Positive Support Plans

Positive Support PlansBriarwood School

Briarwood SchoolBriarwood School is a local special needs

school based in Fishponds, Bristol. Catering for 85 pupils aged 3 to 19 years with severe learning difficulties, autism and complex medical needs, with about 50% having English as an additional language.

Pupils are taught in Key Stage classes across three departments. An alternative education provision provides places for three pupils who present with challenging behaviours that have resulted in their exclusion from their Key Stage class.

Positive Behaviour Support Senior Teacher identified to

oversee behaviour support across the school.

Behaviour Management Policy created which sets the ethos for the school.

Positive Support Plans in place.Robust monitoring timetable

developed.Multiagency working

underpinned development of the approach.

Policies and ProceduresBehaviour Management Policy

Sets out the vision for positive behaviour support.

Defines the levels of intervention and strategies used in the school.

Identifies the legal framework for physical interventions.

Highlights the procedures for monitoring and reviewing.

Developing Behaviour Support PlansBespokeMultiagency involvementEmphasis on proactive strategiesDetailed but not too lengthyInput from all staff working with

the pupilsParental/ carer involvementClear links to function and

developing new skills

Positive Support Plan Briarwood Positive Handling Plan Name: Date: March 2011

Baseline indicators Known triggers Escalation – move from baseline Behaviour if crisis is reached Post-incident recovery indicators

Possible function of behaviour

Indi

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Individual Class/Staff Teaching


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* Links to Behaviour for Learning Plan

Unmanaged Risks:

Completed by: Review Date:

Signed:

InterventionProcess

Behaviour for Learning

All pupils will have an Individual Learning Plan

(ILP)

Pupil displays consistently challenging behaviour

Assessment

Through completing ABCC charts &

Frequency of Behaviour data

Share with parents/carers/other agencies and request their input. Begin to create an overview

Inform SMT & set review time

Behaviour pattern found & function identified

No obvious pattern & behaviour continues

In-reach Support

Additional support provided within key stage classes by experienced ST and HLTA. Support and advice will be offered to parents and carers at home

Behaviour Support Plan

Meet with ST, class team & relevant agencies to develop a Behaviour Support Plan & Risk Assessment. Individual learning target created & included in the

Behaviour for Learning ILP

Share plan with parents/carers/other

agencies. Plans monitored & updated six

times a year

Assessment of BehaviourABCC Chart

Date Time Antecedent e.g. location, people, activity

Behaviour Describe observations

Consequence e.g. what happened? What did you do? What were the reactions?

Communication Possible purpose / reason

Assessment of BehaviourChild X

Patterns of Behaviour – May 2012

M37%

C17%

N20%

Other26%

Individuals involved

PE5%

Circle time22%

Choosing5%

Outside13%Dinner

4%

Work31%

Toilet4%

Other16%

Location

Transitions21%

Others Transitioning

10%

Noise5%

M upset18%

Sensory12%

Other34%

Possible Reasons

Redirection41%

Reprimand23%

Time outside

27%

Intervention9%

Consequences Data Analysis

Child X presents a higher frequency of challenging behaviours in the morning, usually during high demand sessions (circle time and work) or during transitions of self or others. His behaviour is mainly aimed towards peers especially if they are presenting loud noises. A smaller percentage of behaviour displayed is to meet a sensory need and this is usually during outside play sessions.

Next steps

Support during transitions Introduce sensory sessions Consistent approach Consider pupil grouping and positioning

am62%

pm38%

Time of dayPatterns of behaviour identified & assessed to inform development of interventions & strategies

Example Positive Support Plan

Briarwood Positive Handling Plan DRAFT

Name: Child X Date: July 2011

Baseline indicators Known triggers Escalation – move from baseline Behaviour if crisis is reached Post-incident recovery indicators

Possible function of behaviour

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utes

Individual Happy Smiling Relaxed body language Class/Staff Cooperative Joining in Interact with staff & peers Teaching Verbally communicating Following 2 step

instructions

Individual End of a favourite

activity/toy – esp. snacks Repetitive behaviours –

repeating Sponge Bob quotes & having these interrupted or having to stop

Hunger Feeding off and repeating

other’s anger Class/Staff Sexual behaviour/ cuddles Teaching Changes in routine Sometimes unknown

Vocalisations – deep ‘angry’ repetition of sounds

‘wide eye’ stare Agitated Complete change in body

language & facial expressions – looking angry

Kicking doors, chairs and possibly staff

Kicking - Kicking objects and staff. Usually part of escalation. During incident kicking staff on shins. Threatening to kick and VP ‘no kicking’ can occur during escalation

Pinching/grabbing - Initial grabs lead to pinching – usually on upper and lower parts of arms but can be stomachs

Biting- During incident – will threaten to bite and at crisis will bite adults on top of arms and shoulders. Will target individual students to bite

Barging – using body weight Crying/screaming – continues

throughout Punching- Punching staff on upper

body or head– usually one of the first behaviours at the start of an incident. Threatening to punch and VP ‘no punching’ can occur during escalation

Headbutting

Becoming more relaxed

Quieter & calmer vocalisations

Apologising ‘sorry, sorry’

Anxiety Communication

– not wanting to finish something

Sensory Attention

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use

Individual Choice of activity at free

time Choose which task to

complete first during 1:1 & workstation sessions

Class/Staff Consistent staff rota &

approach Opportunities to interact

with staff Teaching TEACCH approach Consistent structure Visual timetable “First / Then’ Clear expectations Count down from 10 to

end an activity

Individual Opportunity to have regular

healthy snacks during the day (3 selections each time)

Access to Sponge Bob resources during free time

Class/Staff Adapt environment –

remove mirrors & clutter Always keep voice calm,

clear and cheerful, use distraction & ‘jollying along’

, Teaching Verbally explain changes

and use timetable Reassure X during the day

of any changes

Reassure X ‘you’re fine, its….’

Redirect to the next activity or back on task – jolly him along (make it sound fun!)

Talk to him calmly and cheerfully. Always encourage communication.

Swap staff if needed – use word ‘swap’ at anytime to signal a change of adult

Staff to wear long sleeve tops and long trousers

Continue to reassure X using clear, basic language

Block behaviours initially – Lead person to continue but request to ‘swap’ if they want the 2nd person to lead the intervention

1st person to VP ‘stop’ If behaviour continues to escalate

remove to safe area using a two person single elbow hold & move to chairs (situated under timetable) & hold

Continue to reassure X during the intervention ‘you’re fine’, ‘relax’

Once X begins to relax (change in breathing, body language & vocalisations) 1st person to assess & lead the release - keep talking to X & reassure him – move to post incident strategies

If the behaviour escalates again return to the two person single elbow hold & repeat above

*

Offer X his choice board (found under the chairs) choice of relax, drink or choosing

Sit in the choosing area & give X time to relax

Continue to reassure

Redirect to a low demand activity

Do not place too many demands on X until he is completely calm

Links to Behaviour for Learning Plan

Communicate how he is feeling

Introduce flexibility

Unmanaged Risks: Unprovoked attacking of other students with no build up – need close staff supervision and keep him away from

students where possible.

Completed by: Review Date: September 2011

Signed:

Risk AssessmentsAll

identified behaviours that require the use of any physical intervention should be risk assessed.

Briarwood School Risk Assessment

Assessing and managing foreseeable risks for pupils who present challenging behaviours

Name: Class: Teacher: Identification of Risk

Potential level of risk (see Table 1 of Risk Rating Matrix)

Describe the foreseeable risk

What likelihood / probability is there of the risk occurring?

List who is effected by the risk

Assessment of risk

Potential level of risk (see Table 1 & 2 of risk rating matrix)

In which situations does the risk usually occur?

How likely is it that the risk will arise?

If the risk arises, who is likely to be injured or hurt?

What kinds of injuries or harm are likely to occur?

How serious are the adverse outcomes?

Agreed Behaviour Management Plan & School Risk Management Strategy Focus of measures Measures to be employed Level of risk

(see Table 3 of risk rating matrix) Proactive interventions to prevent risks

Early interventions to manage risks

Reactive interventions to respond to adverse outcomes

Assessment completed by........................................................... Agreed by........................................................... Date..............................

ReviewPlans reviewed six times a year by

senior teacher with the class team.Observations, ABCC and frequency

charts detailing behaviours are analysed and inform future strategy development.

Multiagency advice sought to support the development of new strategies if the force/duration/frequency of behaviour presented has increased.

Evaluation of Support Plans and Risk Assessments

Briarwood School

Evaluation of Positive Handling Plan & School Risk Management Strategy

Pupil Name: Key Stage: Year: Class: Teacher: Date of assessment:

Measures set out Effectiveness in supporting pupil Impact on risk

Proactive interventions to prevent risks

Early interventions to manage risks

Reactive interventions to respond to adverse outcomes

Use of Reactive Strategies & Physical Interventions Please record the number & type of intervention used during the past term Reactive Strategy Number Physical Intervention Number

Actions for the future:

Effectiveness of the interventions & impact on risk.

Number of reactive and physical interventions during the past term.

Actions & changes to the plan.

Behaviour DataClass teams complete data for the frequency of

behaviours, the use of reactive strategies & physical interventions.

Reviewed by Senior Teacher & shared with Senior Management Team and the School Governors on a regular basis.

Frequency of Behaviour Recording

Student Name: Week starting: Date Hitting staff Hitting students Scratching staff Scratching Students Kicking Hair pulling Pinching Staff Pinching Students Biting Staff Biting Students Spitting at Staff Spitting at Students

May 2012

Briarwood School

Incident Requiring a Reactive Strategy

Name:

Class:

Teacher:

Incident-

Reactive strategy-

Post reactive strategy-

Week

Monday Tuesday Wednesday Thursday Friday

1

2

3

4

5

6

7

Sample Data

0

1

2

3

4

5

6

7

8

9

1006

/12/

2010

07/1

2/20

1008

/12/

2010

09/1

2/20

1010

/12/

2010

13/1

2/20

1014

/12/

2010

16/1

2/20

1017

/12/

2010

04/0

1/20

1105

/01/

2011

06/0

1/20

1107

/01/

2011

10/0

1/20

1111

/01/

2011

13/0

1/20

1114

/01/

2011

17/0

1/20

1118

/01/

2011

19/0

1/20

1120

/01/

2011

24/0

1/20

1125

/01/

2011

26/0

1/20

1127

/01/

2011

28/0

1/20

1131

/01/

2011

01/0

2/20

1103

/02/

2011

04/0

2/20

1107

/02/

2011

08/0

2/20

1109

/02/

2011

10/0

2/20

1111

/02/

2011

05/0

5/20

1124

/05/

2011

25/0

5/20

1126

/05/

2011

Term 2 2010 Term 3 2010 Term 4 Term 5

Freq

uenc

y

Child XFrequency of Behaviour Term 2 2010 - Term 5 2011

Hitti ng Staff

Hitti ng Students

Pushing Staff

Pushing Students

Grabbing Staff

Grabbing Students

Scratching Staff

Scratching Students

Pinching Staff

Pinching Students

Biting Staff

Biting Students

Head Butti ng

Kicking

Hair Pulling

Throwing

Dropping

Refusal to move

Spitti ng

Hitti ng self

Hitti ng objects/furniture

Headbutting wall/door

Sample Data

0

5

10

15

20

25

30

35

40

45

50

Single elbow sitting in

chairs

Single elbow escort

Double elbow escort

Figure of 4 escort

T-wrap sitting in chairs

T-wrap escort Steering away Arm waltz

Freq

uenc

y

Physical Intervention

Briarwood SecondaryUse of Physical Interventions 2010 - 2011

Term 2 2010

Term 3 2011

Term 4 2011

Term 5 2011

In-reach at BriarwoodAdditional positive behaviour

support to pupils highlighted as requiring early intervention.

Debriefing for staff.Multiagency links.

Multiagency PartnershipsWorking alongside multiagency

professionals to create sustainable support packages.

Support the implementation of consistent strategies

Provide strong links within the service and home settings.

Next Steps for BriarwoodReview of policy & procedures.Evaluation of the current offer –

parent/carer, staff questionnaires.Consistent behaviour data

gathered from all pupils with a Positive Support Plan.

Develop In-reach support for next academic year.

Behaviour Support ModelCreated to support children and

young people within the educational setting, the model can be adapted to support individuals in adult services.

Development of daily living skills and independence.

Support with transitions, access and provide consistency of approach.

Documents

Positive Support Plans