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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:



The incremental nature of the Steps in Behaviour Recovery are outlined here:


Where a child has not responded to good teaching, prevention and early intervention strategies and are misbehaving, we always ensure they are given the opportunity to make the right choice. We ensure we give children a reminder about what behaviour is expected and give the child a couple of minutes to make the right choice. We remind them what will happen if they continue the behaviour, explaining to them what they could do to put it right.  Teachers positively encourage children to make the right choice using positive language. This should be done in a calm, positive way (no shouting).


The incremental nature of the Steps in Behaviour Recovery are outlined here:


Step 1: Reflection Time (as much time as the child needs) – Reflection space (table and chair and positive images display) to be set up in every classroom. This is a quiet space with positive images to enable pupils to and calm down and reflect. Children should not be given any curriculum work to do but can look through a ‘Reflection’ book or at the ‘reflection tree’. Some children may refuse to move to the reflection area and prefer to complete their reflection at their desk and this should be supported as reflection is a process not a place. The child should be spoken to calmly to explain that they need some time to reflect and then a conversation can take place when they are ready. When the child is calm or ready to engage, the member of staff should calmly initiate a reflection conversation and complete a reflection sheet. Teachers must ensure that reflections are recorded using the behaviour tool on SPTO.


Sand timers can be used to support the process but it is important to say that some children may need longer than others to reflect. Do not try and get a child to complete a reflection sheet until they are ready to do so.


Step 2: Recovery Space (as much time as the child needs) – If a child requires to be referred to one of the school’s Behaviour Recovery Areas; the chill out room or the behaviour covers classroom. Pastoral staff or SLT should be informed by a support member of staff. A clear, detailed account of what has happened needs to be provided and a decision will be made as to the next course of action. If necessary, a member of Pastoral Team will collect the child from the classroom and walk with them to one of the Behaviour Recovery areas.  The Recovery Space is to provide a space and 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. A child would remain in this area until they are calm and ready to engage in the reflection process. No staff attention should be given until the pupil has fully calmed down. Not until the child has fully calmed down and shown that they are ready to reflect, can the member of staff 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. The member of staff will speak to parents and discuss how more positive behaviours can be encouraged. This information will also be shared with teachers and recorded on the behaviour tool in SPTO.


If a decision is not made to remove the child, other support from the Pastoral Team may be offered such as:

  • advice to the teacher in how to manage the behaviour in class  
  • support from a member of the Pastoral Team in class, working alongside the child supporting them to change their behaviour and to re-focus on the task in hand.


N.B- All members of staff that are required to escort children around school have completed MAPA training.


Step 3: 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 Classroom for half a day or a full day (up to 3 days). In this case, children will be asked to complete academic work. The class teacher will need to provide suitable work that the child can access on their own. 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 Pastoral Team will speak to parents and discuss how more positive behaviours can be encouraged both at home and at school.


Following an internal exclusion, there will be a meeting with the parents and the pupil.

Following an internal exclusion, a Behaviour Promise will be written clearly indicating unacceptable behaviours and a plan will be put in place to support reintegration. Early Help referral will be offered to parents as appropriate and children may be required to have a behaviour intervention tracker. Children who have had an internal exclusion may also be required to attend Social Skills at break time and lunchtime for a period of time to be decided based on each individual case. This will be discussed and reviewed with parents at agreed times.


Re-integration and Re-entry – A key principle behind the Behaviour Recovery Programme is to allow children to ‘recover’ their behaviour, in other words to calm down and think about their behaviour so that they can return to the teaching and learning situation as soon as possible.  This increases their own self-efficacy and confidence.

At any stage within the model classroom re-entry needs to be considered carefully and thoroughly planned. Teachers will need to agree guidelines and training on how the return to the classroom can be a positive experience for the pupil returning to the classroom, their classmates and school staff.  The guiding principle should be on reducing the likelihood of unwanted behaviour being repeated within the classroom during the re-entry phase.




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.