PROGRAMME CONTENTS
Programme content
The below list displays the areas which P&I would expect to cover during each individual programme.
Staff Support Programmes |
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|---|---|---|
| Course name | Areas Covered | Session Detail |
| P&I Physical intervention and de-escalation programme. | • De-escalation techniques • De-escalation scenarios • Self-control and positive approach • How to record incidents of physical intervention • How to plan for incidents of physical intervention • Breaking the cycle using reflective practice • Difficult situations scenario training • Behaviours that challenge, what can I do? • Techniques to manage behaviours that challenge • Dealing with conflict • Laws behind the use of Physical intervention • Physical intervention scenarios • Attendees forum • Breaking the cycle using reflective practice • How to hold safely – includes disarming an attacker • Calm approach • Tailored holds for your specific setting |
6 - hours
in house Accredited certification for 2 years. Includes the full element of physical intervention holds. |
| De-escalation techniques Recording/planning for physical intervention. Dealing with difficult situations and behaviours that challenge. | • Physical intervention scenarios • Attendee forum – Question and answer • De-escalation techniques and scenarios • Self-control and positive approach • Basic guidance to the law • Recording and planning for incidents of physical intervention • Breaking the cycle using reflective practice • Response scale • Triggers and responses |
3 hours |
| Legal guidance Physical intervention. Holds, guides and safety behind the holds. | • Laws behind the use of Physical intervention • How to hold safely – including weapon disarming • Self-control and positive approach • Minimum of 5 safe holds for use during physical intervention • Tailored holds for your specific setting • Attendee forum – Question and answer • Techniques to manage behaviours that challenge • Safety aspects of physical intervention |
3 hours |
| Teacher behaviour support programme (SLT or senior site team not group) | • Development of classroom safety and behaviour observations • Consistency programme • Staff discussion and feedback sessions • Reflection and recommendation for classroom behaviour strategies • Documenting and reviewing |
3 hours - unlimited |
| Safety and behaviour staff induction – preparing staff to work in education | • Policy importance • What to expect with regards to behaviour • Setting behaviour standards • How and where to draw the line • Basic behaviour management • Creating and maintaining positive relationships • Behaviour scenarios |
2 hours |
| Intensive - Dealing with difficult situations and behaviours that challenge | • Comprehensive difficult situations scenario training • Behaviours that challenge, what can I do? • Techniques to manage behaviours that challenge • Approach to behaviour management • Dealing with conflict • Staff resilience • Response scale • Legal guidance |
2 hours |
| Intensive Recording and planning for serious incidents – Risk assessing and behaviour plans. | • Recording serious incidents • Planning for serious incidents • Breaking the cycle using reflection • Risk assessment and individualised planning • Completing risk assessment using incident reports • Bespoke creation of behaviour plans • Annual recording, reflecting on data and planning |
2 hours |
| Intensive De-scalation and remaining CALM during a crisis. | • De-escalation techniques • De-escalation scenarios • Attendee forum – Question and answer • Self-control and positive approach • Staffs role in an incident • Response scale |
2 hours |
| 1 -1 Intervention/intensive staff support | • 1 – 1 support for individual staff • Dealing with aggressive behaviour when working alone • Approach and individualised planning for 1 – 1 young person support • Basic elements of the law and initial guide to physical intervention • Creating and maintaining positive relationships • Supporting staff through difficult periods |
2 hours (minimum suggested) |
| Anti-bullying | • Process and procedure • What is a bully? • Reporting and documenting • Anti-bullying and policy register • Surveying – staff and young people • Vulnerable areas • How to deal with bullies |
1.5 hours |
| Positive Handling | • Introduction to legal guidance • How to approach children who are displaying challenging behaviour • Techniques to manage behaviours that challenge • Introduction to de-escalation • Display of intervention techniques • Attendee question and answer forum |
1 hour |
| Supporting staff resilience | • Understanding resilience • Techniques to support resilience • Group approach to resilience • Whole staff team role in approach to resilience • How to compartmentalise and forward planning • Organisational resilience |
1 hour |
| Physical Intervention Legal guidance | • Laws behind the use of Physical intervention • Physical intervention scenarios • Attendee forum – Question and answer • Basic guidance to de-escalation • Basic guidance to recording incidents |
1 hour |
| Introduction to De-escalation and remaining CALM during a crisis. | • De-escalation techniques • De-escalation scenarios • De-escalation attendee forum • Self-control and positive approach • Staff members role in an incident |
1 hour |
| Introduction to Recording and planning for serious incidents – Risk assessing and behaviour plans. | • Recording serious incidents • Planning for serious incidents • Breaking the cycle using reflection • Risk assessment and individualised planning |
1 hour |
| Introduction to dealing with difficult situations and behaviours that challenge | • Difficult situations scenario training • Behaviours that challenge, what can I do? • Techniques to manage behaviours that challenge • Approach to behaviour management • Dealing with conflict |
1 hour |
| Setting specific Consultation Early years through to College (SLT or senior site team not group) | • Behaviour policy support • Individualised staff training plan • Targeted intervention for stand out behaviours • Pastoral overview • Young person observation • Planning for individual difficult behaviours • Safety and behaviour reviews • Site safety • How to support unfamiliar behaviours • Bespoke development of all behaviour support needs |
1 hour - unlimited |
| Creating and maintaining positive relationships with pupils | • Setting the standards • Tone and volume • Where to draw the line • Follow up and see it through • Positive approach • Speaking with pupils • Consequence • Consistency |
1 hour |
| Working towards a calm lunchtime environment. | • Role of lunch staff • How do children view the role? • Benefits of a calm environment • Barriers to excellent behaviour • Encouraging positive behaviour • Keeping yourself safe • Lessons from serious case reviews |
1 hour |
| Parent and Carer Support Programmes | ||
| Course name | Areas Covered | Session Detail |
| Understanding behaviour management (for parents and carers). How the school does it. | • Understanding how the school manages behaviour • Staff training and how the schools do it • Behaviour, consequence/sanction and reward • Behaviour management techniques • Consistency • Working together • Positive Handling • Individual targeted support for parents/carers |
1 hour |
| Positive parenting and behaviour management (for parents and carers). Managing behaviours at home. | • Understanding behaviour • Standards of behaviour • Roles and expectations • Parental role and response to behaviour issues • Strategies and techniques to support behaviour management • Antecedents/triggers – signs and support • Creating effective consequence • Outcomes of positive behaviour support |
1 – 3 sessions. 1 hour per session delivered over a number of days. Not suggested to carry out 3 sessions back to back. |
| Children and Young Person Support Programmes | ||
| Course name | Areas Covered | Session Detail |
| Self Esteem workshops. (male only) | • Introduction to Self Esteem • First impressions • The Man Trap – what does your family expect, what messages do we get from TV and the media • Roles and expectations • Influence and safety • Being yourself • Sexual health and teen pregnancy • Scenario based activities |
1 – 6 sessions. 1 hour per session delivered over a period of time. Not suggested to carry out more than 2 sessions back to back. |
| Anger Management Programme | • What is anger • Identifying anger in yourself (triggers) • Managing anger • Impact of anger (self and others) • Consequence of anger • Maintenance and how to manage outbursts of anger |
Unlimited periods for lengthy anger support. Suggested minimum of 3 sessions. Suggested Average of 5 sessions per young person. |
| Understanding Peer Pressure | • Understanding peer pressure • The power of peer pressure • Relationships and peer interaction • Positive and negative motivation • Who’s in charge • Choices and decisions • The link between peer pressure and offending behaviour • Making a positive contribution |
Suggested minimum of 3 sessions. (1 hour per sessions). Suggested Average of 5 sessions per young person. |
| Offending behaviour and offensive behaviour. | • What is offending behaviour • What is offensive behaviour • The law • Knife crime, drugs and alcohol, violence in the community • Impact of offending behaviour, self and others • Consequence of offending behaviour • Hate crime • Positive role models and making decisions • Scenarios and outcomes |
Suggested minimum of 3 sessions. (1 hour per session). Suggested Average of 5 sessions per young person. |