Whole School Improvement   through Behaviour      Management         Nick Burnett      nick@i-for-k.com
Whole School Improvementthrough Behaviour Management
Addington School
Designation• Age range• SEN• History
positive philosophy
Team-Teach
UN Convention of Human Rights   “Children have the right to be protected    from all forms of violence. They must be    k...
Aim, Statement & Purpose of Team Teach To provide a flexible, transparent, questioning risk reduction training framework f...
Principles and Psychology of             Team Teach   The physical techniques are based on    providing the maximum amoun...
Principles and Psychology of             Team Teach   Staff numbers. (minimum of 2 involved)   Minimum force and time, m...
Principles and Psychology of              Team Teach   Seeking help – a professional expectation    and strength “ Help p...
Principles and Psychology of             Team Teach   Following a restraint there should be both a    support and reflect...
Principles and Psychology of             Team Teach   A hierarchy of policy approved gradual and    graded responses movi...
Organisation Blu-Tack Structure  Director, Risk Assessment Panel & Steering GroupPrincipal           Advanced Tutors,     ...
2004/5 Recommended & Required Time Scales.     Team-Teach              RECOMMENDED          REQUIRED      COURSE6 Hours (L...
INTERMEDIATE PERSONAL SAFETY   Personal space, body language & “Help Scripts” S1,2&3    (Core)   Standing arm & neck res...
INTERMEDIATE MODULES   Graded standing, escorting & seated holds with “help protocol”    & “critical friends” (opt)   Gu...
Risk Reduction: Process and Position   Ground Assault & Ground Fight Responses (adv 12opt)   Transport & Challenging beh...
Advanced Modules   Everyday objects ( Blunt impact / sharp edged    and pointed) used as possible or actual weapon    res...
Research Evidence (Portsmouth University, April                       2004) Seventeen Local Authority officers indicated t...
Community / Organisational Benefits “The seventeen officers indicated their belief thatTeam-Teach could make a positive co...
Community / Organisational BenefitsThere is evidence to show a 38% reduction in violent incidents over the last 3 years in...
Reaping the Rewards For All Children  a safer and more secure working environment  will lead to:•learning conditions impro...
A particularly useful stress management technique:Everybody needs a “Scream Saver”
Picture yourself near a stream ...Birds are singing in the crisp, cool,mountain air.No one else knows this secret place.On...
The water is clear.                      You can                      easily make                      out the face       ...
There now. Don’t you feel better?            Everybody needs a            “scream saver”
collaborative
code of conduct• pupil views
monitoring
data• collection• use• problems
de-briefing
pupil• symbol• taking responsibility
adult• challenges
outcomes
future
Quotes
OfSTED‘Addington School is a very good school with excellent  features.’‘High quality care, the very good ethos and very g...
Parent‘You have managed to get Anthony from a child who was  virtually being held all day, being part-time, hardly  remain...
A Life In Your Hands    If a child lives with criticism, he learns to condemn;        If a child lives with hostility, he ...
Contacts
Whole School Improvement through Behaviour Management
Whole School Improvement through Behaviour Management
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  • Min 6 hours Emergency training Define Low medium and high RAP Risk Assessment Panel Back care specialist Aden Healey Child and adult nurse Physio Back care specialist Mental Health Nurse
  • Whole School Improvement through Behaviour Management

    1. 1. Whole School Improvement through Behaviour Management Nick Burnett nick@i-for-k.com
    2. 2. Whole School Improvementthrough Behaviour Management
    3. 3. Addington School
    4. 4. Designation• Age range• SEN• History
    5. 5. positive philosophy
    6. 6. Team-Teach
    7. 7. UN Convention of Human Rights “Children have the right to be protected from all forms of violence. They must be kept safe from harm. They must be given proper care by those looking after them” (Article 19 UN Convention on the Rights of the Child)
    8. 8. Aim, Statement & Purpose of Team Teach To provide a flexible, transparent, questioning risk reduction training framework for teams of people working within principles and processes designed to safeguard services & individuals.
    9. 9. Principles and Psychology of Team Teach The physical techniques are based on providing the maximum amount of care, control and therapeutic support. “I care enough about you not to let you be out of control.” At least, 95% of crisis situations can be resolved through calm, controlled & skilled de-escalation intervention.
    10. 10. Principles and Psychology of Team Teach Staff numbers. (minimum of 2 involved) Minimum force and time, maximum care and control. Last resort (where possible). Techniques that allow for verbal communication Techniques do not rely on pain or “locks” for control. Staff safety and protection issues addressed.
    11. 11. Principles and Psychology of Team Teach Seeking help – a professional expectation and strength “ Help protocol” Facilitating a questioning, understanding approach: “There must be a better way?” Stressing the value of enhanced communication skills and team work through the role of “critical friends” & involvement of Key players
    12. 12. Principles and Psychology of Team Teach Following a restraint there should be both a support and reflective structure in place for both staff and child(ren) involved. All incidents using restraint should be reported, recorded, monitored and evaluated
    13. 13. Principles and Psychology of Team Teach A hierarchy of policy approved gradual and graded responses moving from least intrusive to more restrictive Strategies & techniques should be written out and included in: I.E.P. Individual Behaviour Support & Intervention (BSI) plans. Emphasis on caring, protecting, and enhancing positive relationships
    14. 14. Organisation Blu-Tack Structure Director, Risk Assessment Panel & Steering GroupPrincipal Advanced Tutors, HIGH RISK needs /Tutors Principal Tutors settings require & Senior Tutors ADV hours ofAble to teach teaching providedadvanced (4 Days) able to by an Advancedtutors & teach Adv. Team teach tutorIntermediate Modules, 12 & 6tutors hour courses MEDIUM RISK needs / settings = Employers Tutors, Basic course 12 Principal Tutors &Recommended hours, then able to Lead Tutorsand required re- apply for accreditation (5 Days) able to Intermediate tutor teach 12 & 6 hour course Dictated by courses and apply LOW RISK needs / Risk for advanced tutor settings = Assessment course Foundation course (6 hours)
    15. 15. 2004/5 Recommended & Required Time Scales. Team-Teach RECOMMENDED REQUIRED COURSE6 Hours (Low Risk ServiceSettings & individuals egMainstream schools) Every 2 Years Every 3 Years 12 Hours (Medium to Elevated Risk ServiceSettings & individuals eg Every 1 Year Every 2 Years“special” / homes / social care / hospitals) One Annual Re-Intermediate Instructor (5 days) Every 12 accreditation then Every 2 Years + months * 4 month grace periodAdvanced Instructor Every 12 months + (4 days) N/A * 4 month grace period
    16. 16. INTERMEDIATE PERSONAL SAFETY Personal space, body language & “Help Scripts” S1,2&3 (Core) Standing arm & neck responses (Core) Hair hold responses (opt) Clothing hold responses (opt) Body hug hold responses (opt) Responding to bites, punches & kicks (opt)
    17. 17. INTERMEDIATE MODULES Graded standing, escorting & seated holds with “help protocol” & “critical friends” (opt) Guiding to ground sitting & kneeling positions (opt) The Wrap to chairs (Level 1&2 with HP) / Small child escort & Cradle-Hug Hold (opt) Wrap ground recovery. Responding to “Dead Weight” situations to Chairs (opt) Responding to Standing Fight situations - guide-lines & strategies (opt)
    18. 18. Risk Reduction: Process and Position Ground Assault & Ground Fight Responses (adv 12opt) Transport & Challenging behaviours – A Risk Assessment Approach (adv 12opt) Dead Weight Up Off the Ground Without Chairs (adv 12opt) Single Shield plus 2 person Shield Ground Recovery positions (advD 12+) Shield into 3 person Front Ground Recovery Controlled descent into 2 person Front Ground Recovery Safeguards standards around ground recovery positions
    19. 19. Advanced Modules Everyday objects ( Blunt impact / sharp edged and pointed) used as possible or actual weapon responses (advD 12+) Risk reduction strategies with regard to: pool cues, chairs & missiles (advD12+)
    20. 20. Research Evidence (Portsmouth University, April 2004) Seventeen Local Authority officers indicated theirbelief that Team Teach could make a positivecontribution to:•the feelings of safety experienced by young peopleand staff in services;•staff confidence in their ability to manage challengingbehaviourAfter the training the staff reported feeling betterprepared to cope with difficult behaviour and moreknowledgeable about the guidelines under which theywere operating” .
    21. 21. Community / Organisational Benefits “The seventeen officers indicated their belief thatTeam-Teach could make a positive contribution to thenumber of staff suspensions, assaults on staff andexclusions from services”(University of Portsmouth April 2004. Key findings: TeamTeach evaluation - Executive Summary)
    22. 22. Community / Organisational BenefitsThere is evidence to show a 38% reduction in violent incidents over the last 3 years in the Social Services Department and workers are feeling more confident in the workplace.” (Redcar & Cleveland Social Services – February 2003)
    23. 23. Reaping the Rewards For All Children a safer and more secure working environment will lead to:•learning conditions improving.•an increase in more socially acceptable behaviours•stress and violence in the workplace decreasing.•less children absconding and more childrenincluded in lessons.•property damage being reduced. (DFES NFER July 2003 & Portsmouth University Research June 2004)
    24. 24. A particularly useful stress management technique:Everybody needs a “Scream Saver”
    25. 25. Picture yourself near a stream ...Birds are singing in the crisp, cool,mountain air.No one else knows this secret place.Only you know this secret place.The soothing sound of a gentlewaterfall fills the air with a cascade ofserenity.
    26. 26. The water is clear. You can easily make out the face of the person whose head youre holding under the water ...
    27. 27. There now. Don’t you feel better? Everybody needs a “scream saver”
    28. 28. collaborative
    29. 29. code of conduct• pupil views
    30. 30. monitoring
    31. 31. data• collection• use• problems
    32. 32. de-briefing
    33. 33. pupil• symbol• taking responsibility
    34. 34. adult• challenges
    35. 35. outcomes
    36. 36. future
    37. 37. Quotes
    38. 38. OfSTED‘Addington School is a very good school with excellent features.’‘High quality care, the very good ethos and very good provision for pupils’ personal development ensures that pupils have very good attitudes to learning, are happy at school, have very good relationships, and behave very well.‘Pupils’ behaviour is very good because of the high level of mutual respect.’‘The first rate development of strategies to promote a culture of positive behaviour is being shared with other schools who recognize their effectiveness. Pupils learn very well how to amend their behaviour as their awareness of how this affects others develops.’
    39. 39. Parent‘You have managed to get Anthony from a child who was virtually being held all day, being part-time, hardly remaining in the classroom, being very disruptive to other pupils and a danger to himself, other pupils and staff. We all got together as a team and since September 2003 he has attended full-time and is socialising and interacting with other children. He is even helping another child in his class. This is amazing for a child such as Anthony.’‘We’ve been lucky to have your support with all the difficulties we went through with Anthony’
    40. 40. A Life In Your Hands If a child lives with criticism, he learns to condemn; If a child lives with hostility, he learns to fight; If a child lives with ridicule, he learns to be shy; If a child lives with shame, he learns to feel guilty; If a child lives with tolerance, he learns to be patient;If a child lives with encouragement, he learns confidence; If a child lives with praise, he learns to appreciate; If a child lives with fairness, he learns justice; If a child lives with security, he learns to have faith; If a child lives with approval, he learns to like himself; If a child lives with acceptance and friendship, he learns to find love in the world. Dorothy Law Holte
    41. 41. Contacts

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