Well-being in our academy

Promoting Positive Behaviour

At Barbara Priestman Academy we understand that positive behaviour is at the heart of effective learning.

We will promote consistent positive behaviour across the Academy, encouraging individual responsibility and raising self-esteem.

Please click here to read the Academy guidelines on Positive Behaviour

Physical Well-being

sport and fitness

nutrition

medication

first aid

gross motor skills

health and safety

Emotional Well-being

SCERTS

Self – esteem

Behaviour

Zones

Alert programme

Mental Well-being

Counselling

Mental health awareness

Happiness

Social Well-being

Independence

PHSE

Citizenship

Social thinking

CEIAG

Well-being Week

Please click the button to view our timetable for Wellbeing week.

Wellbeing week activities

Wellbeing Questionnaire

Wellbeing Data Analysis Annonymised

Wellbeing Week 13 – 17th February 2017

We focused on how we learn from each person we come in to contact with, understanding that some lessons are good ones and some are painful, but all are worthwhile.

In total the week consisted of 26 different well being sessions based on the ‘5 ways to wellbeing’, which included Be Active, Mindfulness, and many more interesting activities.  Below are some comments and photos from our students.

“I enjoyed acting it was very interesting”

“I like take notice because we can affect the world”

Learning different tricks was my favourite”

“I loved being out and about in forest school”

“I was surprised by the theatre, it was interesting”

“The swimming pool session was fun”

“I learned a lot more about myself this week”

“I found out about internet safety”

“I learned about relationships”

“How to work in a team”

“It’s nice to be kind to one another”

“You can concentrate your mind by colouring”

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Wellbeing Week 17th – 21st October 2016

Please click the button below to see an overview of what we got up to!

17-21st October 2016

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Rewards

At Barbara Priestman Academy we seek every opportunity to celebrate success with our students. Personal success comes in many different forms and great emphasis is placed on promoting positive behaviour, independence, respect towards others and positive attitudes to learning.

merit

Within our academy we use a range of individualised reward strategies to celebrate and promote positive achievements.
These include;

* Verbal praise

* Merits

* Certificates

* Positive phone calls home

* Tangible rewards

* Half-termly Celebration of success assemblies

* Positive peer nominations

* Behaviour Watch positive slip

* Tutor group rewards

* Reward Trips

Reflection Room

Reflection Room Guidelines

The Reflection room at Barbara Priestman Academy is a stimulus-free environment which has been designed to allow students to use the quiet space to calm down, regain control of their emotions and reflect on their feelings.
Students may choose to access the room independently to help them regulate their emotions.
It allows students to reflect on their experiences which have generated their feelings and may ultimately lead to the emotional behaviour which they cannot control.
The Reflection room has the added advantage of creating a safe space where no harm can be done to themselves, others or property so no physical intervention is necessary.*

Staff will always use de-escalation techniques and verbal or visual prompts with the student before physical intervention is used.
If a student has lost control of their behaviour and they are in danger of being a risk to themselves, to others or to property, they will be asked to go to the Reflection room to allow them to regain control of their own behaviour. If they refuse to go there independently, it may be necessary to escort them to the room using Team Teach Physical Intervention techniques. ** All physical interventions which result in the use of the Reflection room will be recorded on Behaviour Watch by the staff involved and logged in the Bound Book by the behaviour team which is overseen by both the Behaviour Support Manager and the school lead on physical intervention.

The reason for the student being asked to go or be taken to the room will be clearly explained using appropriate communication methods.

Once the student is calm there will always be the opportunity for dialogue with staff about their time in the room and any ‘voice of the child’ or commentary will be listened to and recorded on Behaviour Watch if a physical intervention has taken place.

Once a student has accessed the Reflection room and it is identified as a supportive strategy their behaviour plan will reflect the need for them to access the room as necessary.

Reflection room guidelines will be displayed on the door of the room which are accessible to all young people.
This is to help their understanding of the purpose of the room.

* The Reflection room is a place for you to manage your own behaviour/feelings and gain control.

* This room is a quiet and calm environment.

* We are here to help.

Room Use Awareness

Expectation of the Student:

* To regain control of their emotions/behaviour

* To complete any missed work

* To be ready to learn

Expectation of staff:

* When using the Reflection room the safety and wellbeing of the student must be paramount. All staff must be aware that the welfare and safeguarding of the young people in their care is their first priority.

* Use of the room is for short periods of time, time limits relevant to the age, risk and individual needs of the student.

* Communication should be kept to a minimum to prevent over stimulation and prompt recovery.

* To prevent deprivation of liberty the door must not be locked or held closed.***

* A student must be seen and heard at all times by a member of staff.

* If a student accessing the Reflection room is unable to regulate themselves or becomes increasingly distressed a member of the Senior Leadership Team or the Behaviour Support Manager will be contacted and a different intervention will be implemented.

* All staff must be aware of the guidelines regarding the use of the Reflection room and sign to acknowledge their understanding.

* The use of the Reflection room as a strategy identified in a behaviour plan will be shared and agreed with parents.

* The use of the Reflection room involving any physical intervention must be recorded on Behaviour Watch.

* Debrief with students following any physical intervention, any ‘voice of the child’ to be recorded on Behaviour Watch and any appropriate action taken.

The Reflection room will never be used as a punishment, as a threat, to humiliate or to frighten pupils.

*The exception to this would be if a student were to continue to self-harm for example; punching, kicking or banging their head on the walls in a way which will cause them physical harm, it would be necessary to physically intervene to keep them safe from harm.

**All staff will have been trained by in-house Team Teach qualified trainers who are trained to Advanced level. (Alex Field –Lead and Jodie Anderson)

***There may be exceptions to this in emergency situations if a student is causing an immediate threat to themselves or others. This will always be in the best interests of the student.

 

Internal Exclusion

Internal exclusion is a planned strategy in response to a serious incident involving other students, staff or damage to property in school. This allows students who have behaved inappropriately to attend school and access their learning without interfering with the learning of others.

As part of a whole school approach to behaviour and attendance, internal exclusion usually offers immediate, short-term provision in order that teaching and learning for the majority of students can continue uninterrupted. Any period of internal exclusion should be for the shortest time possible. All internal exclusions should be discussed with Senior Leadership Team or the Behaviour Support Manager prior to implementation as well as with the pupil themselves. Parents/carers will be informed.

The Internal exclusion will take place in a separate room from their peers within the school. It will be for a set time including breaks and lunch times were necessary. The pupils will have appropriate access to toilets, drinking water and lunch if necessary.

The student will complete work from their normal timetable which will be provided by teachers. The expectation is that all work will be completed to an agreed standard. The student will also be encouraged to reflect on the behaviour which led to the internal exclusion.

Staff will not engage in unnecessary conversation and internal exclusion will not be open to negotiation.

Team Teach

Barbara Preistman Academy, like the rest of the Trust academies, uses Team Teach strategies to help students to learn to take control of their own emotions and behaviour.

Team Teach is an organisation who have developed a training programme,  which all members of staff are trained in.

The training promotes the use of de-escalation strategies and the reduction of risk and restraint, to support teaching, learning and caring, it does this by increasing staff confidence and competence, in responding to behaviours that challenge, whilst promoting and protecting positive relationships.

Physical Intervention is a small part of the Team Teach strategies and is only used as a last resort when it is in the student’s best interest.

The physical intervention techniques have been designed by Team Teach over a number of years to keep the student safe and reduce the risk of physical harm.