BEHAVIOUR & POSITIVE BEHAVIOUR SUPPORT (PBS) POLICY 

Including Physical Intervention 

Introduction 

Elevate Learning Alternative Provision is committed to creating a safe, supportive and inclusive environment in which all young people can engage, develop and succeed. 

We recognise that many of the children attending our provision have experienced: 

• disrupted education 

• adverse childhood experiences (ACEs) 

• unmet emotional and developmental needs 

• previous exclusion or placement breakdown 

As a result, behaviour must always be understood within the context of need, communication and experience, rather than simply as rule-breaking. 

This policy sets out how Elevate Learning: 

• promotes positive behaviour 

• supports emotional regulation 

• responds to behaviour in a safe and consistent way 

• uses physical intervention only when absolutely necessary 

Our approach is underpinned by Positive Behaviour Support (PBS), trauma-informed practice, and safeguarding principles. 

Aims 

The aims of this policy are to: 

• create a safe and predictable environment for all pupils and staff 

• promote positive relationships and emotional well-being 

• understand behaviour as a form of communication 

• reduce the need for restrictive practices 

• ensure responses to behaviour are proportionate, consistent and therapeutic 

• support young people to develop self-regulation and independence 

Ethos: Positive Behaviour Support 

Elevate Learning Alternative Provision adopts a Positive Behaviour Support (PBS) approach as the foundation of all behaviour practice. 

PBS is a values-led, evidence-based framework which focuses on improving quality of life and reducing behaviours of concern through understanding, prevention and skill development. It moves away from reactive or punitive models and instead promotes a proactive, person-centred approach to behaviour. 

Within Elevate Learning, PBS is embedded across all aspects of provision practice. This means that behaviour is not viewed simply as compliance or non-compliance, but as a meaningful form of communication that reflects a young person’s internal experience, environmental context and unmet needs. 

Many of the young people attending Elevate Learning have experienced disruption, trauma, exclusion or unmet developmental needs. As a result, behaviours that may present as challenging are often adaptive responses to stress, anxiety or previous experiences. Staff must therefore approach behaviour with curiosity, empathy and professional understanding, rather than judgement. 

The PBS approach at Elevate Learning is underpinned by the following principles: 

• Behaviour has a function and serves a purpose. 

• Understanding precedes intervention. 

• Skill development is more effective than punishment. 

• Environments must adapt to meet needs. 

• Positive relationships are central to change. 

This approach ensures that behaviour support is not something that happens only in response to incidents, but is instead embedded in daily practice, planning and interactions. 

Trauma-Informed Practice  

Elevate Learning recognises that many pupils have experienced trauma, adversity or instability, which significantly impacts their ability to regulate emotions and behaviour. 

Trauma can affect: 

• Emotional regulation 

• Cognitive processing 

• Trust in adults 

• Perception of threat 

• Ability to engage in learning 

As a result, behaviour may present as: 

• Heightened reactivity 

• Withdrawal or shutdown 

• Aggression or defensive responses 

• Avoidance or refusal 

Staff must understand that these responses are often neurobiological rather than deliberate and therefore require a relational and supportive approach. 

A trauma-informed approach at Elevate Learning means that staff: 

• Prioritise emotional safety before learning 

• Seek to understand triggers and patterns 

• Respond with calm, predictable and consistent behaviour 

• Avoid escalation, confrontation or power struggles 

• Support co-regulation as a foundation for self-regulation 

Rather than asking “Why is this student behaving this way?”, staff are expected to consider: 

“What has happened to this young person, and what support do they need in this moment?” 

This shift in thinking is essential to reducing conflict and promoting long-term behavioural change. 

Understanding Behaviour in Alternative Provision  

Pupils attending Elevate Learning Alternative Provision often arrive with complex educational and developmental histories. Many have: 

• Experienced exclusion or are at risk of exclusion  

• Been previously labelled as “challenging” or “difficult”  

• Experienced repeated failure within educational settings  

• Unmet special educational needs, particularly in communication, cognition or sensory processing  

• Experienced adverse childhood experiences (ACEs), trauma or instability  

As a result, behaviour must be understood within this broader context. What may present as disruptive, oppositional or avoidant behaviour is often a reflection of underlying need rather than intentional misconduct. 

Behaviour in this context may present as: 

• Defiance, refusal or avoidance of demands  

• Emotional dysregulation, including aggression or distress responses  

• Withdrawal, shutdown or disengagement  

• Impulsive or risk-taking behaviours  

• Difficulty forming and maintaining relationships  

These behaviours are frequently linked to: 

• Difficulties with emotional regulation  

• Communication barriers  

• Sensory overwhelm  

• Anxiety or perceived threat  

• Previous negative experiences of education  

At Elevate Learning, behaviour is never viewed in isolation. It is always understood as the interaction between the individual, their environment, and their lived experiences. 

Staff are expected to adopt a curious, analytical and non-judgemental approach, seeking to understand: 

• What is the function of this behaviour?  

• What is the young person communicating?  

• What need is not currently being met?  

• What environmental factors may be contributing?  

This approach ensures that responses are supportive rather than reactive, and that interventions are based on understanding rather than assumption. 

It is recognised that many behaviours are adaptive responses. For example, refusal may reflect anxiety, aggression may reflect overwhelm, and withdrawal may reflect a need for safety. Recognising this is essential in avoiding escalation and supporting long-term change. 

Staff must actively avoid practices that can reinforce negative cycles or increase distress. This includes: 

• Labelling behaviour as “bad” or attributing blame  

• Responding with confrontation or power-based approaches  

• Escalating situations through tone, language or demands  

• Relying solely on punitive or consequence-based systems  

Instead, staff are expected to: 

• Respond with calm, consistent and regulated behaviour  

• Prioritise de-escalation and emotional safety  

• Adapt expectations in line with the child’s developmental stage  

• Use strategies outlined within the child’s Individual Behaviour Support Plan (IBP)  

Understanding behaviour in this way is fundamental to the Elevate Learning approach. It ensures that pupils are supported to feel safe, understood and capable of success, which in turn enables meaningful engagement, learning and progress. 

Proactive Behaviour Support  

Effective behaviour support begins long before an incident occurs. At Elevate Learning, the focus is on creating conditions that minimise the likelihood of distress and dysregulation. 

This is achieved through a combination of relational, environmental and individual strategies. 

Relational Practice 

Positive, trusting relationships between staff and pupils are the most significant protective factor in behaviour support. Staff are expected to invest time in developing rapport, demonstrating consistency and showing genuine care and interest in each young person. 

These relationships form the basis for influence, support and behavioural development. 

Environmental Predictability 

Many young people in Alternative Provision experience anxiety linked to unpredictability. Elevate Learning therefore provides: 

• Clear routines 

• Structured sessions 

• Consistent expectations 

• Predictable responses 

This reduces uncertainty and supports emotional regulation. 

Individualised Support 

Each pupil is understood as an individual. Behaviour support is therefore tailored through: 

• Individual risk assessments 

• Behaviour support plans 

• Identification of triggers and early warning signs 

• Agreed de-escalation strategies 

Staff must actively use this information in their daily practice. 

Teaching Behaviour and Regulation 

Behaviour is not simply managed, it is taught. 

Staff support pupils to develop: 

• Emotional literacy 

• Self-awareness 

• Coping strategies 

• Communication skills 

This ensures that young people develop the tools needed to manage themselves more effectively over time. 

Individual Behaviour Support Plans  

At Elevate Learning Alternative Provision, every pupil will have an Individual Behaviour Support Plan (IBP) in place. 

Each IBP is: 

• Developed by a PBS Consultant / Behaviour Analyst  

• Informed by Functional Behaviour Assessment (FBA)  

• Based on individual needs, triggers, strengths and communication profile  

• Regularly reviewed and updated in line with progress and data  

The IBP provides staff with clear, consistent guidance on: 

• Known triggers and early warning signs  

• Proactive support strategies  

• Regulation and co-regulation approaches  

• Communication strategies  

• Agreed on de-escalation responses  

• Risk management and safety considerations  

All staff working with a pupil are required to: 

• Read and understand the IBP  

• Follow it consistently in practice  

• Contribute to ongoing observations and feedback  

Failure to follow a pupil’s IBP may increase the child's risk and will be addressed through supervision and training. 

The IBP is a live document, and effective implementation is essential to ensuring consistency, safety and positive outcomes. 

Physical Intervention  

Core Principle 

At Elevate Learning, physical intervention is understood as a restrictive practice and is therefore approached with the utmost caution and professional responsibility. It must never be used as a routine behaviour management strategy, nor as a response to non-compliance or disruption alone. Its use is strictly limited to situations where there is an immediate and significant risk of harm to the young person or others. 

The priority at all times is prevention, de-escalation and regulation. Physical intervention is considered only when all other strategies have been unsuccessful or are not appropriate in the moment due to the level of risk. 

Commitment to the Restraint Reduction Network (RRN) 

Elevate Learning Alternative Provision is committed to the principles of the Restraint Reduction Network (RRN), ensuring that the use of restrictive practices is minimised and carefully governed. 

This means that all staff are expected to work within a culture that prioritises: 

• Prevention of escalation through proactive support  

• Understanding behaviour as communication  

• The use of the least restrictive options at all times  

• Respect for the dignity, rights and well-being of every young person  

Restrictive interventions must always be lawful, necessary, proportionate and in the best interests of the child. They must never be used for punishment, compliance, or staff convenience. 

Team Teach Approach 

Elevate Learning adopts the Team Teach framework as its approved approach to behaviour support and physical intervention. This provides staff with the skills and understanding required to respond safely and effectively in high-risk situations. 

Team Teach emphasises that behaviour is best managed through: 

• Strong, trusting relationships  

• Calm and consistent adult responses  

• Early identification of escalation  

• Skilled use of de-escalation techniques  

Where physical intervention becomes necessary, Team Teach techniques are designed to: 

• Reduce the risk of harm  

• Avoid pain or distress  

• Maintain dignity and respect  

• Be used for the shortest possible duration  

Staff are expected to use their training to make dynamic, risk-based decisions, always prioritising safety and the least restrictive response. 

When Physical Intervention May Be Used 

Physical intervention may only be used in circumstances where there is a clear and immediate risk of harm. This includes situations where a young person: 

• Is at risk of seriously harming themselves  

• Is at risk of harming others  

• Is causing or about to cause significant damage to property that could result in injury  

The decision to use physical intervention must be based on professional judgement, taking into account the individual pupil, their IBP, the environment and the level of risk presented. 

It must never be used simply because a young person is refusing, disengaging, or displaying distressed behaviour without associated risk. 

Principles of Safe and Proportionate Intervention 

Where physical intervention is required, staff must ensure that it is: 

• Reasonable, necessary and proportionate to the level of risk  

• The least restrictive option available  

• Applied for the shortest possible time  

• Continuously reviewed throughout the incident  

Staff must remain actively reflective during any intervention, continually asking: 

• “Is this still necessary?”  

• “Can this be reduced or stopped safely?”  

The aim is always to return to de-escalation and regulation at the earliest opportunity. 

Prohibited Practices 

Elevate Learning has a zero-tolerance approach to unsafe or inappropriate restrictive practices. 

The following are strictly prohibited: 

• The use of pain to gain compliance  

• Restraint used as punishment or consequence  

• Any technique that restricts breathing  

• Prone restraint (holding a child face down)  

• Any intervention that compromises dignity, safety or well-being  

• Excessive, forceful or prolonged restraint  

Any use of such practices will be treated as a serious safeguarding concern and managed in line with safeguarding and disciplinary procedures. 

Aftercare, Recording and Reflection 

Following any incident involving physical intervention, a structured and reflective process must take place. 

The young person must be supported to regulate emotions, feel safe, and rebuild trust. This may involve quiet time, co-regulation, and supportive conversation once they are ready. 

Staff must also engage in professional reflection, considering: 

• What led to the escalation  

• Whether earlier intervention could have prevented the incident  

• What adjustments are needed moving forward  

All incidents must be: 

• Recorded on the Elevate Learning Incident Form (mandatory requirement)  

• Completed as soon as possible after the incident  

• Factual, clear and professionally written  

• Submitted in line with internal procedures  

Incidents will be reviewed by senior staff to: 

• Identify patterns or trends  

• Inform updates to the pupil’s IBP  

• Ensure practice remains safe and appropriate  

Parents/carers and relevant professionals must be informed promptly to ensure transparency and collaborative working. 

Recording, Monitoring and Accountability  

Accurate recording and monitoring of behaviour is essential to ensuring safe and effective practice. 

All behaviour incidents, including those involving dysregulation or risk, must be: 

• Recorded on the Elevate Learning Incident Form  

• Completed in a timely manner  

• Based on objective, factual information  

Behaviour data is used to: 

• Inform Functional Behaviour Assessments (FBA)  

• Review and adapt Individual Behaviour Support Plans (IBPs)  

• Identify patterns, triggers and environmental factors  

• Monitor the effectiveness of interventions  

Senior staff regularly review behaviour records to ensure: 

• Consistency of staff response  

• Appropriate use of strategies  

• Reduction in restrictive practices over time  

Staff Training and Competency  

All staff at Elevate Learning receive training in: 

• Positive Behaviour Support (PBS)  

• Trauma-informed practice  

• Team Teach (or equivalent)  

• Safeguarding and child protection  

Staff are expected to: 

• Maintain up-to-date training  

• Follow agreed behaviour and IBP strategies  

• Engage in reflective practice and supervision  

Ongoing coaching and support are provided to ensure high-quality, consistent practice across the provision. 

Safeguarding and Behaviour  

At Elevate Learning, behaviour is closely linked to safeguarding. 

Staff must always consider whether behaviour may indicate: 

• abuse or neglect 

• exploitation 

• mental health concerns 

• unmet needs 

Behaviour must never be viewed in isolation from safeguarding responsibilities. 

Where behaviour raises safeguarding concerns, staff must record the concern and report it immediately to the Designated Safeguarding Lead (DSL) in line with safeguarding procedures.