1.1. Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice

This guide will help you answer 1.1. Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice.

Positive behaviour support (PBS) focuses on increasing the individual’s quality of life while reducing behaviours that challenge. When working with children and young people, implementing PBS involves a clear knowledge of the legal, regulatory, and organisational context. These rules and guidelines inform how professionals act and help ensure ethical, consistent practices.

A number of UK laws, national frameworks, codes of practice, and workplace policies inform the application of PBS in practice.

The Legal Framework for Supporting Positive Behaviour

Legislation sets the standards educators and care providers must meet when supporting children and young people in a way that encourages positive behaviour. Key legislations include:

1. Children Act 1989 and 2004
   These acts outline the right of children to be protected and supported. They stress the importance of listening to children and involving them in decisions affecting their lives. PBS requires professionals to understand the needs and rights of the child, ensuring interventions are person-centred.
   Application: Practitioners discuss behaviour strategies with children, where appropriate, and consider their thoughts and feelings in designing support plans.
2. Equality Act 2010
   This act ensures equal treatment, protecting children and young people from discrimination related to disabilities, gender, race, or other protected characteristics. Some behaviours that challenge may stem from additional needs or disabilities.
   Application: Professionals ensure PBS strategies avoid punitive responses and consider factors like disabilities or cultural differences that might contribute to this behaviour. For example, a child with autism might use specific behaviours to communicate frustration; this must be addressed with understanding rather than punishment.
3. Data Protection Act 2018 (GDPR)
   Sensitive personal information, such as assessments and behaviour plans, must be stored securely and shared only with relevant people.
   Application: Practitioners keep behaviour records confidential, ensuring only authorised staff access them, supporting the child in a dignified way.
4. Education Act 2002
   Schools are legally required to promote good behaviour and discipline. They must maintain a safe environment where students can learn without fear of harm.
   Application: PBS methods align with schools’ legal responsibilities by focusing on prevention and providing proactive strategies for challenging behaviour.

National and Practice-based Frameworks

Frameworks provide structured approaches for promoting positive behaviour.

1. Every Child Matters (2003)
   Its five outcomes (Be healthy, Stay safe, Enjoy and achieve, Make a positive contribution, Achieve economic wellbeing) guide the delivery of services. PBS links directly to “stay safe” and “make a positive contribution.”
   Application: Practitioners use this framework to create supportive environments, where behaviour strategies promote emotional security and encourage active participation.
2. Special Educational Needs and Disability Code of Practice (2015)
   This framework sets out obligations to support children with special educational needs (SEN) or disabilities in schools. Many children with SEN may have behaviours that challenge.
   Application: Teachers and carers design individual PBS strategies, recognising each child’s unique circumstances. A child with ADHD, for example, may benefit from visual reminders or sensory breaks.
3. Early Years Foundation Stage (EYFS) Framework (2021)
   This provides care and educational standards for children from birth to five years. Positive behaviour approaches are a key part of creating enabling environments.
   Application: Early years practitioners support PBS by modelling appropriate interactions, setting consistent boundaries, and tailoring intervention to developmental stages.

Codes of Practice

Codes of practice provide ethical, practical guidelines for working with children and young people. They align professional behaviour with best practices.

1. Care Standards Act 2000 and the Quality Standards
   This code establishes requirements for care providers, focusing on human rights, dignity, and welfare in regulated environments like residential homes.
   Application: Practitioners uphold safety while respecting young people. For instance, PBS is used instead of physical restraint where possible, promoting non-restrictive strategies.
2. Teachers’ Standards and Teaching Code of Practice (2011)
   Teachers are required to create a supportive environment which promotes good behaviour. They must maintain clear rules and routines.
   Application: Educators use strategies stemming from PBS principles, such as clear expectations, rewards for positive behaviour, and calm interventions when behaviours escalate.

Workplace Policies and Procedures

Organisations translate national rules into daily practice through their policies.

1. Behaviour Policy
   Schools and care settings often have specific behaviour policies outlining how challenging behaviour will be managed. These policies typically include PBS principles.
   Application: Professionals follow this policy, using de-escalation techniques, visual aids, or restorative conversations when dealing with challenging moments.
2. Safeguarding and Child Protection Policy
   Challenging behaviour can sometimes indicate abuse or neglect; this policy ensures staff know how to respond to concerns.
   Application: If a practitioner suspects that a child’s behaviour might be linked to maltreatment, they follow reporting protocols while continuing to provide supportive intervention.
3. Anti-Bullying Policy
   These policies promote an environment of respect and zero tolerance for bullying. Positive reinforcement and teaching empathy form key parts of PBS.
   Application: Staff work proactively by discussing kindness, celebrating positive interactions, and addressing issues quickly and constructively.

Principles of Applying Positive Behaviour Support in Practice

Applying PBS involves following key principles that align with legislation, frameworks, codes, and policies:

• Prevention and Proactivity:
  Identify triggers and reduce environmental stress. This reduces the likelihood of challenging behaviours. For example, transitions between tasks could be supported with visual timetables to reduce anxiety.
• Person-Centred Approach:
  Understand the unique needs of each child. This might involve meeting with parents or carers to understand how factors like home-life challenges or sensory sensitivities impact behaviour.
• Evidence-based Strategies:
  Strategies used in PBS should be informed by observations and assessments. For example, recording ABC charts (Antecedent, Behaviour, Consequence) helps to analyse behaviour patterns.
• Positive Reinforcement:
  Focus on rewarding good behaviour rather than punishing challenging instances. For example, awarding stickers or verbal praise encourages children to repeat desired behaviours.
• Non-restrictive Techniques:
  Staff are encouraged to use non-restrictive methods, such as distraction, redirection, or offering choices, rather than imposing restraints.
• Cultural Sensitivity:
  Practitioners ensure behaviour policies and interventions are inclusive of diverse cultural norms and values. For example, some behaviours considered “loud” in one culture might be seen as normal in another.
• Collaborative Working:
  Practitioners work in partnership with families, schools, and agencies. Consistency between care settings supports behavioural improvement.

Benefits of Legislative Compliance in PBS

Applying legal and policy frameworks to PBS has several outcomes:

• Protection: Children are safer when PBS strategies reduce risky behaviours, avoiding restraints or exclusion wherever possible.
• Equality: Ensures fair treatment, acknowledging needs linked to disabilities or cultural values.
• Consistency: Promotes stable and predictable environments, where children know what is expected of them.

Challenges and Reflective Practice

Applying PBS effectively requires ongoing reflection and adaptation. Practitioners may need to revisit training or discuss complex scenarios with supervisors. Common challenges include:

• Balancing multiple needs when a child’s behaviour impacts peers.
• Managing stress when behaviour incidents are frequent.
• Ensuring responses are always compliant with frameworks, especially under pressure.

Reflective practice involves asking questions like, “Did my response meet the child’s needs?” or “Could I use a different strategy next time?” Supervisions and team meetings offer valuable chances to refine ways of working.

Final Thoughts

The legal and policy framework for positive behaviour support gives practitioners clear guidance. By following laws like the Equality Act or frameworks such as the SEN Code of Practice, professionals ensure children receive the support they need in an inclusive, humane way. In doing so, practitioners create environments that encourage safety, learning, and self-regulation, underpinning the emotional wellbeing of children and young people.