1. Risk Assessment

2. Windlestone Hall School Risk Assessment Name of Student…………….…DOB……..AGE…….. Completed by…………………………………………… Type Prior to admission Pre placement meeting On admission Annual review / Case meeting Following a major incident(s) Other Incident reports attached Yes/No Agreeing Parties …………………………………………..Date…………

3. 1. Types of Behaviour Causing Concern Freq.BehaviourOpinion/ Known Intention Self-Harm Bullying Swearing Sexually Abusing Sexually Inappropriate Violent/Aggressive Impulsive/Dangerous

4. Types of Behaviour Causing Concern (continued) Freq.BehaviourOpinion/ Known Intention Substance Abuse Racial/Gender/Religious Absconding Damage to Property Offending Carrying Weapons Others

5. Scaling of Risk (Predisposition to risk) 76543217654321 Occasional incidents of non-compliance / challenge associated with mood and circumstances. Normal range of behaviours for age, maturity, emotional difficulty and personal circumstances.

6. 2. Scaling of Risk (Predisposition to risk) 16 15 14 13 12 11 10 9 8 Numerous incidents of non-compliance and severe challenging behaviours, including premeditated violence and aggression, undermining adult authority to the detriment of a structured environment and the danger of persons. Numerous incidents of non-compliance and severe challenging behaviours associated with the loss of emotional control, frequent absconding and undermining adult authority. Commonplace non-compliance / challenging behaviours / Absenting due to impulsiveness, lack of acceptance of consequentiality. Ignoring adult help and guidance. Regular incidents of non-compliance / challenge including aggressive confrontation with others and absenting from adult supervision

7. 3. Reasons for behaviour (where known or identified) Frustration Conflict Pressure Ego Defensive Response to challenge Failure to accept consequentiality Response to structure Peer Dynamics Substance Abuse

8. Reasons for behaviour (where known or identified) Control Issues Learned / Copied behaviour Sexual motivation / perpetrator Response to educational issue / difficulty Racial / Gender/ Religious attack Psychological / psychiatric Medical Issues Other

9. 4. Trigger points to behaviour (where known or identified) Family Issues Control Issues External Issues / Police / Courts / Etc. Response to specific times Confrontation with individual staff / peers Educational issues Environmental Issues Others

10. 5. Flash Points (Times of greatest risk) (where known or identified) During the night When woken Mealtimes (which meal times) Free Time prior to school Between home and school Within lessons (which lessons) Between lessons Break times (which breaks) Educational trips

11. Flash Points (Times of greatest risk) (where known or identified) Structured social activities (which activities) Unstructured social activities Social trips (which trips) Transport (which transport) Times of low adult involvement Preparing for bed Times of medication / medication change For all of the above please identify the type of behaviour, current strategies and normal supervision levels

12. 6. Adults to whom the risk is presented All Staff New staff (male/female/ethnic minority etc)) Sessional staff Women (all/younger/older/ethnic minority etc) Men (all/younger/older/ethnic minority etc) Visitors/Members of the public Individual adults (please state) Others (please state)

13. 6. Peers to whom the risk is presented All Peers Female (all/younger/older/ethnic minority etc) Male (all/younger/older/ethnic minority etc) Family members (all/younger/older etc) Physically/Emotionally Vulnerable Members of the public Individual children (please state) Others (please state)

14. 8. Locations where the risk is likely to occur (where known or identified) Residential social areas Bedroom Toilets/washing areas Dining room Games room Kitchen Residential grounds Off Site (please specify) Transport

15. Locations where the risk is likely to occur (where known or identified) School general classrooms School specialist classrooms Dining Hall / Gym Corridors Toilets Grounds Vehicle / off site For all of the above please identify the type of behaviour, current strategies and normal supervision levels

16. 9. Strategies to be employed to predict avoid or manage the risk. Review Date Teaching group size limited (Number) Always teacher and aide supervising Withdrawal space available Restriction of off site activities Restriction of on site activities Increased tutorial time Restricted access to equipment/machinery

17. Strategies to be employed to predict avoid or manage the risk. Review Date Specified seating arrangements Daily home contact Additional class support Specified break activities Parental attendance in class Involvement of external professional Adjusted Time table Others

18. Issue No……………………..Date…………………. Review Date…………………………………………

19. Support and Intervention Plan (Including preferred positive handling strategies)

20. Support and Intervention Plan Name………………….Class……….Medication…….. Nominated staff member responsible for the plan ………………………………………………………… Trigger Behaviours (common behaviours and situations known to result in the need for positive handling)

21. Support and Intervention Plan Topography of Behaviour (How the behaviour looks and sounds) Preferred Supports and Interventions and Bridges (what strategies, help to CALM the situation) Verbal Advice/ Support Distraction/ Key words ReassurancePlanned Ignoring Contingent Touch CALM Talking Take up Time Withdrawal Requested NegotiationChange of Face Choices/ limits ConsequencesHumourReminder of past success Others Bridges

22. Support and Intervention Plan Praise Points What achievements can be identified and built upon) 1 2 3 4 5 Conditions to be taken into account (brittle bones / Asthma etc)

23. Support and Intervention Plan Preferred and agreed Handling strategies (with rationale) De-briefing Process (where, when, by whom) Recording and notification Agreed by Key worker………..Parent………….etc……….

24. Consider the Following Key behavioural difficulties Our understanding of the behaviour What we would like to see instead Environmental Changes that may help How the young person can help themselves How parents, carers and family can help How to reward progress The monitoring arrangements