1. Whole School Improvement
through Behaviour
Management
Nick Burnett
nick@i-for-k.com

2. Whole School Improvement
through Behaviour Management

3. Addington School

4. Designation
• Age range
• SEN
• History

6. positive philosophy

7. Team-Teach

8. UN Convention of Human Rights
 “Children have the right to be protected
from all forms of violence. They must be
kept safe from harm. They must be
given proper care by those looking after
them”
 (Article 19 UN Convention on the Rights of
the Child)

9. Aim, Statement & Purpose of Team Teach
To provide a flexible, transparent,
questioning risk reduction training
framework for teams of people working
within principles and processes designed to
safeguard services & individuals.

10. Principles and Psychology of
Team Teach
 The physical techniques are based on
providing the maximum amount of care,
control and therapeutic support.
 “I care enough about you not to let you
be out of control.”
 At least, 95% of crisis situations can be
resolved through calm, controlled &
skilled de-escalation intervention.

11. Principles and Psychology of
Team Teach
 Staff numbers. (minimum of 2 involved)
 Minimum force and time, maximum care and
control.
 Last resort (where possible).
 Techniques that allow for verbal communication
 Techniques do not rely on pain or “locks” for
control.
 Staff safety and protection issues addressed.

12. Principles and Psychology of
Team Teach
 Seeking help – a professional expectation
and strength “ Help protocol”
 Facilitating a questioning, understanding
approach: “There must be a better way?”
 Stressing the value of enhanced
communication skills and team work through
the role of “critical friends” & involvement of
Key players

13. Principles and Psychology of
Team Teach
 Following a restraint there should be both a
support and reflective structure in place for
both staff and child(ren) involved.
 All incidents using restraint should be
reported, recorded, monitored and
evaluated

14. Principles and Psychology of
Team Teach
 A hierarchy of policy approved gradual and
graded responses moving from least intrusive to
more restrictive
 Strategies & techniques should be written out
and included in: I.E.P. Individual Behaviour
Support & Intervention (BSI) plans.
 Emphasis on caring, protecting, and enhancing
positive relationships

15. Organisation Blu-Tack Structure
Director, Risk Assessment Panel & Steering Group
Principal Advanced Tutors, HIGH RISK needs /
Tutors Principal Tutors settings require
& Senior Tutors ADV hours of
Able to teach teaching provided
advanced (4 Days) able to
by an Advanced
tutors & teach Adv.
Team teach tutor
Intermediate Modules, 12 & 6
tutors hour courses MEDIUM RISK
needs / settings =
Employers Tutors,
Basic course 12
Principal Tutors &
Recommended hours, then able to
Lead Tutors
and required re- apply for
accreditation (5 Days) able to Intermediate tutor
teach 12 & 6 hour course
Dictated by courses and apply
LOW RISK needs /
Risk for advanced tutor
settings =
Assessment course
Foundation course
(6 hours)

16. 2004/5 Recommended & Required Time Scales.
Team-Teach RECOMMENDED REQUIRED
COURSE
6 Hours (Low Risk Service
Settings & individuals eg
Mainstream schools)
Every 2 Years Every 3 Years
12 Hours (Medium to
Elevated Risk Service
Settings & individuals eg Every 1 Year Every 2 Years
“special” / homes / social
care / hospitals)
One Annual Re-
Intermediate Instructor
(5 days)
Every 12 accreditation
then Every 2 Years +
months * 4 month grace period
Advanced Instructor
Every 12 months +
(4 days) N/A * 4 month grace period

17. INTERMEDIATE PERSONAL SAFETY
 Personal space, body language & “Help Scripts” S1,2&3
(Core)
 Standing arm & neck responses (Core)
 Hair hold responses (opt)
 Clothing hold responses (opt)
 Body hug hold responses (opt)
 Responding to bites, punches & kicks (opt)

18. INTERMEDIATE MODULES
 Graded standing, escorting & seated holds with “help protocol”
& “critical friends” (opt)
 Guiding to ground sitting & kneeling positions (opt)
 The Wrap to chairs (Level 1&2 with HP) / Small child escort &
Cradle-Hug Hold (opt)
 Wrap ground recovery.
 Responding to “Dead Weight” situations to Chairs (opt)
 Responding to Standing Fight situations - guide-lines &
strategies (opt)

19. Risk Reduction: Process and Position
 Ground Assault & Ground Fight Responses (adv 12opt)
 Transport & Challenging behaviours – A Risk Assessment
Approach (adv 12opt)
 Dead Weight Up Off the Ground Without Chairs (adv 12opt)
 Single Shield plus 2 person Shield Ground Recovery
positions (advD 12+)
 Shield into 3 person Front Ground Recovery
 Controlled descent into 2 person Front Ground Recovery
 Safeguards standards around ground recovery positions

20. Advanced Modules
 Everyday objects ( Blunt impact / sharp edged
and pointed) used as possible or actual weapon
responses (advD 12+)
 Risk reduction strategies with regard to: pool
cues, chairs & missiles (advD12+)

21. Research Evidence (Portsmouth University, April
2004)
Seventeen Local Authority officers indicated their
belief that Team Teach could make a positive
contribution to:
•the feelings of safety experienced by young people
and staff in services;
•staff confidence in their ability to manage challenging
behaviour
After the training the staff reported feeling better
prepared to cope with difficult behaviour and more
knowledgeable about the guidelines under which they
were operating” .

22. Community / Organisational Benefits
“The seventeen officers indicated their belief that
Team-Teach could make a positive contribution to the
number of staff suspensions, assaults on staff and
exclusions from services”
(University of Portsmouth April 2004. Key findings: Team
Teach evaluation - Executive Summary)

23. Community / Organisational Benefits
There is evidence to show a 38% reduction in
violent incidents over the last 3 years in the
Social Services Department and workers are
feeling more confident in the workplace.”
(Redcar & Cleveland Social Services –
February 2003)

24. Reaping the Rewards For All Children
a safer and more secure working environment
will lead to:
•learning conditions improving.
•an increase in more socially acceptable behaviours
•stress and violence in the workplace decreasing.
•less children absconding and more children
included in lessons.
•property damage being reduced.
(DFES NFER July 2003 & Portsmouth University Research June 2004)

25. A particularly useful stress
management technique:
Everybody needs a “Scream Saver”

26. Picture yourself near a stream ...
Birds are singing in the crisp, cool,
mountain air.
No one else knows this secret place.
Only you know this secret place.
The soothing sound of a gentle
waterfall fills the air with a cascade of
serenity.

27. The water is clear.
You can
easily make
out the face
of the
person
whose head
you're
holding
under the
water ...

28. There now. Don’t you feel better?
Everybody needs a
“scream saver”

29. collaborative

30. code of conduct
• pupil views

31. monitoring

32. data
• collection
• use
• problems

33. de-briefing

34. pupil
• symbol
• taking responsibility

35. adult
• challenges

36. outcomes

38. future

39. Quotes

40. OfSTED
‘Addington School is a very good school with excellent
features.’
‘High quality care, the very good ethos and very good
provision for pupils’ personal development ensures that
pupils have very good attitudes to learning, are happy at
school, have very good relationships, and behave very
well.
‘Pupils’ behaviour is very good because of the high level of
mutual respect.’
‘The first rate development of strategies to promote a
culture of positive behaviour is being shared with other
schools who recognize their effectiveness. Pupils learn
very well how to amend their behaviour as their
awareness of how this affects others develops.’

41. Parent
‘You have managed to get Anthony from a child who was
virtually being held all day, being part-time, hardly
remaining in the classroom, being very disruptive to
other pupils and a danger to himself, other pupils and
staff. We all got together as a team and since
September 2003 he has attended full-time and is
socialising and interacting with other children. He is even
helping another child in his class. This is amazing for a
child such as Anthony.’
‘We’ve been lucky to have your support with all the
difficulties we went through with Anthony’

42. A Life In Your Hands
If a child lives with criticism, he learns to condemn;
If a child lives with hostility, he learns to fight;
If a child lives with ridicule, he learns to be shy;
If a child lives with shame, he learns to feel guilty;
If a child lives with tolerance, he learns to be patient;
If a child lives with encouragement, he learns confidence;
If a child lives with praise, he learns to appreciate;
If a child lives with fairness, he learns justice;
If a child lives with security, he learns to have faith;
If a child lives with approval, he learns to like himself;
If a child lives with acceptance and friendship,
he learns to find love in the world.
Dorothy Law Holte

43. Contacts