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Registration Number: {{org_field_registration_no}}

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Managing Children’s and Your People’s Challenging Behaviour Policy

1. Purpose

The purpose of this policy is to ensure that {{org_field_name}} adopts a safe, proactive, respectful, and person-centred approach to understanding and managing challenging behaviour exhibited by children and young people receiving care. The policy outlines how staff support young individuals using preventative strategies and de-escalation techniques, and how challenging behaviour is addressed without resorting to punitive, restrictive, or harmful practices. It is aligned with the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, particularly Regulation 13 (Safeguarding from Abuse and Improper Treatment), Regulation 9 (Person-centred Care), and Regulation 12 (Safe Care and Treatment), as well as the Children and Families Act 2014 and SEND Code of Practice.

2. Scope

This policy applies to all staff, agency workers, volunteers, and contractors working with children and young people at {{org_field_name}}. It covers behaviours that may pose a risk to the safety or well-being of the individual or others, including physical aggression, verbal outbursts, self-injury, destruction of property, defiance, or withdrawal. It applies to both planned interventions and emergency situations across all care settings.

3. Related Policies

This policy should be read in conjunction with:

• CH13 – Safeguarding Adults and Children from Abuse and Improper Treatment Policy
• CH07 – Person-Centred Care Policy
• CH39 – Mental Capacity and Deprivation of Liberty Safeguards Policy
• CH36 – Initial Assessment and Care Planning Policy
• CH28 – Staff Conduct and Code of Ethics Policy
• CH17 – Infection Prevention and Control Policy

4. Policy Details

4.1 Definition and Understanding of Challenging Behaviour

Challenging behaviour refers to behaviour that interferes with the person’s learning, development, or well-being or that of others, or poses a risk to their safety. It is often a form of communication in response to unmet needs, pain, distress, or environmental stressors. Staff must approach these behaviours with empathy, curiosity, and professionalism, understanding the underlying causes and avoiding judgement. All responses to behaviour are grounded in the principles of Positive Behaviour Support (PBS).

4.2 Assessment and Behaviour Support Planning

Each child or young person who displays challenging behaviour must have a comprehensive, individualised Positive Behaviour Support Plan (PBSP). This is developed following assessment, observation, and input from the child, their family, educators, and other professionals. The plan outlines known triggers, proactive strategies, preferred communication styles, calming techniques, crisis plans, and post-incident procedures. Behaviour plans are reviewed regularly and updated after any incidents to ensure continued effectiveness.

4.3 Staff Training and Competency

All staff working with children and young people must receive training in:

• Understanding behaviour as communication
• De-escalation techniques
• Trauma-informed care
• PBS and risk reduction
• Safe physical intervention (only if absolutely necessary and as a last resort) Training is provided at induction and refreshed at least annually. Competence is assessed through direct observation, supervision, and reflective practice. No staff member is permitted to apply physical intervention without certified training and risk-assessed care plans.

4.4 Preventative and Proactive Strategies

Our care model prioritises the prevention of challenging behaviour by:

• Creating predictable routines and structured environments
• Offering choices to promote autonomy
• Using clear, consistent communication tailored to the individual
• Identifying early warning signs and responding calmly
• Encouraging expression through non-verbal communication aids or activities
• Reducing environmental stressors such as noise, crowding, or unfamiliar routines Staff work closely with families and education settings to ensure consistency and effective transitions.

4.5 De-escalation and Intervention Techniques

When challenging behaviour arises, staff are expected to respond using non-restrictive methods first. These may include:

• Offering time and space
• Using distraction or redirection
• Adjusting tone of voice and body language
• Implementing calming activities
• Removing demands or sensory overload Only if there is a serious and immediate risk to the person or others, and all other options have failed, may restrictive interventions (e.g., physical restraint) be considered. In such cases, the least restrictive method must be used, for the shortest duration necessary, in line with a documented behaviour plan. All incidents are reviewed and debriefed.

4.6 Safeguarding and Rights-Based Approach

Any use of restraint or restrictive practice is treated as a safeguarding concern and must be reported to the Registered Manager {{org_field_registered_manager_first_name}} {{org_field_registered_manager_last_name}} and recorded as per safeguarding protocols. Children have a right to be protected from degrading or inhumane treatment. Staff are expected to uphold the rights of the child at all times and avoid punitive responses, seclusion, or unauthorised deprivation of liberty. Any restrictive practice must be clearly justified, recorded, and subject to regular review.

4.7 Involving Families and Professionals

Families, carers, social workers, and healthcare professionals are partners in behaviour planning. We maintain open communication and involve them in all planning, review, and post-incident discussions. Consent and input from families are critical in designing behaviour support plans that reflect cultural, emotional, and developmental needs. We ensure care is coordinated across services and consistent with any education or therapeutic plans in place.

4.8 Recording, Reporting, and Monitoring

All incidents of challenging behaviour, interventions used, and outcomes must be recorded in detail using our incident reporting system. The record includes:

• What happened before, during, and after the incident
• Staff actions and the child’s response
• Any injuries or damage
• The debrief provided to the child and staff The Registered Manager reviews all incidents to identify trends, review plans, and ensure safe practice. Data is analysed quarterly to inform service improvements and training needs.

5. Policy Review

This policy is reviewed annually, or earlier in response to:

• Changes in CQC guidance or safeguarding legislation
• Patterns of incident data or audit findings
• Feedback from children, families, or professionals The Registered Manager is responsible for leading the review in consultation with behaviour support professionals and safeguarding leads. All changes are communicated to staff, and relevant training is updated accordingly.

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Responsible Person: {{org_field_registered_manager_first_name}} {{org_field_registered_manager_last_name}}
Reviewed on: {{last_update_date}}
Next Review Date: {{next_review_date}}
Copyright © {{current_year}} – {{org_field_name}}. All rights reserved.