Behaviour management policy

Behaviour Management Policy



13.1     Principles

13.2     Roles and responsibilities

13.3     Risk assessment

13.4     Behaviours

13.5     Rewards

13.6     Sanctions

13.7     Reporting and recording

13.8     Staff training

13.1     Principles

We believe that in order to facilitate effective learning, maximum enjoyment and a safe environment good behaviour is necessary. Releasing Potential seeks to create a positive learning environment by:

  • Promoting good behaviour
  • Promoting self-esteem and self- discipline
  • Developing positive, appropriate relationships based on mutual respect;
  • Providing a safe environment, free from disruption, violence, bullying or harassment;
  • Liaising effectively with centres, schools, parents and other agencies.

Releasing Potential takes a needs-based approach to behaviour management which is based on the theoretical framework developed by William Glasser in his Choice Theory. All staff, including support and administration colleagues are trained in the bespoke Level 3 Management of Challenging Behaviour, which ensures that we are all working in the same way and using the same language to describe what we do.

13.2     Roles & Responsibilities

Releasing Potential staff will take responsibility for the safe behaviour of a group or individual students during school time.  Where there are other staff present, they should be encouraged to use their relationship with the young people to help manage the behaviour.

Releasing Potential will adopt the behaviour management strategy of any centre we work with where it does not contradict anything in this policy.

The managers of Releasing Potential have responsibility to ensure that all staff are aware of this policy; are appropriately trained to undertake it and that it is applied in all situations.

13.3     Risk assessment

Releasing Potential seeks detailed information about all referrals to its programmes. The Information Passport sent out to referrers includes a risk assessment matrix, which is then discussed at referral meetings, both before and after initial meeting with the young person has taken place.

We have sight of Statements of Educational Need and Education Health Care plans before agreeing to work with a young person. Where there is any concern not answered by the documents, we may contact referrers for clarification.  Judgements are made, as to how best to manage the risks and needs presented by the student. In some cases we may decline to work with them on the basis that we are unable to safely manage the risks or meet the needs.

Risk assessment is an ongoing process and any incidents or additional information which arises in our work with a young person will give rise to review of the risk assessment on working with them. Programmes are adjusted or, in case of significant concern, ended if the risks presented indicate that we cannot safely provide for the young person.

Decisions are made, and information shared, through a system of daily team debriefs and weekly team meetings where incidents/accidents, safeguarding are standing agenda items. Minutes are circulated to all staff. Emails updating staff on any incidents are circulated as and when appropriate.

13.4     Behaviours

Acceptable behaviour

The following statements describe acceptable behaviour for a young person taking part in activities:

  • Participating in the activity;
  • Listening carefully to staff and other group members;
  • Heeding safety instructions immediately;
  • Showing respect for equipment & environment;
  • Using appropriate language.

Other desirable behaviours include:

  • Co-operating well with other group members;
  • Remaining calm in difficult or challenging situations;
  • Showing responsibility for self by having appropriate clothing & being punctual;
  • Sharing own understanding with others in the group

Unacceptable behaviour

The following are examples of unacceptable behaviour by a young person taking part in activities:

  • Name calling,
  • Threatening or offensive language or behaviour,
  • Walking off from the group,
  • Refusal to comply with safety instructions,
  • Intimidation,
  • Physical abuse,
  • Damage to property
  • Bullying & harassment, including racist, sexist or homophobic abuse.

13.5     Rewards

Releasing Potential encourages the use of rewards to encourage appropriate and desirable behaviour.  We use the SHAPE rules/rewards system, which recognises good behaviour under the headings of Safe, Healthy, Achieving, Positive, Enterprising. The following are examples of rewards which are used:

  • Praise for pupils behaving well;
  • Positive feedback to centre, teacher, parent or other appropriate person;
  • Rewards of food, drinks or extra activity time;
  • Allowing a group increased autonomy with their programme;
  • Certificates, stickers & other positive reinforcements.

13.6     Sanctions

Sanctions are needed to respond to unacceptable behaviour and to keep the activities safe. They will be used when necessary to establish boundaries and keep sessions safe, early intervention and reinforcement of acceptable behaviours are the preferred way of managing behaviour.  Releasing Potential will seek to use sanctions in a way that makes the following clear:

  • Exactly what behaviour was considered unacceptable;
  • What the young person is expected to do differently next time;
  • That the sanction is appropriate to the unacceptable behaviour;
  • Who will be informed about the sanction and the reasons for it.

Some examples of sanctions used by Releasing Potential are shown below:

Ÿ  Time Out of the activity;

Ÿ  Removal of privileges or favours;

Ÿ  Finishing the activity early;

Ÿ  Exclusion from following activity session;

Ÿ  Sent home and excluded from group on the following day.


Releasing Potential regards exclusion as a last resort in behaviour management sanctions. We believe that all exclusions, fixed term or permanent are damaging to the student and the school community. Consequently, a student will be excluded only when other strategies have not been effective over time, or when or when there has been a single, serious incident or if allowing the student to remain in the school would seriously harm the education or welfare of the student or other students in the school.

The school follows the legislation referring to exclusions as stated in the 2011 Education Act and the Education Regulations 2007 amended in 2014.

Fixed-term Exclusions (FTEs)

It is expected that most exclusions will be of a short, fixed –term nature. During an exclusion of 1-5 days the school will set work for the student and arrange for it to be marked.

A fixed-term exclusion may be extended.

Permanent Exclusions (PEX)

A decision to exclude a student permanently will only be taken in response to a serious breach, and if allowing the student to remain in the school would seriously harm the education or welfare of the student or others in the school.

Prior to a PEX a thorough investigation will take place. In the case of a single serious breach, the Headteacher may decide to exclude without having tried a range of strategies.

In every case all the evidence is assessed carefully and collated. Records are kept of all exclusion proceedings. A student is encouraged to give her/his account of events. Staff investigate the cause of the incident fully.

In all cases where permanent exclusion is a possibility the Local Authority Exclusions Officer is contacted and a meeting arranged with the Headteacher.

Any student who is permanently excluded will not be removed from the school roll until after any requested review has been completed or the deadline for requesting a review of the decision to exclude has passed without a request being made.

Involvement of Governing Body

The Education Governance Group will consider the reinstatement of an excluded pupil within 15 school days of the student and their family receiving notice of the exclusion if:

  • the exclusion is permanent
  • the exclusion is fixed term and brings the student’s total number of school exclusion days to more than15 in a term

The Chair of the EGG will be informed within one school day of any exclusions meeting the criteria above.

A summary of exclusions will be reported to the full governing body once a term.

Involvement of the student’s parents or carers in an exclusion

In the event of an exclusion the student’s parents or cares are notified immediately by telephone where possible, and then by letter.

The school will write to parents/carers notifying them of their duties in the first five days of the exclusion. (The parents are obliged to ensure that the student is not present in public during normal school hours without reasonable justification. (Failure to comply with this may result in the parents being prosecuted).

The Headteacher will arrange a reintegration interview with the parents of the excluded student for any exclusion. The student is expected to be present for all or part of the interview.

Informing the Local Authority

The Headteacher must, without delay, notify the LA of:

  • A permanent exclusion (including where a fixed term is made permanent)
  • exclusions which would result in a student being excluded for more than five school days in a term

Challenging a decision to exclude

  • If a parent or carer would like to request a review of the decision to exclude a student, they should contact the Chair of Trustees in writing. The method for requesting a review is included in the formal letter of exclusion.
  • For exclusions of five school days or less in a term, parents can ask the governing body to consider their views, but may not challenge the exclusion decision unless the exclusion will mean the student will miss a public exam.
  • A fixed term exclusion may be challenged if a student has been excluded for more than five school days in a term or an exclusion will mean they miss a public exam.
  • A permanent exclusion may be challenged.
  • The challenge to a decision to exclude must be made within three weeks of the exclusion letter being received.
  • If a parent or carer does request a review of a decision to exclude a student, the EGG will be convened. The following parties will be invited to a panel meeting:

The Headteacher or his/her representative

The parents/carer of the excluded student (who may be accompanied

by a friend of representative)

The excluded student (whose attendance is optional and subject to parental consent and who may be accompanied by a friend or representative).

The panel will endeavour to meet within two weeks of receiving the request to review the decision to exclude, and to have relevant written evidence and information circulated to all parties in advance of the meeting.

The panel will make a decision to either uphold the decision to exclude or change the decision to exclude (either temporarily or permanently). The decision will be made no longer than three weeks after the request to review the decision was received

13.7     Records & Reporting

There should be regular feedback between Releasing Potential, parents/carers and any other agencies involved with the young people.  Feedback should be to praise good behaviour as well as inform about sanctions used for unacceptable behaviour

Incident forms

An incident form should be completed for any behaviour that may involve:

  • Exclusion
  • Serious breach of safety regulations
  • Criminal proceedings
  • A member of the public
  • Serious bullying or harassment of staff or pupil.

They should be completed by anyone involved or witness to the incident.

13.8     Staff training

All Releasing Potential staff are required to complete the NVQ3 in Management of Challenging Behaviour, which will be provided in house free of charge. Some time will be allocated for this within out of term schedules, but staff are responsible for completing the portfolio, which may need to be undertaken in their own time.

Havant School Site:

Releasing Potential School

7 Kingcroft Court





Charity No: 1097440

DfE number: 850-6093

Chichester School Site:

Releasing Potential School

4 St James' Works

St Pancras


West Sussex

PO19 7NN


 © Releasing Potential 2017