Behaviour for Learning Flow Chart

Our aim is to ensure Lancasterian pupils are safe and happy at all times. The Behaviour for

Learning Flow Chart has been designed in consultation with staff, governors & parents.

Colleagues have a wealth of skills & experience and we expect them to use their

professional judgement at all times, choosing some, but not necessarily all of the indicated

strategies to address negative behaviour.

The chart is shared with pupils as appropriate.

We acknowledge behaviours which are exhibited by a child are influenced by many factors.

Offering timeout, a change of environment, change of staff, alternative way to complete a

task can all have a positive impact on a child who is not behaving appropriately.

NB:The flow chart is a guide and Lancasterian staff will address each situation on an

individual basis and may use an action above what is indicated in the flow chart as a

reasonable response to an action of a pupil.

Aims of the chart:

to improve behaviour

to guide all staff to help us manage behaviour consistently throughout school;

to indicate steps to be followed to manage behaviour and achieve positive outcomes;

to ensure all negative situations are successfully de-escalated.

Use of the chart:

possible behaviours are listed along the bottom of the chart;

agreed strategies in the left column indicate steps to use to manage behaviour and

the three yellow columns are strategies that underpin all the work we do with a child;

the dotted arrow shows movement up and down the scale of interventions;

the position of the emoticon shows what would be expected to be the most severe

intervention for each behaviour. The school ;

where an emoticon appears next to an intervention, this action must be included

before moving up to further interventions;

Behaviour for learning flow chart

<--

-Eff

ecti

ve c

om

mu

nic

ati

on

wit

h p

up

ils &

fam

ilie

s a

t all t

ime

s

--->

<--

-Reco

gn

itio

n &

avo

ida

nce o

f kn

ow

n t

rig

ge

rs;

po

sit

ive d

istr

acti

on

& in

terv

en

tio

n s

trate

gie

s t

o b

e r

ein

forc

ed

co

nsta

ntl

y --

->

<--

- Im

ple

men

tati

on

of

Ind

ivid

ual B

eh

avio

ur

Pla

n o

r P

ers

on

al H

an

dli

ng

Pla

n -

-->

Fixed Term Exlcusion

Pupil Support Governor Sub Committee

Reparation / Restorative meeting

Referral to external agency (community liaison

officer, police, educational psychologist, etc)

Respite period of site (1/2 day or 1 day)

Withdrawl - All day (last resort)

Reparation / Restorative meeting

Letter home (if appropriate, including reports)

Phone call home (if appropriate, or if behaviour is becoming regular )

Reparation / Restorative meeting

Withdrawl - 2 lessons &/or break

Reparation / Restorative meeting

Head Teacher intervention

Suppor from PSD lead, e.g. 1:1 sessions

Withdrawl - 1 lesson / or break

Duty Manager intervention &Restorative meeting

Team TeachTeam intervention (support for de-

escalation, restoration; change of face; retraint as last resort)

Reparation / Restorative meeting, inc pastoral support

Loss of free time - 15 minutes

Loss of free time - 10 minutes

Loss of free time - 5 minutes

Denial of leaf, or sticker, or move to 'amber'

Turn around time (sat on own, wth visual timer, in

class or agreed chill out space)

Verbal/visual Reminder to stop (linked to 'Traffic Lights'/denial of sticker)

Verbal/visual prompt to stop, reinforce 'Good Citizen Code' & class reward system

"Enabling quality, access and

achievement for all"

Rep

eate

dly

bre

akin

g g

oo

d

cit

izen

co

de

Refu

sal

to e

ng

ag

e

Bu

llyin

g (

e.g

.pic

kin

g o

n p

eople

, le

avin

g p

eople

out)

An

ti-S

oc

ial h

ab

its (

e.g

. spittin

g,

pushin

g,

bitin

g, th

row

ing o

r

bre

akin

g t

hin

gs)

An

ti-S

oc

ial la

ng

uag

e (

e.g

.

scre

am

ing, sw

earin

g, put-

dow

ns)

Racis

t /

sexis

t la

ng

ua

ge o

r

be

havio

ur

Le

avin

g s

ch

oo

l sit

e/ lo

cati

on

o

f p

lan

ne

d o

ffsit

e v

isit

Ph

yscia

l assau

lt / f

igh

tin

g (

e.g

.

kic

kin

g,

hittin

g,

purp

osefu

l w

ith

inte

nt to

harm

)

Advice & support from other professionals, e.g. Nurses, other schools, Clinical Psychologist, Educational Psychologist,