves’.  

 

6. Regulated  

The student feels comfortable and safe in the environment 

 

7. Engaged  

Is meaningfully engaged in tasks and activities that are interesting and appropriate to their age, ability and special educational need.   

  

Therefore, when behaviours of distress arise, young people are not to be blamed or punished for their behaviour.  

 

Instead, we must consider:   

 

• How the behaviour is serving a function for the individual; and  

• What the behaviour is communicating.  

  

We do this through utilising Positive Behaviour Support (PBS).  

  

It is important to note that we only seek to address the development of behaviours that support quality of life and we do not teach behaviours for the purpose of 'normalising' or ‘fitting in’ with societal expectations. This is not neuro-affirming practice. For example, self-stimulatory behaviour (‘stimming’) would not become a focus of intervention unless this severely impacted on quality of life for an individual.

​

Positive Behaviour Support

 

PBS is an intervention framework for supporting people with behaviours of distress. The framework enables support to be offered, which focusses on:  

 

• Enhancing the quality of life for the individual and others involved in their life;

• Developing an understanding of the behaviour based on an assessment of their social and physical environment;

• The full inclusion and involvement of the individual being supported, their family members and/or their advocate; and

• Developing, implementing and evaluating the effectiveness of a personalised system of support.  

  

PBS involves provision of a tiered system of support to facilitate a focus on prevention as well as response. The level of provision a student accesses is determined by the team of professionals supporting them in our setting. We call this team the Multi-Disciplinary Team (MDT) and it will involve the following professionals:  

 

• SENCO  

• Lead teacher  

• Pastoral Assistant  

• Educational Psychologist  

• Occupational Therapist

​

Tier 1 / Universal Support

Most of our time and energy needs to go into preventing behaviours of distress from happening through a universal level of support. This involves putting into place a range of proactive curriculum and environmental supports that are known to assist students in staying regulated (e.g. low arousal classroom environments, augmentative communication, minimal noise, structured teaching, visual supports, predictable routines meaningful tasks with appropriate level of challenge).  

​

This also involves being aware of things that can cause a young person to become dysregulated and could act as a trigger for behaviours of distress. In addition, we need to ensure that the curriculum that learners access covers the core/basic skills needed to prevent behaviours of distress.   

  

If/when Tier 1 intervention provides insufficient support, more targeted (tier 2) or specialist (tier 3) intervention should be provided. In such instances, assessment and support strategies should be person-centered and grounded directly in information/data that has been gathered about the person and their environment. This process, known as a ‘functional behaviour assessment’, begins with a systematic review of when, where, how and why a young person displays behaviours of distress.  

​​

​​

Tier 2 / Targeted Support

Tier 2 support is provided to reduce the frequency and intensity of behaviours of distress by providing focused, intensive, 1:1 and group-orientated intervention in situations where the behaviours occur. This usually involves a process of systematic data collection to enable the effective intervention programmes to be developed and reviewed.  

​​

​​

Tier 3 / Specialist Support

Tier 3 support is provided when the behaviours of distress are unlikely to be addressed at the first two tiers. Tier 3 involves provision of highly individualised behaviour support plans and includes specific protocols for responding to behaviours of distress. Tier 3 provision will often warrant large environmental adaptations such a 2:1 staffing support or the requirement of a quiet space when in crisis.   

  

It is important to note that the tiering system is not static, and the levels of provision needed will fluctuate. Half termly reviews of tiering support are undertaken by the SENCO, the Hub Manager and specialist teaching staff at each setting.

​​

​​

Positive Behaviour Support Plans

When a pupil/learner joins The Hub, a Risk Assessment for Behaviours of Distress is undertaken. Where this highlights a risk(s) that needs mitigating, a Positive Behaviour Support plan (PBS plan) is developed and implemented. PBS plans define a behaviour of distress and highlight what the causes/triggers are believed to be. Proactive intervention strategies are laid out alongside the skills that should be taught to enable non harmful behaviour and behaviour that will support quality of life. The plans also include strategies for managing/reacting to the behaviour of distress when it occurs. In every plan, the strategies to prevent the behaviour from occurring outweigh the strategies for reacting to the behaviour. As outlined in our Restrictive Physical Intervention Policy, the use of physical intervention will only ever be incorporated into behaviour support plans in instances where behaviours of distress present an immediate and clear risk to keeping everyone safe.   

  

All PBS plans are reviewed “as and when” needed, but at least termly. The responsibility for the creation and review of PBS plans rests with the SENCO and Hub Manager and should be completed upon admission. Risk assessments of behaviours of distress, and corresponding PBS plans, are also undertaken and developed immediately following any incidents that cause or had the potential to cause injury or distress.  

  

Whilst not all pupils/learners have PBS plans in place, all have Individual Learning Plans, to help staff meet individual needs and support quality of life. This reflects our primary approach to preventing behaviours of distress.

​​

​​

Training and supporting staff

All new class based staff in our settings follow a structured induction programme, focused on The SENse Approach. This includes a competency framework that provides a basis for development, evaluation and feedback.   

​

All staff will be trained to a minimum of Level 2 in Positive Behaviour Support. Our current training provider is Team Teach Ltd. All staff receive regular training and support to ensure that they have the skills, knowledge and understanding to work effectively with all pupils and learners. All staff are trained in the PACE approach in dealing with challenging/distressing/concerning behaviour and are expected to utilise this in their response to behaviour concerns. All staff have received training in Sensory Integration in the classroom to support sensory regulation and engagement.  

​

Staff engage in a three-step process before working “one-to-one” with students:   

​

1. A Student Briefing Meeting will take place when a new student placement has been agreed. This will consist of meeting with the SENCO and Hub Manager to discuss and share individualised learning support plans (ILPs), risk assessments and EHCPs.

2. A Meet and Greet Meet session with the young person and the SENCO/Hub Manager provides opportunity for staff to start to build a rapport with the young person they are supporting, alongside a senior team member, taking a lead with the full support of a second staff member. Such sessions will consist of low stake, engaging activities.  

3. The final stage of training allows the staff member to take the lead for a full session with the support of an experienced staff member on hand but taking a step back. All sessions will be staffed by: a member of SLT (SENCO/Hub Manager); teaching staff; pastoral assistant. Staff are also regularly supervised and supported by their line managers and, where appropriate, through supervision meetings with the Educational Psychologist and/or Occupational Therapist.  

  

Regular inset days and weekly twilight trainings should be used to ensure that staff members remain up to date and fully supported to engage in best practice.

​​

​​

Sanctions and rewards

SENse Support rejects any behaviour management that is sanction based, including any system involving ‘points’, publicly shaming students for distressed behaviours (i.e. names on board), or punishment. The use of rewards and consequences to achieve desired behaviour goals assumes all behaviour can be changed and/or modified and disregards the possibility of behaviour occuring as a stress response (fight or flight), emotional dysregulation or sensory dysregulation. The use of rewards and consequences is a top-down, authoritarian approach that expects students to comply. When they do not, they are punished. 

​

Instead, we believe students should experience natural consequences of their actions, within a safe and supportive environment, and learn and develop new skills through positive interactions, reinforcement and positive modelling from the adults around them. Consequences can be as minor as a student destroying their own work or being unable to participate in a planned activity.  

​

Where a student has presented with physically challenging and/or distressing behaviours, a ‘Cooling Off’ period will be used to support restorative reflection and Tier 3 support.

​​

​​

Behaviour Regulation Management in the Classroom

Our Hub rules are clearly displayed in the classroom and form part of student’s agreement in accepting a placement. They are:  

​

1. Treat everyone with respect and kindness  

2. Treat our environment with respect and kindness  

3. Keep everyone safe and healthy 

​

Students’ induction will include focused PHSE lessons to support understanding of our ethos, culture and rules. Good behaviour management in the classroom is achieved through careful planning and preparation.  

​

1. The environment  

All staff must ensure the classroom environment is:  

​

• Clear of clutter and tidy  

• Low arousal  

• Facilitates a soft landing (soft lighting, soft music, soft voices)  

• Has clear visual cues, routines and expectations  

• Has all available sensory equipment readily available  

• Any seating plan takes into account the needs and preferences of students 

​

2. The lesson  

Teaching staff must ensure their lessons are:  

​

• Shared with pastoral assistants and teaching assistants ahead of the lesson to ensure all staff understand roles, expectations, outcomes and personalised strategies to support individual learners  

​

• Lessons are 45 minutes long. Regular movement-based activities and brain breaks to support sensory integration must be built into these lessons for all students to promote regulation and engagement. 

​

• All students will complete an Induction Programme, which focuses on securing positive relationships with staff and ensuring the student feels safe, understood and included within our Hub community. Once a student has completed their induction, they will then complete a ‘mini project’ based around their own intrinsic interests. Throughout this cycle, the SENCO and Hub manager will continue to assess special educational needs in order to determine the most appropriate learning pathway for the remainder of the student’s placement. Teachers must ensure that support staff fully understand where the student is on their induction/assessment programme and that the student will always have a range of activities to choose from in any given session.  

​

• Lessons will have a maximum of 6 students, 1 teacher and 1 pastoral assistant. A member of SLT will also always be on site (either within The Hub or Staff Office). Teachers and pastoral assistants must work collaboratively and intuitively in recognising early signs of dysregulation and disengagement, and act proactively in accordance with personalised PBS plans to address this.  

​

• Visual timetabling (Now, Next, Then) must be used to support students’ expectation and engagement. Teachers may choose to use the Class NNT board for secondary aged students.  

​

• Visual and verbal demands on the student must remain within the student’s zone of tolerance (as detailed in Behaviour Support Plan).  

​

3. Dealing with escalating behaviour in the classroom  

All approaches in addressing escalating, challenging or distressed behaviour must be rooted in a PACE approach.  

​

Stage 1 

1. Assess the situation (dynamic risk assessment)  

2. Acknowledge and validate their feelings  

3. Remain calm and use a ‘soft’ voice. Reduce verbal demands.  

4. Offer a break in the Escape Room or a walk and talk with a pastoral assistant 

​

The majority of students will respond positively to this but it is important the trigger of the behaviour is recognised and removed. The incident should be captured on the Session Record to inform planning and adjustment.  

​

​

Stage 2 

The student has refused to move away from the learning environment or continues to be dysregulated following the above strategies OR the student is disruptive of others’ learning:   

​

1. Reassess the situation (dynamic risk assessment)

​

2. Reduce all demands and arousal and provide the student with physical space (using PACE). Useful scripts include:

“I can see you’re struggling. I’ll come back to you in 5 minutes to see if you’re ready to talk/need me.”  

​

Do not react to any verbal retaliations.  

​

3. Offer strategies contained in PBS plan. Offer a ‘buy in’ activity that will help the student regulate (a sorting game, mindful colouring, cards etc.) 

​

4. The student is only offered the choice to return to the lesson once they’ve remained regulated for a period of 15 minutes.  

​

Such incidents must be regarded as ‘near misses’ in terms of record keeping and included in the session record and ABC analysis. Staff must brief after the lesson and agree clear strategies and adjustments. Hub Manager to call parents/carers to share information and agree strategies. Pastoral assistant to facilitate student reflection at the next session to support student’s learning and development.  

​

Stage 3  

The student has refused to move away from the learning hub or is exhibiting unsafe behaviours.  

​

1. Assess the situation (dynamic risk assessment)  

2. Alert SLT to offer change of face and increase staff ratio  

3. SLT to offer walk or time in office 

4. If student refuses or if behaviours are too unsafe, physical interventions must be deployed in accordance with Restrictive Physical Intervention Policy.  

​

Following a Stage 3 episode, the student must follow restorative intervention. This will consist of:  

​

1. A period of ‘Cooling Off’ of up to 3 days. This is to support staff and students’ wellbeing and arrange a Tier 3 Support response.  

2. Restorative Meeting with Parent/Carer and staff involved  

3. Restorative Sessions with key staff upon return  

​

In the event the student has caused serious harm or significantly compromised safety, the student’s placement will be reviewed by the Director of SEN, Educational Psychologist and Hub Manager to determine whether the placement can continue.  

​​

​​

Challenges when meeting needs

This policy highlights how failing to meet the physical and psychological needs of neurodivergent students with and without learning disabilities can result in behaviours of distress. It is important that staff are able to understand and meet these needs within the Hub environment and are able to address behaviours of distress as a result.  

 

Where this results in being unable to keep a young person or those around them safe, we will involve external agencies around that young person, usually this means holding a multi-disciplinary team (MDT) meeting. The purpose of an MDT meeting is to ensure that all stake holders are aware of the circumstance(s) leading to the meeting being held and to fully explore every avenue of support that can be provided for the young person.  

​

Decisions made about the setting’s ability to meet an individual’s needs will ultimately be decided following exhaustion of all Tier 3 provisions available, and following review meeting with parents/carers and the commissioning body.