Positive Behaviour Support

Behaviours of concern are when a person presents with a behaviour that is not their usual presentation.

These behaviours are a form of communication, whether that’s because there’s something not right (in pain, sick, medication side effects), they want something (hungry, thirsty, bored, sad, lonely, to get out of doing something), or there is something wrong / different with their environment (too hot, too noisy, bad smells, no choices, someone has shouted at them, something traumatic has happened).

As a college that supports people who are autistic, who have a learning disability or who experience Social, Emotional and Mental Health difficulties, we need to support our students at times of distress and help improve their quality of life.

We have adopted the model of Positive Behaviour Support to help understand these behavioural presentations. We assess the social and physical environment, and work with the student to find solutions to help support them, better meet their needs, and offer more effective coping strategies.

At Homefield, it is our duty to provide a service that promotes a safe and secure environment for our students and employees, ensuring our students’ welfare and safeguarding needs are met and enabling them to participate in society as equal citizens.

We recognise that our students’ behaviours serve a function and indicate an unmet need. We analyse each behaviour presented to help identify the underlying reason for this, and then work together with the student to find a way to meet their needs.

Every one of our students are unique, so whilst there may be similar behaviours presented, we understand that these can communicate very different messages – this is why we adopt a person-centred approach and work with each individual to find strategies that help them.

We use data-driven and evidence-based analysis to decide what actions should be taken to support our students to succeed and achieve their potential. This forms a base from which we can provide targeted support through additional provision and bespoke interventions from the Therapies team.

All our students are supported with primary (proactive) strategies to increase their independence whilst at Homefield College, which can also be applied in the home setting and out in the community. When a person exhibits a behaviour of concern, we aim to use secondary strategies that are non-restrictive in order to support them in resolving their difficulties at that time. However, we recognise there may be times when dangerous levels of behaviour are displayed, and for the safety of the students and / or those around them who are at risk, we may need to use tertiary strategies that can include the use of restrictive physical intervention. This is used only as a last resort when all other strategies have been unsuccessful, or when there is an immediate risk to life.

We will be open and honest in disclosing behaviours of concern presented, upholding our commitment to the duty of candour and providing support with dignity, compassion and respect. We will also support our employees, students and other individuals who have experienced or been affected by any behaviours of concern being displayed. We provide a trauma-informed approach with mental health and wellbeing at the forefront, and offer a range of services focussed on supporting people through difficult times – including in-house therapy and referrals to external services for students, and 24/7 confidential helpline and occupational support for employees.

Where a person has capacity to understand their behavioural presentation and they continue to display behaviours when needs have been met, then we will follow the disciplinary process as outlined in the disciplinary policy.

This policy applies to all students at the College, whether full or part-time, as well as those undertaking work placements and internships.

We provide a tiered level of support to all our students, with all receiving support that helps them achieve their potential. We then provide further assistance to individuals where it is required, that is targeted and specific to their needs based on assessment and evidence.

Our staff use a low arousal, total communication approach, modelling and using active support to guide students throughout the day. We teach independence skills and involve students in decision-making to provide them with choice, ensuring they feel fully involved and central to their experience at Homefield.

Our staff are trained to provide immediate support when a student displays a behaviour of concern, and can call upon extra support from the team around them. All staff are trained in IncludED and NAPPI Level 1 delivered through a 2-day course, which focuses on providing primary strategies and secondary strategies to de-escalate situations as they occur, as well as training in self-protection in cases of physical aggression.

Staff are assigned to the next training session available from after starting their employment at Homefield. Until Level 1 trained, staff members should only be placed to support students who do not frequently display behaviours of concern, or work alongside trained staff so that they can remove themselves from an environment without leaving students or staff in a potentially dangerous situation.

Through a training needs analysis, we determine which staff members require NAPPI Level 2 training, consisting of an additional day’s training focussed on the use of restrictive physical intervention.

IncludED relational PBS training and NAPPI Level 1 and Level 2 certification lasts for one year, and so staff must be annually enrolled on a training course before their previous certification expires.

IncludED training Is provided by trained trainers within the college and NAPPI self protection and restrictive intervention training is provided by Nappi UK.

Within the PBS framework Trauma Informed Practice is embedded where the focus is on establishing relationships, providing a safe environment and developing trust. This is central to all of what is delivered within Homefield college.

All students have a Homefield Passport which outlines how to support a student through an holistic approach with the student themselves, LSAs, Tutors, Occupational Therapists, Speech and Language Therapists, Counsellors, Mental Health Practitioners and Behaviour Specialists all inputting strategies and guidance. Where more significant levels of behaviour are known, a functional behaviour assessment is undertaken which gives a more in-depth guide and approach to supporting that person. All students also have a behaviour risk assessment. Staff members should read the Homefield Passport, as well as the behaviour risk assessment, before supporting a student.

Planned use of restrictive physical intervention is based on a training needs analysis and clearly documented on student behaviour plans. Only the interventions specified should be used by trained staff. 

For use of restraint please read the Restrictive Physical Intervention and reducing restrictive practices Policy

It is the responsibility of all staff members to report incidents using the reporting system on Trackit lights – this is to be completed as soon as possible after the incident, before the end of the working day. All incidents logged are analysed by our Behavioural Support Specialist and help form the assessment process for individual functional behaviour assessments, as well as overall support plans for the college.

Staff and students are provided with a debrief session when there has been an incident involving destructive, dangerous or lethal behaviour in order to explore what happened, support people need as a result and what we can learn from the incident to lessen risk of repeat behaviour. This debrief will be carried out by the site supervisor. Where there is a significant incident or concern an additional debrief, session will be undertaken approximately 72 hrs later allowing for time to reflect. This will be undertaken by a behaviour specialist.

Serious incidents, including the use of restrictive physical intervention, injury to staff / students or where people are placed in immediate danger, should be immediately reported to the Designated Safeguarding Lead (DSL) or if unavailable, a member of the Senior Management Team.

A review process will then take place, with all appropriate bodies (e.g. parents / carers, social workers, local authorities) informed. A structured review / debrief will always be carried out following a serious incident for all involved, focussing on what lessons have been learnt.

Where there are ongoing concerns about a student’s behaviour or their ability to access the education setting they will be referred to the fitness to study panel. This panel will review the evidence provided and will seek an assessment and decision on the student’s capacity levels. Once capacity has been determined a decision will be made as to whether a student will move through the disciplinary process or the fitness to study process. Students will continue to receive ongoing therapy support and guidance throughout both processes.

Last reviewed: July 2026

Staff Lead: Therapies Lead