Role Models Behaviour Management Policy

Role Models use effective behaviour management strategies to promote the welfare and enjoyment of children attending any course or workshop. Working in partnership with parents, we aim to encourage socially acceptable behaviour using clear, consistent and positive strategies. Each workshop and course begins with Role Models staff creating a shared ‘Agreement’ with the children to establish a shared expectation for behaviour (see Agreement guidance). This agreement is referred to throughout the workshop or course and children are reminded about the agreement.

The Role Models designated member of staff responsible for behaviour management is the Head of Character Education (Louise Treherne).

Whilst at a Role Models workshop or course we expect both children and adults to:

  • Use socially acceptable behaviour
  • Comply with Role Models policies and procedures
  • Respect one another, accepting differences of race, gender, ability, age and religion
  • Participate willingly in the activities
  • Interact positively with others
  • Enjoy themselves and have fun!

Role Models will promote and actively encourage positive behaviour by leading by example and by respecting each other and the children. Clear boundaries are established and children are made aware of routines and know what is expected of them. One child’s behaviour must not be allowed to endanger the other children in the group by absorbing or distracting the supervising staff. Parents are expected to provide suitable detail in terms of behavioural traits and needs when registering their child for a course and workshop.

There may be times when children require support and guidance to understand that their behaviour is not acceptable. Role Models staff will always try to determine the cause or triggers of the inappropriate behaviour to prevent the situation from recurring. No undue stress shall be placed on the child in terms of humiliation, use of overly negative language or withdrawal of food or drink.

Positive behaviour will be encouraged through the following strategies and guidance for staff:

  • Staff acting as positive role models
  • Praising appropriate behaviour
  • Being fair and consistent
  • Points system to reward individual and team effort and approach (for showing skills, effort, resilience, working together etc.)
  • Informing parents about individual achievements
  • Individual prizes where appropriate
  • Certificates at end of workshop/course
  • Offering a variety of active and ‘hands on’ activities to meet the learning needs of the children
  • Learning names quickly
  • Following through with consequences and using the system below consistently
  • Being clear and direct with language
  • Beginning the course/workshop being firm – you can always get ‘nicer’ but hard to get firmer once the tone has already been set

Strategies and system for dealing with inappropriate behaviour:

  • Keeping students with more challenging behaviour in close proximity to the Role Model.
  • Use a range of non-verbal cues (a hand on the shoulder, eye contact, signalling a child to move).
  • Tactical ignoring – sometimes ignoring unwanted behaviour and not giving it attention can be effective.
  • Challenging behaviour will be addressed in a calm, firm and positive manner.
  • Role Models will discuss why the behaviour displayed is deemed inappropriate.
  • Role Models will encourage and facilitate mediation between children to try to resolve conflicts through discussion and negotiation.
  • In the case of inappropriate behaviour, the Role Models should highlight this behaviour to the child, explain why it is inappropriate and bring them back to the Agreement.
  • If the behaviour persists, the Role Model should give the child a verbal warning.
  • If the behaviour still persists, the Role Model should then write the child’s name on the whiteboard to officially ‘record’ the warning.
  • Every effort should be made to catch the child displaying more appropriate behaviour in order to then wipe the name off the board.
  • If the behaviour persists after writing their name down, the Course Lead should then take the child outside of the classroom to have a discussion about their behaviour. This should involve reminding them of the Agreement, asking them to reflect on how their behaviour is impacting their own progress and that of the group, and asking them what they think needs to happen now.
  • If a child gets to this stage, feedback should be given to the parent/carer and the Role Models team.

If a child’s behaviour consistently affects the delivery of the workshop or course, the safety of the other pupils and the ability for said child to access the content effectively, Role Models will discuss this with the parent. It may be deemed that the child’s behavioural needs cannot be met effectively and therefore the workshop or course is not right for them to attend. If at any time a child’s behaviour is extremely anti-social or aggressive then they may need to leave the course or workshop immediately. Abuse, both verbal and/or physical, against a member of Role Models staff or another child will not be tolerated and may lead to immediate removal. Bullying of any form will not be tolerated in any workshop or course.

Physical intervention

Physical intervention will only be used as a last resort, if Role Models staff believe that action is necessary to prevent injury to the child or others, or to prevent significant damage to equipment or property. The use of any physical intervention must also take account of the characteristics of the child including their age, gender, special educational needs, physical needs or disability, developmental level or cultural issues. If a Role Models member of staff has to physically restrain a child, the Head of Character Education (Louise Treherne) and Role Models DSL will be notified and an Incident record will be completed. The incident will be discussed with the parent or guardian as soon as possible. If Role Models staff are not confident about their ability to contain a situation, they should call Role Models DSL or, in extreme cases, the police.

Incident sheets will be used to record any serious behaviour incident or any incident where handling or physical intervention is needed. Sheets will be kept on file at the Role Models office.

Role Models will make sure that staff receive training in respect of basic behavioural management, including strategies, the content of this policy and how to ensure the safety of the children in their care.

Setting an Agreement – Guidance for Role Models

During any Role Models course or workshop it is important to set up an ‘Agreement’ between the Role Models and children involved. This helps set the expectations for the course/workshop and gives you something to refer back to throughout.

Using a sheet of A3 paper discuss the following questions with the children and record their ideas. This could be done verbally if time is an issue, the Role Model could scribe the ideas given by the children, or you could use post it notes for the children to write their thoughts on and stick these on the sheet of paper.

  • What would we (children and Role Models) like this course/workshop to be like?

Hopefully they will come up with ideas including:

We want the course to be… fun, informative, active, not boring, helpful, new learning, memorable, inspiring…. etc.

  • What do we (children and Role Models) need to be or show for the workshop/course to be successful?

Hopefully they will come up with ideas including:

We need to… listen to each other, be respectful, participate, challenge ourselves, follow instructions, ask if we don’t understand, offer ideas, support each other, encourage others, don’t make fun of others, give each other a chance to be involved, focus and concentrate, have fun!

Record all of the ideas on the A3 piece of paper and agree that all Role Models and children will work together to try and achieve these things. The children and Role Models can all ‘sign’ this piece of paper if appropriate. Display this Agreement throughout the week/course and refer back to it to reinforce the expectations. This Agreement can be added to where necessary as new ideas come up throughout the week or course.

We are committed to reviewing our policy and procedures annually.