Positive Behaviour Management Level One
Breathtaking design for home living.
This course is suitable for anyone who is operating in a low-risk mainstream primary or secondary school setting. It offers a grounding in positive behaviour management strategies, with focus on dynamic risk assessments to support your learners needs and keep them safe.
It will cover strategies of personal safety, team work and de-escalation. This course is also suitable for anyone working in low-risk adult or children’s service settings.
Upon successful completion of this course, certificates are valid for 36 months.
Nam aliquet ante porta, gravida elit interdum, luctus porta sapien justo, at fringilla felis suscipit vestibulum.
Positive Behaviour Management Level Two
Breathtaking design for home living.
This course is aimed at individuals who support people with documented special needs or challenging behaviours, and who may pose a risk to themselves or others, the course will provide a thorough grounding in practical behaviour management strategies.
It will equip individuals with a sophisticated understanding of challenging behaviour, and the social and legal context around its management. It will cover strategies of personal safety, team work and de-escalation, as well as teaching effective positive handling techniques: these include guiding, escorting, positive handling including graded holds in various positions.
Upon successful completion of this course, certificates will be valid for 24 months
Nam aliquet ante porta, gravida elit interdum, luctus porta sapien justo, at fringilla felis suscipit vestibulum.
“Whitehouse Pupil Referral Unit is a calm and friendly environment where pupils are happy and feel safe.”
“Staff know the pupils well, and pupils respond positively to these strong relationships.”
“Parents comment that their children’s behaviour improves significantly after joining the school.”
“Pupils listen carefully to their teachers and to each other, creating a calm and focused learning environment.”
“By the time a pupil leaves the school, they are well prepared for either mainstream school or specialist provision.”
“Teachers have high aspirations for their pupils, and pupils work hard to achieve them.”
“Leaders, staff, and governors are ambitious for pupils to achieve their full potential.”
“Teachers skilfully support pupils’ specific special educational needs and disabilities (SEND).”
“Pupils learn to read with confidence and can explain past events and infer what might happen next in a story.”
“Pupils enjoy a wide range of activities that broaden their learning, including drama, cheerleading, and school trips.”
“The school has systems in place to track individual pupils’ progress, ensuring they are continually challenged.”
“Classrooms and corridors are calm, with pupils showing respect to their peers, teachers, and visitors.”
“Teachers help pupils anticipate when they might become angry, improving their ability to manage their emotions.”
“Staff feel valued and proud to work at the school, receiving strong support from senior leaders.”
“The governing body and the wider academy trust are ambitious for the school, ensuring both staff and pupils are well-supported.”
