All staff will:

• Model positive behaviours and implement the SEND Pledge Values to support preparing for adulthood at the earliest opportunity.
• Familiarise themselves with any support plans in place for student(s). These should be checked at least half termly.
• Welcome all students into learning environments and services.
• Implement Quality First Teaching practices or equivalent, eg Evidence Informed Practice.
• Where possible provide check ins with students prior to the start of their first lesson.
• Use relational approaches to build positive relationships with students. Avoidance of shaming behaviours and language.
• Use restorative approaches to resolve conflict positively, wherever possible.
• Provide concise and clear instructions. Use dual coding such as visual aids and checklists.
• Provide opportunities for movement breaks/time out to regulate.
• Provide opportunities for validation of student feelings/emotions.
• Involve the young person in developing strategies that help them.
• Work with the student to recognise triggers and ensure proactive strategies are in place to minimise impact of any escalating behaviour.
• Teach skills such as asking for help.
• Use of rewards and praise, some students may prefer indirect or discrete praise as they do not want to be singled out.
• Adhere to consistent Ready, Respect and Safe values, remind students of rules/expectations within each setting.
• Ensure any behavioural interventions are timely and evidenced chronologically using appropriate student record system.
• Provide opportunities for positive peer support/buddies.
• Identify and provide access to a safe space.
• Refer to pastoral/wellbeing team as appropriate.
• Support students to identify and use of self-help strategies, wherever possible.
• Create opportunities for student to share feelings including use of journals or diaries.
• Use body language that is clear, predictable, open hands, non-threatening.
• Ensure facial expressions, tone of voice are neutral and calm.
• Responses to be non-judgemental and consistently applied.
• Put in place a clear transition plan for next steps to include Information and guidance (IAG), for course transfers, finding apprenticeships, finding work, in line with their aspirations.