Behaviour Policy

Stocks Wood Outdoor Centre endeavours to provide an environment where all participants encourage behaviour that demonstrates respect and tolerance of others, kindness and a caring attitude towards the environment.

By providing an open learning environment with positive support, participants are helped to develop the skills and emotional security to interact positively with those around them.

Good behaviour is modelled and celebrated. Rules and expectations are made clear from the outset whilst a degree of flexibility is provided to accommodate for individual behaviour needs.

Everyone has a responsibility to protect their own, and other group member’s health, safety and well-being. They should inform the Centre’s staff if anybody's actions are likely to jeopardise the safety or comfort of others.

The Centre’s staff and accompanying adults will:

· Create a positive environment which encourages and reinforces caring, nurturing and acceptable behaviour towards one another, the environment and equipment

· Promote effective relationships in which all are accepted, valued and treated equally

·Be mindful of the need to maintain safety at all times

·Establish clearly defined standards of behaviour

· Provide a positive role model for all children and adults

· Place the needs of the children, including needs linked to their preferred learning styles, social and behavioural needs at the centre of the sessions to maximise individual success and raise self-esteem

· Give verbal praise to children demonstrating good work, good behaviour, cooperation and good group work

The children, to the best of their abilities and with or without support will:

· Listen carefully and respond to instructions and requests, especially those concerning safety

· Develop and maintain an acceptable attitude towards one another, the environment and all equipment

Where sanctions need to be given, the Centre staff will ensure the following steps are adhered:

1.  The adults will try to re-engage the child in the first instance, removing other children from the area of risk, if it is deemed necessary. (Use de-escalation steps below)

2. A verbal warning will be given by the adult by taking the child to one side and reminding them of the importance of acceptable behaviour.

3. The child may be given time out from the activity. They will be moved away from the activity to a designated area (e.g. shelter near back wall) for two minutes (FS/KS1) or five minutes (KS2/3)

4. If three time-outs are given in one session, the child will miss the next session and a letter will be sent home to the child’s parents/carers.

However, if the child’s actions are placing the group or an individual at serious risk, the child will be dealt with in the following manner:

· The school will be telephoned for someone to drive out and collect the child. If this is not possible, the Centre’s staff will make the decision whether to send the child back to school escorted by an adult or, if supervision levels would therefore be compromised or if there is a danger of the child absconding, the whole group will be taken back to school.

· In such cases a letter will be sent home to parents explaining the situation.

·  An incident report will be completed by the Centre’s staff.

De-escalation steps

1. Recount the facts of the incident as observed, in simple language and without judgement, and if possible mutually agree on these. Remind the participants involved of any guidelines they have not followed.

2. Listen to the involved party or parties, if necessary separate them from the group for this.

3. Ask about how they feel about the incident. Empathise with them to help them express themselves and take responsibility for their feelings. Ask them to imagine how they think their behaviour has affected everyone else.

4. Talk with them to establish what their needs in the situation were and to understand how they were not being met. Discuss what their needs might be now and encourage them to consider the needs of everyone else present.

5. Help them to express any requests they might have clearly and in positive language. These can be requests of themselves, others, situations or of the environment.

6. Encourage discussion of new strategies, so that if a similar situation arises the participant(s) feel able to communicate their needs without resorting to negative behaviours.