Stoke Primary School recognises the importance of strong Mental Health. Teams of staff have been trained in both Youth Mental Health First Aid and Mental Health First Aid. To encourage school/parental partnership, to promote children’s education and maintain standards of behaviour. Unless the registered person can demonstrate that this is not appropriate, the home has procedures and guidance on police involvement in the home, which have been agreed with the local police and which staff are knowledgeable and clear about. Teachers need to recognise that effective conditions for learning (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour.

If behaviour results in physical or verbal abuse towards a teacher/adult an ‘Assault’ form should be completed and a copy forwarded to the LA. He is currently a non-executive director of Team-Teach Ltd, one of the largest providers of training in the prevention and management of risk, restraint and restriction in the UK and abroad, and a member of the board of the Institute of Conflict Management. It is very important that praise and reward should be meaningful to children. Children will achieve more, be better motivated and behave better, when staff praise and reward their successes rather than focus on their failure. Key to all our reward systems is how the children are able to articulate why they have received a reward and what they are continuing to strive for. The registered person has a clear written policy, procedures and guidance for staff based on a code of conduct setting out the control, disciplinary and restraint measures permitted and emphasising the need to reinforce positive messages to children for the achievement of acceptable behaviour.When children get a specified number of smileys, they are given a certificate to take home related to their house team which recognises this milestone: Teachers and support staff are integral to behaviour success through high quality teaching and learning that is carefully planned to meet the needs of each and every child. Expert Witness in cases involving education, health & safety, learning disability, behaviour management, risk management, safeguarding children & adults, balanced reduction in risk, restraint and restriction, guidance and training in personal safety and physical restraint. He went on to work with Team Teach Ltd, writing and producing training manuals, course workbooks and videos of physical techniques. Staff have a collective responsibility to support all our children and that as a team we are more likely to create solutions and strategies that are effective.

For Quality First Teaching in a broad and balanced curriculum to underpin growth in each and every child.The Head Teacher has the right to exclude pupils for a period from 1 to 5 school days BUT each case will be assessed and treated individually and a sanction applied depending on the incidents severity. Where behaviour is considered a low-level issue the use of sanctions can be applied. Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate. We aim for children to learn through this process to enable them to make better choices in the future.

Changing Minds: The Psychology of Managing Challenging Behaviour within an Ethical and Legal Framework If physical intervention of any kind is required, then a record should be completed in the ‘Bound and Numbered’ Book as soon as possible and within 24 hours of the incident.

Measures of control, discipline and restraint used by the home are made clear to the placing authority, child, parent/s or carers before or, in an emergency placement, at the time the child is to move into the home. He has wide ranging experience in education and residential care settings, including a large mental hospital, a residential unit for young adults with learning disabilities and autism, and as a school principal running three successful residential and day schools for children and young people who exhibit challenging and hazardous behaviours. Long answer short – this was the case in the past. Although there is now no need to keep a numbered, bound book (unless you wish to), that advice is still being passed around as a requirement. Schools have to ‘consider how best to record such serious incidents’. Children are encouraged to develop a proper awareness of their rights and responsibilities. Staff and children alike are clear that each individual has rights and responsibilities in relation to those who live in the home, those who work there and people in the community. Where there has been physical intervention, the child will have the right to be examined by a registered nurse or medical practitioner within 24 hours. Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and school leaders. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as means of motivation. They need to be taught to manage their own behaviour.

Governing bodies are legally required to consider parents' representations about an exclusion, and in some cases must also consider whether an excluded pupil should be reinstated. If parents disagree with the decision not to reinstate their child, they can request that it be considered by an independent review panel.

Through detailed investigation sanctions are discussed with all stakeholders to ensure that the planned action is commensurate with the behaviour issue. Consequences are therefore tailored to the situation, but the process follows these principles: Any other incident deemed ‘serious’ or resulting in injury should be recorded on an Accident/Assault Incident form, the teacher’s class diary or the Playgrounds Incident Book. The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them. We understand that behaviour management can adversely affect mental health. Key to our approach is inclusive understanding and analysis of behaviour so that all stakeholders are involved and fully aware of what has happened and what the likely consequences could be.