<p> Consistent Management Plan Template</p><p>The table below is an example of how a consistent management plan could be discussed with all staff and then drawn up. The purpose of this would be to ensure a highly consistent approach from staff towards the challenging behaviours displayed by the child concerned. This could result in clear, consistent boundaries for the child, in time decreasing the likelihood of occurrence of the higher categories and also decreasing the degree of anxiety for staff involved – based on a risk assessment.</p><p>It is crucial that all staff are involved within the process so that this plan can be shared with supply staff if necessary.</p><p>Upon completion, it is recommended that parents/carers are invited in to view the plan and discuss how they could draw up a similar plan for home, therefore providing consistency both at home and school.</p><p>It is also recommended that the child concerned should be involved as much as possible within this process, therefore, enabling the child to begin to take ownership & responsibility for their actions.</p><p>Level of Specific examples for child Possible Strategies behaviours concerned For example: Level 1 . Calling out Quality First Teaching: Low-level . Rocking on chair behaviours . Refusal to comply once Reminders of class rules Repeat whole class instructions Directed instructions to pupil (“chair on the floor, bag off the table –thanks” and walk away) Positive expectations and assertive approach Target Reminders Reward reminders Incidental language Distractions Change of seating Ignore: Secondary behaviour! For example: . Refusing to comply Level 2 Medium level . Continually out of sea Warning (1) + take-up behaviours . Disrupting others time with choice ‘either you.. or….your choice’ Warning (2) Maintain positive clear assertive language Time Out to reflect ------Go directly to next level if behaviour quickly escalates or becomes dangerous to self or others</p><p>For example: Level 3 . Further refusal to comply Exclusion Room High level . Putting themselves or (depends on what behaviours others at minor risk issues/factors . Verbal abuse to contributing to behaviour) teacher/TA (beyond time out? Check emotional state Withdrawal of privileges Detention Very High Level  Continued Sanctions disruption/verbal abuse (based on  Physical harm to others seriousness/evidence)  Damage to property Parents/carers called</p><p>Police called Exclusion</p><p>Reintegration Reflect, Repair and Rebuild Restorative Justice through: Fresh Start</p>