Relationships & Behaviour

at Roots and Shoots Learning

Introduction

Roots and Shoots Learning CIC is committed to holistic and experiential learning where children and young people (CYP) are encouraged to understand that mistakes are nothing but an opportunity for learning and growth; we encourage all CYP to be a part of the process of conciliatory and/or reparative action. 

Whilst natural and logical consequences will inevitably exist, it is important that CYP are aware of the reasons behind decisions and that these are a result of and in consequence to their actions. This approach is important as so many of our CYP have difficulty with linking cause and effect; relationships with others afford teachable moments and opportunities to support brain wiring and development as well as social and emotional learning. 

Our learning community offers powerful opportunities for such progress.

Our Ethos 

Roots and Shoots Learning CIC strives to provide an educational, non-judgemental, caring and active community. We are committed to giving our CYP the best experience possible. We exist to provide an appropriate, full and excellent standard of education for CYP of all abilities. 

We aim to be a community where all people are valued, encouraged and helped to develop their skills of living and working together. We are here to help CYP to believe and to succeed.  

We aim to:  

• Provide a safe, comfortable, and caring environment where CYP can discover and reach their full potential  
• Provide clear guidance for CYP, team members, and parents of expected levels of behaviour  
• Use consistent and calm approaches such as: PACE (Playfulness, Acceptance, Curiosity and Empathy) and PRICE (Protecting Rights In A Caring Environment).  
• Ensure ALL adults take responsibility for managing behaviour and follow-up incidents consistently
• Ensure ALL adults use consistent language to promote positive behaviour 
• Ensure ALL adults use restorative approaches instead of punishments.

Purpose of the Relationship and Behaviour policy

In-line with the ethos of Roots and Shoots Learning and our core values we aim to enhance the learning community for all, and by providing simple, practical and standardised procedures for team members and CYP we will:  

• Encourage CYP to recognise that they can and should make ‘good’ choices, and to recognise the positive outcomes when they do (linking cause and effect and supporting intrinsic motivation)
• Recognise individual CYP behaviour as a form of communication  
• Promote self-esteem and self- regulation 
• Teach appropriate behaviour through positive intervention, modelling and support

We aim to build, maintain and ensure: 

• An approach to managing CYP behaviour that is focused on the individual and unique needs  
• That this is underpinned by a positive ethos and healthy relationships  
• That we have established structures for effective communication  
• That all team members accept responsibility for supporting and facilitating positive behaviour 
• That there is support available for CYP and team members when consequences need to be considered  
• That we are aware of team members in need of support and of their professional development and INSET needs  
• That we provide a person-centred curriculum which is broad and balanced appropriate for the age and ability of each CYP
• That we provide a therapeutic, safe working environment  
• That we provide an effective system of care throughout our team
• That we promote the spiritual, moral, social and cultural development of each CYP
• An individual approach to giving praise focused on individual need  
• That we promote strong home-school links

Our Neuro-affirming approach to consequences

We differentiate our behaviour policy as appropriate to meet the needs of all our CYP within our school community, in line with the Equality Act (2010).  

In adopting a neuro-affirming approach in our work, Roots and Shoots Learning will treat all behaviour as a form of communicating the underlying needs of the CYP in question.

We understand that the use of consequences and other words that may hold negative associations for our CYP have to be applied with caution. 

A graduated response: We apply a graduated response to behaviour, in which we aim to recognise and respond to the needs being communicated by the behaviour.    

CYP may have a wide range of individual needs which change over time. As such, CYP require a flexible approach within an overall structure of consistency. 

A graduated response to behaviour allows team members to support CYP according to their current level of need and team members will do this through a trauma-informed lens.

Key principles of a trauma informed behavioural approach:  

The five principles below have been developed by Educational Psychology Service for schools and settings to consider when applying a trauma informed approach to behaviour.   

Principle One: Relationships, empathy and feeling safe take precedent over other means of discipline   

Principle Two: Discipline represents an opportunity to teach and nurture   

Principle Three: We aim to understand the function behind a behaviour   

Principle Four: The child or young person is separate from their behaviour   

Principle Five: Routines help people to feel safe, but some children and young people need differentiation within an overall structure  

Consequences: Consequences are not seen as a central element of trauma informed approaches to behaviour. However, some CYP may benefit from having the opportunity to co-construct ideas for repairing a situation, alongside an adult. An emphasis should be placed on restoration, not punishment or blame, and should aim to reduce feelings of guilt in the CYP.    

Whether consequences are needed will be determined as a whole-setting approach, in discussion with parents/carers.

In many cases, natural consequences (such as a ruptured relationship) are the most powerful learning tool for the developing brain, especially one which has been affected by social, emotional or mental health difficulties. This is due to their pre-existing high propensity for shame and self-blame. Many of our CYP do not need to be made to feel bad or worse than they already do. Instead, our focus remains on supporting them with their feelings and guiding them through any desire to repair or heal the rupture, in ways that feel acceptable to both parties.

If needed, consequences should  

• Make it clear that unacceptable behaviour affects others and is taken seriously   
• Not apply to a whole group for the activities of individuals.   

Be consistently applied by all team members to help to ensure that CYP and team members feel supported and secure 

Consequences need to be in proportion to the action  

It should also be made very clear that it is the behaviour that we wish to address, with a non-judgemental approach, and any consequence should emphasis this, not be made personal to the CYP. 

Adult Strategies to Develop Excellent Behaviour IDENITIFY the behaviour we expect Explicitly TEACH behaviour MODEL the behaviour we expect PRACTISE behaviour NOTICE excellent behaviour CREATE conditions for excellent behaviour Language around negative behaviour.

At Roots and Shoots Learning CIC we understand that a common and consistent use of language around behaviour is essential in creating clear boundaries to learn how to behave.  Phrases such as ‘kicked off’ or ‘screaming fit’ are unhelpful in these instances and we should remain professional and calm at all times. 

Conversations should discuss the behaviour and not be personal to the CYP. 

Conversations around feelings and behaviour should be conducted, in the first instance, by the team member who dealt with the behaviour, or the adult who knows that CYP best. Incidents are all logged on secure CYP “channels” on our internal platform/s.

The meaning of the word Behaviour 

Behaviour is not a negative word. It is both positive and negative. It’s a description of the conduct of someone, especially towards others. As humans we are consistently using behaviour to communicate with each other, whether this is verbal or nonverbal. Therefore, it is important that when we talk about behaviour, we talk about positive behaviour just as much as we talk about negative behaviour (if not more). As a provision we want to recognise and celebrated the positive behaviours of our CYP, whilst also supporting and providing strategies that will help CYP understand why they are making the unhelpful or unwise choices or displaying fewer positive behaviours

Guidance for Team Members

Before any incident  

Where an incident can be predicted or foreseen, measures should be taken as early as possible to redirect focus, change activity or address underlying tensions to try and prevent escalation. This step is left to the expertise of the practitioners who have the best knowledge and relationship with the CYP themselves.   

During an incident  

The following things are critical during an incident   

• Sustained use of the PACE approach – when heightened CYP may feel threatened and team members must avoid increasing their level of threat-perception, instead de-escalate with use of familiar phrases that let the CYP know we care about them and are their ally, rather than their enemy. We also must be clear about our intention to keep everyone safe and hold a healthy boundary regarding all behaviour concerns.
• That you call for assistance at the earliest available opportunity  
• That you keep yourself safe first   
• That you make the environment as safe as possible, this could include: 
  • Putting out fires   
  • Removing and securing equipment and tools   
  • Removing logs, branches etc   
  • Moving other CYP away  
• Moving CYP away from hazards such as trees to climb or things to throw, mud to get stuck in etc   
• That you keep other CYP safe   
• That you make the CYP in question as safe as possible   
• That police are informed, if deemed appropriate by Site Leads and/or Louise Sullivan
• That you are present with the CYP or can see them until they are safely escorted from the site   

After any incident of this nature  

After an incident of any sort the following should be done   

• Fill in an incident report on our internal platform
• Fill in any other forms as necessary  
• Discuss with Senior team members who have oversight for behavioural concerns and safeguarding in order to update risk assessments as necessary  
• Brief any other team members who work with the CYP about the incident  
• Seek debrief and/or support for yourself

Example Situations

Physical Attacks on Adults

Policy and guidance to help keep you and others safe in a potentially difficult situation with all team members must maintain contact with other adults at all times, via phone or whatever means necessary.  

Anger and violence:

Any CYP who represents a danger to others through their violent reactions should be dealt with in the following manner:

• Immediately call for assistance. Where it is possible and practical to do so, prevent further violence by separating the CYP/s and send other CYP involved in the violence with another member of team members.
• If possible, keep the dysregulated CYP separate from all other CYP.  If they can be contained, then do so but be aware that if they feel trapped it is likely to make the situation worse.
• If they walk or run off then allow them to do so, but follow at a safe distance and where possible guide their exit away from other CYP (it is likely they will try to exit the site the way they came in)  
• If possible keep them on site but physical intervention should be a last resort and only used if they are a clear danger to themselves or others (i.e. they are walking or  standing in the middle of the road with no regard for traffic, or where you feel they  present a threat to members of the public or other people in the area)   
• If they leave the site and refuse to return, inform them that the policy is to call their parents/carers and the police if they do not return   
• Physically restrain CYP only as a very last resort   
• Remember: you must refer to your own safety at all times, do not put yourself in harm’s way to try and control the situation.

Leaving the area or the premises:  

• Any CYP who leaves the area or the site as a result of their reaction should be dealt with in the following manner:
• Immediately phone for support, and if necessary, place other CYP with another team member so you can deal with the incident   
• Allow the CYP to move freely about the site as long as they are not a danger to themselves or others; if they feel trapped it will likely make the situation worse   
• If they leave the site completely, warn them that the policy is to ring their parents/carers and ask them to return to the premises. Give them space to be left alone as long as they remain at no risk to themselves and others   
• If they do not return to site, inform the parent/carers to arrange collection, and inform the police if you feel they are unsafe or pose a risk to themselves, others or property in the area .

Inappropriate use of equipment or tools during an incident:  

The following procedures should be followed in these cases   

• Immediately call for assistance
• All tools and equipment being used should be returned and put away immediately, this may also include locking tools securely away
• Once the tools are away the other behaviour procedures can be followed as per this document  
• If the CYP refuses to relinquish tools or equipment DO NOT TRY TO TAKE THEM BY FORCE. It is extremely dangerous to put yourself in harm’s way and also to potentially escalate the incident. 
• Where necessary remove all other CYP to a safe distance, use the PACE. approach to ensure that the CYP is given a calm, and non-threatening, opportunity to put down the equipment or tools   
• If having followed PACE there is no retraction, then team members must inform CYP that the police will be called if they refuse to put down the equipment or tools.
• If they still refuse call the police immediately   
• If they leave the immediate area whilst still in possession of tools or equipment phone the police immediately   
• If they leave the site whilst in possession of tools or equipment phone the police immediately   
• Where the CYP has removed themselves from the area but is damaging or misusing equipment whilst separate from the group, ask them to stop. Remember to do so using the P.A.C.E. approach, as this is more likely to secure their co-operation and trust. It is likely they will move away if you continue to follow them so if this works as a tactic then follow them until they are in an area where minimal damage can be caused and then allow them to have some space whilst being observed. Explain you are doing this for their safety as they are likely to be feeling threatened in their heightened state. Use words and body language to de-escalate their sense of threat, where possible, and while retaining a safe distance.

Abusive or bad language:  

The following procedures should be followed   

• Where the language is directed at others directly or is affecting other CYP on site then either the offender or the group should be moved away, whichever is most practical to do 
• The CYP should be informed that the language is inappropriate and that we can come up with kinder words or find other ways to express frustration
• They should be reminded of the other CYP on site and respecting the feelings of others 
• If the CYP’s behaviour escalates or if they leave the area without being asked to do so immediately call for support and follow the procedures for their actions as in this document  
• If the behaviour escalates or is out of control immediately return all tools and equipment to a secure location and follow appropriate steps for this, should it not be possible to get tools or equipment from CYP. 
• If a severe reaction results in CYP breaking down or disclosure: If a CYP becomes upset or makes a disclosure as a result of an incident the Safeguarding Policy and procedure should be followed, and the DSL and MASH should be informed of the situation as appropriate.  

For more information, please see Roots and Shoots Learning CIC Safeguarding Policy.