Behaviour Support

Committed to embedding the philosophies of Positive Behaviour Support throughout college

Behaviour Support

The College is fully committed to embedding the philosophies of Positive Behaviour Support.

The purpose of positive behaviour support is to:

  • Use person centred, values based approaches
  • Understand probable reasons why a person presents behaviours of concern
  • Maximise the use of behaviour support plans that identify primary preventative strategies, secondary preventative strategies and tertiary strategies
  • Lead, train staff and quality assure behavioural support strategies within the college to enable learners to access, succeed and progress within their studies whilst at College
  • Work with staff and learners on an individual and group basis to ensure effective learning and experiences take place through knowledge and application of positive behaviour support strategies.
  • To maintain a safe and inclusive learning environment helping the College to support learners with complex behaviours

Staff Support/Training NAPPI (Non Abusive, Psychological and Physical Intervention)

The aim of NAPPI is to focus on the Assessment, Prevention and Management of our learners individual need.

We have in house trainers at the College who train staff how to:

  • Assess the potential for difficult behaviour.
  • Be prepared at all times.
  • Prevent confused and ‘unpredictable’ behaviour.
  • Deliver high quality care to even the most difficult clients.
  • Participants are encouraged to raise work related questions so that the training can be directly related to their area of experience. NAPPI teaches the SMART Principles and how to apply them to a wide variety of situations.

Safeguarding Risk Assessments/ Positive Behaviour Support Plans

  • Prior to the start of the placement, learners with identified risks and behavioural support have had comprehensive Risk Assessments and a Positive Behaviour Support Plan. This is reviewed by the Behaviour Support Manager, Behaviour Leads, Tutors and key support staff.
  • BSP’s are written in partnership with the learner, external agencies, families and the Multi-Disciplinary Team by the Behaviour Support Manager.
  • Positive behavioural support (PBS) provides a framework that seeks to understand the context and meaning of behaviour in order to inform the development of supportive environments and skills that can enhance a person’s quality of life.
  • Using person-centred, values-based approaches to ensure people are living the best life they possibly can. This involves assisting a person to develop personal relationships, improve their health be more active in their community and to develop personally. When done properly, person centred planning processes make sure that those who support people get to know them as individuals. Patterns of behaviour provide important data, skilled analysis of which enables key areas of unmet needs to be understood
  • The use of behaviour support plans which have been informed by an assessment of these factors in order to ensure that aspects of the person’s environment that they find challenging are identified and addressed, that quality of life is enhanced and that wherever possible people are supported to develop alternative strategies by which they can better meet their own needs.
  • These are referred to as primary preventative strategies (Proactive Strategies). The behaviour support plan must detail the responses such as de-escalation techniques, distraction, diversion and sometimes disengagement to be used by carers/staff when a person starts to become anxious, aroused or distressed. These are referred to as secondary preventative strategies and aim to promote relaxation and avert any further escalation to a crisis.
  • Positive Behaviour support plans include guidance as to how people should react when a person’s agitation further escalates to a crisis where they place either themselves or others at significant risk of harm. This may include the use of restrictive interventions. Within behaviour support plans these are as identified as tertiary strategies (Reactive Strategies)

The Behaviour Support Manager has been conducting external visits to potential learners.

This has occurred at the learners own home or education environment, the purpose of which has been to assess current behavioural support needs and strategies and to fulfil the following;

  • Communication and first contact with learner in a familiar environment.
  • Liaise with family.
  • Liaise with key staff to get a full understanding of current and future support needs.
  • Plan next steps for visits to the College as part of transition.

A report is then produced following the visit and the suitability of a placement is discussed with a multidisciplinary team at college.

An Initial Assessment is undertaken within the College environment as part of a learner’s pre-enrolment assessment. This is supported by the assessment team and feedback is given to the Behaviour Support Manager.

The Multi-Disciplinary Team then meets to discuss the learner’s needs and ascertain whether the learner’s behavioural needs can be met environmentally and by staff/curriculum.

Appropriate tutors have then been identified and briefings with the behaviour support manager to prepare for intake and adapt environments to aid learning.

Thank you so much for taking such great care of our daughter this last year. We were able to relax knowing she was with people who care about her

Parent of a learner