Physical outbursts causing harm to others and/or to self and/or damage to property

Provision and/or strategies

• Share clear expectations, using positive language, that reflects the school / settings ethos.
• Use verbal and visual reminders. All staff should be consistent in how they support children to remember and follow these expectations.
• Consider the use of a script which is understood and used by all appropriate adults.
• Use a consistent approach to support the child / young person in distress with 'reasonable adjustments' to support individual needs.
• Continue to implement strategies that are reassuring and acknowledge the child / young person’s emotions.
• Anticipate the trigger and use distraction to avoid physical interactions.
• Offer clear guidance – explicit messages letting the pupil know what is expected of them.
• Offer a ‘get out with dignity’ choice letting the child / young person leave the situation.
• Model the use of alternative strategies to express feelings of anger or frustration.
• Monitor so that you have a good understanding of the frequency and location of triggers – frequency charts; STAR (Situation, Trigger, Actin, Response) observation sheet; ABCC (Antecedent, Behaviour, Consequence, Communication) observation sheets. Informal observations should be carried out to analyse incidents, develop understanding and plan for adjustments according.
• Change the adult supporting the child or young person as part of a planned approach. Ensure that this is seen as a positive and effective strategy.
• Ensure all adults are aware of the processing and responding time needed by the child / young person and that this is taken into account before any type of discussion or reflection takes place.
• Encourage two-way communicate with families about what might be happening at home (for example, divorce, bereavement, illness) and strategies that work/don’t work and relaying this information to staff.
• Put preventative strategies in place. For example, avoiding high arousal situations such as busy corridors.
• Arrange a low arousal area / reflection area, chosen in agreement with the child / young person.
• Implement a risk management plan which includes pro-active strategies, early interventions to reduce anxiety/harm and reactive strategies to ensure a consistent approach.
• Implement a clear plan of action, agreed with parent carers, with regards to physical intervention. A Risk Assessment must be in place if the child / young person is causing a risk.
• Parent carers and staff should have access to the settings inclusion and behaviour management policy.
• Consider the use of a Pastoral Support Plan. Ensure it is read and implemented and feedback given to pastoral lead.