Behaviour: Our Trauma Informed Approach
McKee College has a trauma informed behaviour approach that places connection and relationships at the heart of what we do. We aim to understand what a student might be trying to communicate through their behaviour and what their underlying need might be. We separate who a student is from the behaviour they show us. We have 3 key expectations for everyone in our school
- To be safe
- To feel valued
- To be able to learn
Our philosophy towards understanding behaviour is underpinned by “social learning theory” as prescribed by Albert Bandura that is,
behaviour is learned from the environment through the process of observational learning
We challenge unacceptable behaviour because to ignore it is to accept it, and through acceptance we normalise it.
Boundaries and limits support the 3 key expectations and the development of environmental safety for everyone.
We recognise our young people have had their own journey and life events, and they might often get it wrong before they learn how to get it right.
The root of the word “discipline” is disciple which means “student” “pupil” and “learner” A disciple is not a recipient of punishment but one who is learning through instruction.
Siegel and Payne Bryson, 2018
Our trauma informed approach benefits all students and staff for the following reasons:
- Relationships and a young person’s sense of safety and security are placed at the heart of behaviour approaches.
- Our approach encourages nurture, respect and empathy, even when a young person is presenting with behaviours that feel challenging.
- Individual circumstances and context are considered.
- A sense of community and belonging is promoted
Key components of our behaviour policy
Our 3 expectations
- To be safe
- To feel valued
- To be able to learn
Differentiation
We adjust and differentiate our behaviour policy as appropriate to meet the needs of all students within our school in line with The Equality Act (2010)
We consider the individual and the context in our decision making. Being fair is not about everybody getting the same (equality) and is more about everybody getting what they need (equity)
The behaviour manager in conjunction with the DHT / HT will make decisions around adjustments, where appropriate working with the DSL and SENCO.
A graduated response
We use a graduated response to behaviour, in which we aim to recognise and respond to the underlying need that the behaviour is communicating. This does not replace putting in boundaries and challenging behaviour that puts our 3 expectations at risk. We have a holistic response that considers SEND, safeguarding and mental health.
Consistency and Routines
We know that consistency and routines help many students feel safe and that some students may need differentiation within that structure: All staff are familiar with and use the behaviour policy.
Staff meet and greet at the start of the school day and at lesson changeover are visible and proactive in supporting students into the right places.
There are routines for recognising positive choices including points, prizes, awards, positive phone calls home and weekly tuck shop. Points can never be taken away from students. We ensure consistency and equitable opportunities for students to experience rewards and success.
Staff record behaviour incidents accurately so that the right response and support can be put in place.
The Role of Staff
Staff prioritise relationship, connection and a sense of emotional safety. We assume there may be trauma and underlying need when we work with students. Staff separate the student from their behaviour.
Staff are role models. We learn to live within the rules by observing each other interact positively with the rules of our school society
Staff challenge behaviour that is unacceptable so that it isn’t ignored or normalised.
Staff take active steps to avoid a cycle of conflict or escalation. At the Mckee our staff use a calm tone, the language of choice, helping students name and recognise their emotion and validating this, giving take up time etc. This does not replace putting limits on behaviour and upholding our 3 expectations.
Staff use a PACE approach (playful, acceptance, curiosity, empathy) as a way of fostering safety, positive behaviour choices and connection.
Staff are familiar with the needs of students through pupil portraits, individual plans, EP reports etc. and use appropriate strategies to meet those needs e.g. movement breaks. Staff reward and recognise behaviour that does meet the 3 expectations and look out for students making small step progress.
The Role of Parents and Carers
We encourage parents and carers to:
Support your child in meeting our 3 expectations
Support us as a school when we are challenging behaviour that is not acceptable. We do this as part of the development for your child and to keep school a safe environment for all of us, emotionally and physically.
Share your views and work together with your child’s keyworker who will be in regular contact.
Let us know if there are specific issues going on or concerns your child has that we may not be aware of.
Pupil movement around school
At the Mckee we support student behaviour and safety as they move in and out of school and around school by:
Meeting and greeting students outside on the yard as they arrive first thingSupporting students to secure their belongings in the cloakroomMeeting and greeting at the door of the classroom at the start of lessonsKeyworkers supporting students at lesson changeover to get to the right classKeyworkers supporting students on movement breaks / toilet breaks. High staffing at break and lunch time with alternative options such as the quiet room.
Our 3 expectations
These are examples of our expectations in action
|
To be safe To ensure the safety of all of our students we will request all students to place their belongings in a secure locked area at the start of each day, this will include coats and bags. |
We are a no phone and no vapes school. Students must hand in their phones and belongings at the start of the day.
We are a no contact schoolWe respect people’s physical space
We act in ways that are safe for ourselves and other people – physically and emotionally.
We go to and stay in the right spaces at the right time.
We follow staff instructions |
| To feel valued |
We consider the impact our actions or words might have on other people. This includes in person and online.
We help people when we can
We are tolerant of people who are different to us
We take good care of the school building and equipment |
| To be able to learn |
We get in the right classroom or space on time
We use our strategies sensibly eg movement breaks.
We let staff help us
We listen to staff
When we aren’t in an OK space to learn we work with staff and engage with BASE |
Scope of our behaviour approach and policy
Our approach and policy applies to all students when in or near school, travelling to and from school and on Educational Visits. We will respond to behaviour as a school when the student is:
- Taking part in any school-organised or school-related activity or
- Travelling to or from school
Our Graduated Response to Supporting Behaviour
| Wave One: Our Universal Offer | Small groups Keyworker support and home liaison Class level and whole school strategies as outlines in the main body of this policy |
| Wave Two: School based additional support | School based targeted interventionsBASE supportBespoke timetables for engagement Care Plan and Risk AssessmentsBASE + targeted support |
| Wave Three: External & High Support | Educational PsychologistEarly helpMulti Agency MeetingsHigh Support SessionsSpecialist Support from External Professionals |
Having this graduated response allows us to put in the right level of support to identify and meet need. Our SEND, safeguarding and behaviour manager leads regularly discuss how to best support students.
Trauma informed ways of working have formed a large part of whole school staff training and in key roles we have staff qualified in a range of additional skills and knowledge to support the graduated response.
This includes
Lead DSL
L5 Diploma. Qualified Trauma and Mental Health Informed Practitioner with TISUK Practitioner Status. Certified Diploma of the Art and Science of Neuro Linguistic Programming.
Behaviour Manager
Senior Mental Health Lead accredited with Leeds Beckett University
SENCO
BA in Teaching Learning and Mentoring (Hons), Post Graduate Diploma in Specific Learning Difficulties (AMBDA Status), Certified Diploma of the Art and Science of Neuro Linguistic Programming. Level 3 in Speech and Language Support, Safeguarding Level 5
SEND HLTA
BTEC Childhood Studies. Mentoring and Counselling Level3
Attendance Officer
Trained in safeguarding to DSL level
We liaise with other services including Educational Psychology, CAMHS, Fylde and Wyre Integrated CAMHS & CPS (ADHD Services), Neurodevelopmental Pathway Team ADHD North West, School Nursing Team, The Butterfly Project
If as a parent or carer you are concerned about your child’s behaviour, mental health or feel they need more support please do raise that with your child’s keyworker. We work together with you closely and you know your child best of all.