Students understand that good listening and good behaviour help them make progress in their work. Behaviour is good and students are becoming more responsible for managing their behaviour’ OFSTED 2006
Students at St. Joseph’s have all had enormous difficulty in accessing environments that do not cater to their tolerance levels. Many find noisy and crowded situations difficult and group situations with their peers a struggle. St. Joseph’s provides an environment where there is sufficient space and flexibility to cater for an individual’s tolerance levels and needs.
Due, in many cases to the difficulties mentioned above, many of our students find it difficult to manage their behaviour. It is a priority for us to support and enable them to access learning and in doing so become more sociable and independent. We reduce unwanted behaviour through teaching students more appropriate skills, reducing anxiety and through the development of enhanced tolerance levels and greater self control. Using a positive approach, we help our students develop methods of communication that will help them to get their needs and wants met, in the most appropriate manner.
St. Joseph’s has developed a team of Inclusion Support staff. This team ensure that students’ needs are met, and in the case of episodes of challenging behaviours, the students and staff move forward from the incident in a positive way.
All education and care staff attend our 2 day, Team Teach®, Positive Behaviour Management training course as part of their induction training. St. Joseph’s has four on-site trainers who run updating sessions for staff and regular twilight surgeries. Physical Interventions, where agreed with families, are only used on rare occasions. The teaching of these interventions forms part of Team Teach® training.
Most of our students have detailed Inclusion Support Plans, agreed with families, that outline steps to be taken to support student behaviour. Meetings are held at least termly, in order that a multi disciplinary approach is taken. These meetings are attended by families, education & care staff, therapists and and inclusion support.
Our Inclusion Support Leaders and Head of Residential Services are also available to help families develop strategies to generalise behaviours at home. These staff may, where appropriate and in agreement with families, visit students at home.
The school organise a structured, predictable, daily timetable of activities over the waking day and students are prepared for changes and transitions with timed warnings, the use of NOW and NEXT boards, transition photo cards and social stories.
St. Joseph’s use a mix of strategies to increase students’ awareness of inappropriate behaviour. Staff seek to understand the behaviour, to identify its function and by teaching alternative, more appropriate ways of achieving what they want or need aim to reduce the severity and frequency of challenging behaviour.
Behavioural incidents and the effectiveness of Inclusion Support Plans are analysed, monitored and reviewed by the Inclusion Support Leaders and the Headteacher. Behavioural data and analysis is published as part of the termly Headteacher’s report to Governors.