Behaviour and well-being
With regard to well-being, staff are alert for indicators of stress and worry, and will follow plans for managing these emotions. The best plans are those discussed with the family and child to see what works best. As well as the short-term responses to any moments of pressure, the base also has activities within the curriculum as well as specialist input to support development of skills in these areas.
- Emotional and Literacy Support Assistants, who undertake supervision sessions with an Educational Psychologist
- An Assistant Psychologist, working under the direction of the Educational Psychologist
- Therapy supported activities
- A specialist designed social and communicative programme for those needing this level of intervention for ASC related needs
The base is part of a mainstream school and the school behaviour policy applies to all children in the school.
However, the base also has a behaviour policy which explains the principles and systems that it uses in managing behaviour in the context of the special needs of the children in the base. This can be found below together with an "expectations" poster
The key expectations that apply are summarised below:
- In school, everyone has the right to learn, to be safe and feel secure.
- It is never OK to hurt ourselves, others or property.
FAQ – Parents/carers
Will my child receive rewards?
Yes. It is very important for a child to receive positive confirmation of success or compliance, and to feel they are valued. Examples of rewards are described within the behaviour policy below.
Is there somebody for my child to talk to if they are worried?
Yes. There are particular adults who will be working closely with your child, as well as others who are part of the base and available to help with troubles or anxieties. However, we know that children with autism can sometimes find it difficult to verbalise or write these, so relevant staff will also raise concerns with parents/carers to see what could be done to help.
Would my child receive sanctions?
When appropriate, yes. You have chosen a mainstream environment, albeit heavily adapted within the Horizon base, and as such there are expectations of behaviour that apply. However, sanctions are not applied without consideration of SEN and are adapted as appropriate when needed.
The first step is to ensure that the child has input to help them understand the desired behaviour and why the displayed behaviour is not acceptable within the school; this will then influence how the school responds.
Whether a sanction is applied or not, it is important for children to understand that certain actions have consequences. This helps them to learn when behaviours are dangerous to themselves or others, or are anti-social, and prepare them for adult life and more independent living.
More information can be found in the school behaviour policy and also the further explanation in the Horizon behaviour policy below.
If my child has a sanction, does this mean that his/her place is at risk?
It is very rare for this to be the case. The vast majority of children learn from their mistakes and develop their responses. This learning from things that have "gone wrong" is an important part of growing up and, within Horizon, is also supported through the use of social stories and other activities.
There are exceptional circumstances where a child continues to be a risk to themselves or others and/or causes ongoing disruption to the learning of others despite reviews and the use of targeted and specialist strategies.
In such situations, the provision needed for the child to progress would be reviewed as part of the Assess, Plan, Do, Review process.