ASEND - Behaviour Policy

Behaviour Policy

1. Purpose

This behaviour code outlines the conduct Asend expects from all Young People who receive services from us.

Our approach is guided by the person-centred framework for addressing behaviours that challenge by understanding the underlying reasons and implementing proactive strategies to support change. Our framework focuses on:

• Understanding the reasons behind behaviour

• Creating supportive environments

• Teaching positive alternatives

• Recognising and celebrating progress

• Working collaboratively with families and professionals.

2. Aims

We aim to work together with young people to:

• Promote high behavioural expectations through mutual respect and encouragement

• Provide ownership and choice so young people can learn self-regulation skills

• Ensure learning takes place in a safe, supportive and enjoyable environment.

3. Our commitment to you

If you are a young person receiving support from us we will:

• Clearly explain what is considered safe, respectful and supportive behaviour

• Encourage cooperation, honesty, fairness, and kindness at all times

• Create opportunities to build your self-esteem, confidence, and independence

• Support you to understand and respect the rights of others

• Help you to take responsibility for your own actions in a fair and supportive way

• Teach and model strategies for resolving conflict and managing strong feelings

• Take action to prevent and address any form of bullying or unkind behaviour.

4. What we want you to do

• Cooperate and work positively with others (your tutor and/or other young people if you are working in a group)

• Be friendly, polite, and respectful

• Listen and take turns

• Be helpful and show good manners

• Take responsibility for your behaviour and choices

• Share worries or concerns with your tutor

• Engage with activities and complete tasks at your own pace

• Join in, enjoy learning, and have fun!

5. What we’d like you to avoid

• Being unkind or disrespectful

• Bullying or intimidating others, including cyberbullying, prejudiced based or discriminatory bullying (online or offline)

• Behaving in a way that that disrupts learning or safety

• Using drugs, alcohol, or harmful substances.

6. Mobile phones and personal devices

6.1. Our Ethos and Rationale

Our provision is fundamentally different from that of a mainstream school. We work on a 1:1 basis with highly vulnerable young people, many of whom have experienced trauma, exclusion, school-based anxiety, or repeated negative encounters with rules and sanctions. This policy is rooted in relationship-building, emotional safety, restorative practice and understanding.

In this context, mobile phones and personal devices can play a complex role. For some young people, particularly those with SEND profiles including Autism, ADHD and PDA, their phone may function as a regulatory tool, a source of safety, or a means of emotional containment. For these young people, a blanket prohibition on phone use may be anxiety-inducing and counterproductive, potentially undermining engagement and trust.

While we recognise increasing national scrutiny and recent government guidance regarding mobile phone use in schools (January 2026), our approach reflects the distinct nature of our provision and the specific needs of the young people we support.

6.2. Our Approach

We adopt a supportive, individualised and risk-based approach to mobile phone use, aligned with our wider Behaviour Policy and trauma-informed practice. Rather than enforcing universal rules, decisions around phone use are made case by case by tutors, informed by:

• The young person’s emotional needs and lived experience

• Their SEND profile and sensory or regulatory needs

• Known risks associated with phone or social media use

• The impact of phone use on engagement, learning and wellbeing

Where mobile phone use supports regulation, safety or engagement, this will be acknowledged and worked with, not automatically challenged.

6.3. Supporting Healthy and Safe Use

We recognise that mobile phones and social media can also present significant risks, including exposure to harmful content, online exploitation, bullying, and disruption to learning or relationships. Our role is not to ignore these risks, but to address them through education, trust and gradual skill-building, rather than punitive measures.

Tutors will work gently and collaboratively with young people to:

• Explore the purpose their phone serves for them

• Build understanding of healthy boundaries and balanced use

• Increase awareness of online safety and potential risks

• Support alternative regulation strategies where appropriate

Any changes to phone use are approached gradually and with consent wherever possible, recognising that sudden removal may escalate distress.

6.4. Boundaries and Safeguarding

Clear boundaries are still essential. Where mobile phone use:

• Poses a safeguarding risk

• Interferes significantly with learning or engagement

• Involves unsafe online behaviour

Tutors will respond in line with safeguarding procedures, using restorative and supportive interventions rather than sanctions. This may include increased supervision, agreed limits on use during sessions, or liaison with parents/carers and relevant professionals.

7. What happens if you decide not to follow this Behaviour Policy?

This Behaviour Policy is part of our process for makings sure everyone who takes part in our services receives the support they need.

We use a solutions focused approach, to rebuild and repair. We recognise that many young people have had or do have a negative view of themselves or their behaviour or have experienced negativity in previous and/or present educational settings.

Our aim is always to understand behaviour, prevent escalation, and teach positive alternatives. Where the policy is ignored we have three levels of how we will help you.

7.1. Level 1 - Gentle Reminder and Support:

If your behaviour affects learning or safety, your tutor will remind you of the expectations and support you with strategies to help you regulate.

This gives you the chance to reflect and make positive change.

The incident will be noted in the weekly report to your school / local authority, with a focus on strategies used and progress made.

7.2. Level 2 - Problem Solving Together:

If difficulties continue, or the behaviour is more serious, your tutor will talk with you about what happened and explore together what support might help.

Your tutor will inform your parents/carers and ASEND’s SEND Team, and a join plan will be made to help you succeed.

This is not a punishment, but a step to ensure you get the right support.

7.3. Level 3 - Review and Further Support:

If the strategies and support in place are not helping we will work with your school, Local Authority SEND team or Virtual School, parents/carers and any other agencies to review your needs.

Together, we may agree on additional support or, if necessary, explore other services that might better meet your needs.

8. Safeguarding and Wellbeing

If any employee, worker or contractor becomes concerned that your behaviour suggests you may be in need of protection or that you may present a risk of harm (to yourself or others) we will follow our child protection procedures, which are found in our Safeguarding and Child Protection Policy. This may involve making a referral to the school DSL, local authority or relevant First Response team.

If child protection procedures are necessary, we will talk this through with you and your school/parents/carers as soon as possible, unless doing so would put you in danger or interfere with a police investigation.

9. The role of Parents/Carers and other Agencies

We see parents/carers and other agencies as essential in supporting positive behaviour.

Parents/carers and schools will always be informed of formal concerns, unless this would place a young person at risk.

We work collaboratively to agree on support strategies and, where appropriate, rewards and celebrations of progress.

10. Review

This policy will be reviewed every six months and updated to reflect statutory guidance and best practice in positive behaviour support and strategies

11. Points of Reference

The above behaviour code aims to help us protect children and young people from abuse and reduce the possibility of unfounded allegations being made. They have been informed by the views of young people and tutors. All of our policies have safeguarding at their core and should be read alongside our core Safeguarding and Child Protection Policy.

ASEND is not registered with Ofsted as a school or provider but adheres to all statutory guidance wherever possible including the Equality Act 2010 in respect of safeguarding of pupils with SEND and the Alternative Provision Statutory guidance for Local Authorities, January 2013, updated February 2025 and the Non-school alternative provision Voluntary national standards, August 2025 which includes the main legislation covering the duties and powers relating to the provision of AP:

• Section 19 of the Education Act 1996, as amended by section 3A of the Children

• Schools and Families Act 2010

• Section 29A of the Education Act 2002

• Sections 6A and 100 of the Education and Inspections Act 2006

• Sections 1C and 4 of the Academies Act 2010 (as amended)

• The Education (Pupil Referral Units) (Application of Enactments) (England) Regulations 20071

• The Education (Pupil Referral Units) (Management Committees etc.) (England) Regulations 2007

• The Education (Educational Provision for Improving Behaviour) Regulations 2012

• The Education (Short Stay Schools) (Closure) (England) Regulations 2010

• The Pupil Referral Units (Miscellaneous Amendments) (England) Regulations 2012

• The Schools Forums (England) Regulations 2012.