Red Gates Primary

Communication

As stated previously communication is such an important part of our pupils lives and something that they can find the most difficulty with. Communicative difficulties can also play a big part in behaviour that challenges . At Red Gates we aim to support pupils communication needs so that they can communicate with us appropriately instead of resorting to challenging behaviour which can come from frustration of not being understood.

Positivity

At Red Gates we take a positive approach to behaviour support and aim to reinforce positive behaviour rather than sanction negative behaviour. We use reward charts, certificates, wows and positive notes in home school books to promote and reward positive behaviour. When negative behaviour does occur we use strategies such as distraction, planned ignoring and movement breaks as part of our behaviour support.

What behaviour support programme do we use at Red Gates?

At Red Gates School we have used PROACT-SCIPr-UK® for over 10 years. It is a system that was first developed in New York and has been revised by the Loddon School and is now nationally recognised and implemented throughout the UK. It is specifically promoted and accredited by the British Institute of Learning Disabilities (BILD).
The focus of this programme is to assist individuals to maintain self-control, to enable all staff working with people with learning difficulties and behaviours that challenge to engage in proactive methods of positive behaviour support.

PROACT-SCIPr-UK® emphasises a proactive rather than reactive approach to behaviours and integrates entirely with individualised person-centred planning and visual communication advocated by Red Gates.

PROACT-SCIPr-UK® provides a structure of support that minimises the use of physical intervention. Such interventions, when used, strictly adhere to the code of practice outlined in the Department for Education and Skills ‘Valuing People’, (July 2002), and British Institute of Learning Disabilities ‘Code of Practice’, (2010).

Understanding Behaviour

All behaviour has a purpose and at Red Gates we work on understanding behaviour and the functions behind it. Underpinning the school’s values is a comprehensive understanding of the link between behaviour and communication, recognising that behaviour is communication. Through proper interpretation, understanding, meeting needs and enabling children to communicate their needs and desires effectively, it is possible to reduce challenging behaviours.

We like to liaise with parents and carers regarding behaviours to try and work out why a child may be displaying them. Sometimes behaviour can be down to changes in routine, discomfort/pain, illness etc. Our aim is to support the child to meet their needs before they resort to any challenging behaviour.

We also complete a Functional Analysis which consists of data gathering, recording and a questionnaire to give a definitive purpose behind the behaviour. This will then help us to tailor specific strategies for each child on an individualised basis.

Physical Intervention and Recording

PROACT-SCIPr-UK® and Red Gates have a policy that entails only using physical interventions as a last resort and if one is necessary to keep the child, other pupils and staff safe. We have a rigorous recording policy and record when physical interventions have been used. When we fill out one of these recording sheets it is our new policy that we will telephone parents or carers to inform them that a physical intervention has taken place. We can also use this  opportunity to talk to you and discuss any changes in behaviour.

Planned physical interventions are listed on behaviour support plans, discussed with parents and recorded in the Physical Intervention Report Book, if they are used, along with a phone call home.

Sensory Support

Our pupils can have difficulty with sensory processing which can lead to challenging behaviour. At Red Gates we aim to support our pupils with their sensory processing through the use of chewies, weighted blankets, sensory diets, the use of swings and playground equipment, sensory circuits etc.