At Joseph Turner Primary, we use a Behaviour Recovery model which maintains a therapeutic value for children by combining the psychological principles of cognitive behavioural interventions within a humanistic motivational approach embracing counselling skills. The structured ‘cycles of intervention’ framework allows the school to maximise the time spent within the teaching and learning process and maintain a low-key approach at the lowest level of support. Moreover the framework allows for a graduated, staged approach to support children who may be experiencing a heightened emotional state in the least intrusive manner.
The overall impact of the Behaviour Recovery approach reduces feelings of insecurity and anxiety which in themselves can trigger challenging behaviour within children. Children are supported and helped during difficult situations and over time, the internal controls children have (psychological inhibitors) become more prominent allowing children to manage their own behaviour.
Behaviour Recovery Steps:
In some circumstances, despite good teaching, prevention and early intervention some children display unwanted behaviour that requires additional measures to those ordinarily found within their own classroom. The Behaviour Recovery model provides a highly structured, systematic and rigorous programme for establishing boundaries that lead to de-escalating cycles of unwanted behaviour and increasing levels of improved behaviour.
The phases of recovery allow children to increasingly take responsibility for their own behaviour and, through positive prompts, get back on-task more quickly. A key outcome of Behaviour Recovery is that most of the frequently occurring low level disruption reduces, and if it is applied consistently, disappears completely which, in turn, creates a relaxing and purposeful context for teaching and learning to be more effective.
Behaviour Recovery Steps
A prerequisite to the Behaviour Recovery process starting is engaging teaching and learning and descalation. All staff have extensive training in utilising teaching methods to create stimulating and engaging learning opportunities. Teachers are also very good at using deescalation techniques to stop potential situations escalating to where behaviour choices can become issues.
Step 1: Reflection Time (up to 5 minutes or more f the child wants it) – Reflection space (table and chair and positive images display) to be set up in every classroom. Children face the display with positive images and are given time to reflect and calm down. They should not be given any curriculum work to do. Children complete a ‘Reflection’ sheet (or look through ‘Reflection’ book or ‘reflection tree’, in the case of EYFS/KS1 pupils for example) or an adult supports the completion of a sheet to guide the reflection process. The display and the ‘Refection’ sheet supports children to think about how they were feeling, what they did wrong, what they can do to make it better and what they feel like they did. Class teachers (or cover supervisors in their absence) are responsible for informing parents when any child is in Reflection Time and recording this in their year group incident diary.
Step 2: Re-Think (up to 10 minutes) – Child is accompanied to the parallel classroom within the year group and given time to reflect and calm down in the reflection space. They should not be given any curriculum work to do. They complete their ‘Re-think’ sheet after a short time to reflect and clam down (supported in EYFS/KS1 as required) or an adult supports them to complete a re-think sheet to guide their reflection. Class teachers (or cover supervisors in their absence) are responsible for informing parents when any child is in Re-Think and recording this in their year group incident diary.
Step 3: Recovery Space (up to 45 minutes) – If a child requires to be referred to the Behaviour Recovery Area, a learning mentor or member of SLT should be informed by a support member of staff. A member of SLT will collect the child from the classroom. The Recovery Space step is an opportunity for the child to calm down and re-gain control over their behaviour in a setting separate to their teaching and learning situation. Behaviour Recovery takes place in a low-stimulus area within school. It is a designated space with booths so that children can sit on their own with nothing to look at and no opportunities for eye contact with others. Simple activities such as colouring or simple puzzles are provided initially as this may assist the pupil in calming down (ameliorating excessive blood flow to the hands). A child would remain in this area for up to forty five minutes. No staff attention should be given until the pupil begins to calm down or has fully calmed down. At this point, the member of the Senior Leadership Team or Learning Mentor supporting in the Behaviour Recovery area carries out a Behaviour Recovery conversation and provides psychological support to deal with the review of the incident of unwanted behaviour. This is an opportunity to discuss the behaviour with the child and assess their readiness to return to the classroom. A member of the Senior Leadership Team or Learning Mentor will speak to parents and discuss how more positive behaviours can be encouraged.
Step 4: Recovery Seclusion (1 to 3 days) – For continued non-compliance, it may be necessary to internally exclude for a short period of time. A pupil will be maintained in the Behaviour Recovery Area for half a day or a full day (up to 3 days). In this case, children will be asked to complete academic work. Work packs will be pre-prepared by each year group and kept in the Behaviour Recovery area. Work is given so children can learn independently and adult attention is only given to the child to reinforce wanted behaviour. Break times will be staggered, children should not go out to play with peers, unless this forms part of the reintegration programme. The child would have some supervised time outside in the playground or within an appropriate place within the building (e.g. school hall). A member of the Senior Leadership Team will speak to parents and discuss how more positive behaviours can be encouraged both at home and at school.
Step 5: Removal - External Exclusion (Fixed term exclusion (maximum 5 days) returning to Behaviour Recovery Area) - This sanction should only be used as a last resort in response to extremely serious behaviour and combined with a rehabilitation programme. Only a small number of serious misbehaviours will be considered for an external exclusion (e.g. assaulting a teacher, excessive vandalism, dangerously brandishing a weapon with the intention of harming another person, inappropriate sexual behaviour, carrying drugs etc.) Following an external exclusion, there will be a meeting with the parents and the pupil.
A reintegration plan would be established with work set within the Behaviour Recovery Area for up to 45 minutes whilst an assessment is carried out to assess the pupil’s readiness to return to the classroom. If necessary, a fixed period of time within the Behaviour Recovery Area might be deemed necessary and re-entry to the classroom would only commence once a number of psychological interventions had been completed. The formal involvement of parents and outside agencies is crucial in order to break any recurring patterns of difficulty.
Section 89 of The Education and Inspections Act 2006 refers to the Behaviour of Pupils as determined by the Head Teacher. The main points to be reflected in the policy are :
(a) promoting, among pupils, self-discipline and proper regard for authority,
(b) encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils,
(c) securing that the standard of behaviour of pupils is acceptable,
(d) securing that pupils complete any tasks reasonably assigned to them in connection with their education, and
(e) otherwise regulating the conduct of pupils.
The Behavioural Policy is agreed annually by the Governing Body as part of the Curriculum and Standards Committee and is available below.