SENSE Learning - Behaviour Management Policy (including safety intervention)

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Last updated: 27 October 2025, 13:24

This Behaviour Management Policy is made accessible to all Parents, Students, Local Authorities, Schools and SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director.

Policy reviewed:

September 2025

Next Review date

September 2026

Introduction and Purpose

SENse Learning is committed to creating an environment where each student feels safe, secure and their needs are met through a bespoke and individualised package. We aim to empower students to achieve their full potential in a safe and secure culture.

We believe that all behaviour is communicating an unmet need and work on the principles of CPI (Crisis Prevention Institute, previously MAPA). All direct staff and associates are trained according to CPI content (Verbal Intervention) by fully trained and insured instructors (Sophie Amos, Lucy McCully and Natasha Penney).

SENse Learning aims to ensure that:

  • Every student feels safe, listened to, valued and has an input into their individual package

  • All associates and staff working with students are trained in CPI Verbal Interventions and have access to support offered by the Behaviour Lead (Lucy McCully)

  • All teams and families have access to enhanced support, where necessary. This will be delivered by Lucy McCully (Behaviour Lead) and Natasha Penney

  • This behaviour policy has been read and understood by all associates and staff - All teams work with families to ensure that a holistic approach is created for the students in sessions and at home

The purpose of this policy is to:

  • Recognise the various levels of behaviour (classified through CPI) and corresponding approaches

  • Support staff and associates to manage situations appropriately

  • Ensure that all staff and associates working with students are using consistent approaches for all students

Roles and responsibilities:

  • Behaviour lead - Lucy McCully (Welfare Lead)

  • CPI instructors - Natasha Penney and Sophie Amos

Procedures

Levels of behaviour

SENse Learning categorises behaviour into four levels; anxiety, defensive, risk taking and tension reduction. Please see below for examples of each behaviour. We strongly believe that each level of behaviour has a staff approach which directly impacts on the behaviour, this can be positive impact (de-escalation) or a negative impact (escalation). All staff should always aim to de-escalate behaviours as soon as they arise. All behaviour is a communication of an unmet need and so will only escalate if we do not meet the need presented.

Behaviour Levels

Behaviour you may see

How would you respond?

Anxiety - a change in typical behaviour (you may be aware of the reasons for their anxiety)

Examples - nervous body language, pacing, fidgeting, shutting down or repetitive language

Supportive -

An empathic, non-judgemental approach How can I be supportive?

  • Be patient, listen and convey empathy

  • Be non-judgemental. Focus on helping the person meet their needs and address the cause of their behaviour

Defensive - Protecting oneself from a real or perceived challenge or threat

Examples - Shouting, refusal, asking challenging questions, acting in a threatening manner

They may be communicating feeling frightened, scared, not heard, feeling threatened and an escalation of their anxieties. They may be feeling dysregulated.

Directive - Providing clear direction or instruction How can I be directive?

  • Use short, simple phrases and instructions

  • Give them simple and reasonable choices that help them consider positive behaviours and outcomes

  • Be calm and clear

Risk Behaviour - Behaviour that presents an imminent or immediate risk of harm to self or others

Examples - Striking, throwing objects, pulling or pushing others, harming oneself.

They may be communicating that they want the situation to stop. They may be confused, feeling a lack of control and high levels of dysregulation.

Safety Interventions -

Non-restrictive to maximise safety and minimise harm

What Safety Interventions can I use?

  • Non-restrictive interventions - these can include verbal interventions, continuing to use supportive and directive interventions

ALWAYS USE VERBAL AND NON-RESTRICTIVE

APPROACHES

Tension reduction - Decrease in physical and emotional energy

Examples - Physical signs such as relaxing of postures, reduced muscle tension, maybe sitting or lying down. Emotional signs such as withdrawal, sadness or embarrassment

Therapeutic Rapport -

Re-establish the relationship

How I can provide Therapeutic Rapport?

  • Address the needs of the person, support the person, and re-establish the relationship

  • Understand the incident and agree upon next steps of support

  • When ready, we should attempt to re-engage in positive communication

  • Share plans for next steps

  • Offer positive activity to complete together

Responsibilities of associates/staff when in sessions regarding risk behaviours

If associates are working in a home where a parent or carer is present, risk taking behaviours must be managed by the parent or carers. Associates are expected to end the session and come away from the student if a high risk threat is being presented. Associates must inform parents/carers that they intend to leave, they must stay until the parent/carer can take over. If it is not safe to stay with the student, the police must be called to safely manage the situation.

When risk behaviours are a concern, the following steps will be taken:

  • Risk behaviour concerns are recorded by the team

  • Student team meeting to create a BSP (Behaviour Support Plan)

  • Parent/carers to input BSP

  • If risk behaviours continue, a placement review will take place