Behaviour management

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• There is a coherent approach to behaviour management in all areas of the establishment that focuses on rewarding children for positive behaviour and effort.
• Staff model respectful, calm and positive behaviour. Staff understand the impact of trauma and implement effective strategies to address it.
• Behaviour management schemes are underpinned by a focus on positive relationships between staff and children.
• Staff engagement with children regarding behaviour is strength-based in nature and focused on the future.
• Managers understand the link between behaviour in custody and the community.
• The behaviour management strategy involves all departments and external agencies. There are clear links with other relevant strategies which protect children.
• The strategy outlines a range of disciplinary procedures and tools and refers to methods for dealing with fights, assaults and other forms of violent behaviour.
• The strategy outlines the use of conflict resolution, mediation and other interventions available to help children to manage and control their behaviour.
• Staff have been trained in and understand the strategy.
• The application of the strategy is appropriately monitored to ensure it is implemented consistently.

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• Children receive and understand information about standards of expected behaviour in a format and language they can understand.
• Children understand the benefits/incentives/rewards of positive behaviour and the consequences of poor behaviour.
• Rules and routines are proportionate, promote responsible behaviour and focus on the well-being of children.
• Rules and routines are applied openly, fairly and consistently, with no discrimination. Systems are in place to monitor this.
• Staff demonstrate a measured and balanced level of tolerance of adolescent behaviour and deal with it appropriately.
• Children are supported to take age-appropriate risks as part of their development of independent living skills.
• Staff use their authority appropriately and set clear boundaries which support and encourage good behaviour. When rules are breached, staff take time to explain how and why to the child concerned.
• Children can express their views through effective consultation arrangements. Their views are listened to and acted on fairly.
• Children can challenge decisions appropriately and are confident that their views are taken seriously.

Cross reference with: early days in custody; daily life – residential services, application and redress; behaviour management; security; equality and diversity.

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• The scheme is motivational, age-appropriate and easily understood by staff and children.
• The implementation of rewards and sanctions is swift, proportionate and consistent.
• Children are informed of the scheme in a format and language they can understand.
• There is sufficient difference between the incentives levels to encourage responsible behaviour.
• Children and staff are clear about the criteria for promotion and demotion.
• Every child’s behaviour is regularly reviewed and they are encouraged and enabled to participate in person.
• Children are kept up to date with their progress on the scheme, can access reports made about them and have the opportunity to comment.
• Children who are likely to be demoted are warned beforehand and are given reasons for a change in status.
• Children can appeal against a decision and are helped to do so.
• The rewards scheme does not limit contact with the outside world.

Cross reference with: early days in custody; daily life – application and redress; relationships between staff and children.

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• Children’s positive attitude, actions and effort are appropriately acknowledged and rewarded.
• Children can remain on the higher levels of the scheme on transfer from another establishment.
• Children are not discriminated against directly or indirectly in the application of the scheme.
• The regime for children on the lowest level of the scheme is not overly punitive and provides sufficient opportunity and support for them to demonstrate improvement in their behaviour.
• There are interventions in place for children who remain on the lower levels of any scheme for significant periods of time. This includes small, achievable targets.
• The scheme is monitored and reviewed at least quarterly to check for fairness and encourage responsible behaviour. Regular consultation takes place about the scheme.
• Parents and carers are routinely informed of children’s positive attitude, actions and effort.

Cross reference with: equality and diversity; daily life – residential services; substance misuse; education, skills and work activities; training planning and remand management.

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• There are clear policies describing disciplinary procedures, including differences between types of procedure. Policies are reasonable and fair and encourage staff to use formal disciplinary procedures only when necessary.
• Disciplinary proceedings are conducted in age-appropriate surroundings in a clear and fair manner, and the child is able to meaningfully participate. The child is supported by an independent advocate and/or their legal representative.
• Children who lack capacity to obey a rule because of mental illness or disability are not subject to formal proceedings.
• Disciplinary procedures are properly recorded.
• Disciplinary findings and punishments are age-appropriate and are made fairly and consistently. They are realistic and aimed at achieving positive behaviour and, where necessary, reparation. They are understood by the child. Mitigating circumstances are considered.
• Punishments may be suspended and include the opportunity for remission.
• There are quality control measures in place.
• Data from all disciplinary procedures are monitored on a routine basis. They cover all protected characteristics to ensure emerging patterns and trends are identified and acted on if necessary.
• Collective punishments are not used.
• Formal punishment does not include limiting contact with the outside world.

Cross reference with: behaviour management; equality and diversity; education, skills and work activities.

The following indicators describe evidence that may show this expectation being met, but do not exclude other ways of achieving it.

• Information on the disciplinary process is available to children in a format and language they can understand.
• All children facing disciplinary procedures are given time and support to prepare their case and are encouraged to seek appropriate advice.
• Children are told they can receive support from an advocate and/or legal representative in sufficient time before disciplinary procedures begin, and this is recorded. If requested, proceedings do not begin without an advocate or legal representative present.
• Children are encouraged and helped to play an active role in disciplinary hearings.
• Findings and punishments are fully explained to the child and are recorded in detail.
• Children are made aware of the appeals procedure during their hearing. The appeals procedure is fair and easy to use. Children are not victimised for challenging findings and punishments.