Behaviour and Engagement

At Brantridge, we are guided by a pupil centred approach to behaviour.

Within the school, pupils are encouraged to focus on our three ‘Be Rules’ which are:

  • Be Kind
  • Be Respectful
  • Be Your Best

When pupils are seen demonstrating these rules, the staff identify them and acknowledge with a positive class visual, giving them instant feedback when they are doing something positive. Pupils are then rewarded with certificates at the end of each week to take home and receive one or more certificates during the week.

If pupils display behaviour which is ‘Above and Beyond’ in Kindness, Respect or Being their Best, staff can arrange for a postcard to be sent home as an extra positive incentive.

When pupils are finding themselves feeling anxious, they are offered the Pupil Support Area to calm or continue their work with the Pupil Support team who will actively seek to reintegrate them, at their own pace, back to class.

Behaviour data is monitored regularly, and if needed, modifications to pupils’ timetables are made to ensure a tailored approach to learning. This is done in consultation with the Therapy team, Pupil Support and Senior Leaders.

Microscripts

This is a short script all staff use. Due to the vast variation and complexity of needs our pupils have, we designed a scripted, 30 second intervention, to help de-escalate behaviour through a consistent school wide approach using ASD, ODD, PDA, Trauma & Attachment friendly language. This intervention is delivered calmly, quietly and privately in order to avoid anxiety or having a detrimental effect on a child’s behaviour and well being.

Restorative Practice

The teacher or other member of staff involved in an incident with a pupil will follow up with restorative practice. This is in place to improve staff-pupil relationships and to encourage in depth reflection of the pupil’s own behaviour. The questions we ask are as follows:

  • What has happened?
  • What were you thinking at the time?
  • Who has been affected by the actions?
  • How have they been affected?
  • What needs to be done now to make things right?
  • How can we do things differently in the future?

On-going Assessment and Targets
At Brantridge School, we aim to be proactive in relation to behaviour management. Each item of the behaviour management policy is underpinned by on-going daily assessment of engagement and negative behaviours displayed, weekly target setting, planning and intervention for individual pupils at the Multi-Disciplinary meeting, and subsequent evaluation of the interventions introduced by Class teachers, Therapists and the Behaviour Team.

Each pupil has Positive Behaviour and Support Plan (PBSP) which is written with the child and his parents/carers. Plans are reviewed each term or more frequently if necessary. All staff in school are made aware of any changes to the plan so that they are fully informed when a new piece of information, change in response, or successful strategy is identified

MAPA 

At Brantridge School, we us MAPA to manage all behaviours and consequences. MAPA is the Management of Actual or Potential Aggression. This programme helps develop the essential knowledge and skills to manage the people we support who present challenging, aggressive, or violent behaviour. MAPA is a behaviour management programme designed to staff provide for the best possible care, welfare, safety and security of our pupils.

As a special school we take account of the SEN nature of the pupils and students and the manifestation of complex behaviours associated with these needs. We recognise that all behaviour is communication and the majority of our pupils have communication difficulties.

Adults in the school are trained to read this communication (behaviour) and reflect on their own practice. At Brantridge School, we require all adults to model good behaviour. It is through modelling consideration and respect that we demonstrate to pupils what good behaviour is and how it promotes engagement and learning.

My son currently attends Brantridge School and is in your Year 5. He has progressed massively since starting here 2 1/2 years ago. - Parent

My son started in September 2021 and he is very settled and understood by Brantridge School. - Parent

The School is fantastic, with wonderful staff and facilities. - Parent

My son has done amazingly well since attending Brantridge. He has improved academically and grown in confidence. I could not have wished for a better school for him. - Parent

From my experience working with the school I have found them to have always been child focused and willing to adapt their provision to meet a child's specific needs. - Parent

It took us two years to find a SEN school for our son. He has been going to Brantridge School since February and he has come on leaps and bounds. - Parent

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