He is currently a non-executive director of Team-Teach Ltd, one of the largest providers of training in the prevention and management of risk, restraint and restriction in the UK and abroad, and a member of the board of the Institute of Conflict Management. Where a child’s behaviour is considered high level concern, Stoke Primary School has a range of systems to support the required improvement. Always include children in the discussions of behaviour and consequence so they are able to learn from the situation

Measures of control and disciplinary measures are based on establishing positive relationships with children which are designed to help the child. Such measures are fair and consistently applied. They also encourage reparation and restitution and reduce the likelihood of negative behaviour becoming the focus of attention and subsequent disruption to the placement.He has wide ranging experience in education and residential care settings, including a large mental hospital, a residential unit for young adults with learning disabilities and autism, and as a school principal running three successful residential and day schools for children and young people who exhibit challenging and hazardous behaviours. Physical restraint is only used to prevent likely injury to the child concerned or to others, or likely serious damage to property. Restraint is not used as a punishment, as a means to enforce compliance with instructions, or in response to challenging behaviour which does not give rise to reasonable expectation of injury to someone or serious damage to property. (For schools which are children’s homes, this does not prevent the use of restraint in circumstances permitted by s550A of the Education Act 1996.) For Quality First Teaching in a broad and balanced curriculum to underpin growth in each and every child. Staff have a collective responsibility to support all our children and that as a team we are more likely to create solutions and strategies that are effective. Changing Minds: The Psychology of Managing Challenging Behaviour within an Ethical and Legal Framework

Expert Witness in cases involving education, health & safety, learning disability, behaviour management, risk management, safeguarding children & adults, balanced reduction in risk, restraint and restriction, guidance and training in personal safety and physical restraint. Smileys are used to recognise achievement. Once a child has received 10 smileys they exchange them for a House token which adds to the House Points collected across school. Long answer short – this was the case in the past. Although there is now no need to keep a numbered, bound book (unless you wish to), that advice is still being passed around as a requirement. Schools have to ‘consider how best to record such serious incidents’.The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them. It is very important that praise and reward should be meaningful to children. Children will achieve more, be better motivated and behave better, when staff praise and reward their successes rather than focus on their failure. Key to all our reward systems is how the children are able to articulate why they have received a reward and what they are continuing to strive for.

Any other incident deemed ‘serious’ or resulting in injury should be recorded on an Accident/Assault Incident form, the teacher’s class diary or the Playgrounds Incident Book. Where behaviour is considered a low-level issue the use of sanctions can be applied. Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate. We aim for children to learn through this process to enable them to make better choices in the future. We use an electronic system for recording safeguarding and behaviour incidents (CPOMS), so do we have to keep records of restraint in a numbered bound book? We understand that behaviour management can adversely affect mental health. Key to our approach is inclusive understanding and analysis of behaviour so that all stakeholders are involved and fully aware of what has happened and what the likely consequences could be.Through detailed investigation sanctions are discussed with all stakeholders to ensure that the planned action is commensurate with the behaviour issue. Consequences are therefore tailored to the situation, but the process follows these principles: School is a safe place for children where they will be listened to and challenges discussed openly. Measures of control, discipline and restraint used by the home are made clear to the placing authority, child, parent/s or carers before or, in an emergency placement, at the time the child is to move into the home. A record of the use of restraint on a child by an adult is kept in a separate dedicated bound and numbered book, and includes the name of the child, the date, time and location, details of the behaviour requiring use of restraint, the nature of the restraint used, the duration of the restraint, the name of the staff member(s) using restraint, the name(s) of any other staff, children or other people present, the effectiveness and any consequences of the restraint, any injuries caused to or reported by the child or any other person, and the signature of a person authorised by the registered person to make the record. Teachers and support staff are integral to behaviour success through high quality teaching and learning that is carefully planned to meet the needs of each and every child.

He served as a member of the National Advisory Group on Special Education, as a Trustee of the National Control & Restraint (General Services) Association, and a member of the expert group established by the Secretary of State for Justice to review restraint practices in Secure Training Centres, in 2016.We launched our new topic 'Deadly 60' by thinking about what you might see in animal poo depending if they are a carnivore, herbivore or omnivore. He has also advised government departments, local authorities and independent organisations on the development of policy, guidance and training. Stoke Primary School recognises the importance of strong Mental Health. Teams of staff have been trained in both Youth Mental Health First Aid and Mental Health First Aid. Teachers need to recognise that effective conditions for learning (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour.