Positive Relationships, Behaviour Regulation and Support

Beyond Words CIC is committed to creating positive, respectful and supportive environments where autistic children and children with Special Educational Needs and Disabilities (SEND) can develop confidence, communication, independence and emotional wellbeing.

We believe that positive relationships provide the foundation for successful learning, participation and personal development. Every child deserves to be understood, valued and supported in a way that recognises their individual strengths, communication style and needs.

This policy explains how Beyond Words promotes positive relationships, supports children's emotional regulation and responds appropriately when children experience distress or behaviours that may present challenges.

Our approach is based on understanding the individual child rather than simply responding to behaviour. We aim to identify the reasons behind a child's actions and provide support that promotes safety, wellbeing and positive outcomes.

This policy has been developed with reference to current legislation and recognised guidance, including:

• ✦Children Act 1989
• ✦Children Act 2004
• ✦Equality Act 2010
• ✦Human Rights Act 1998
• ✦SEND Code of Practice (2015)
• ✦United Nations Convention on the Rights of the Child (UNCRC)
• ✦Working Together to Safeguard Children (2025)
• ✦Positive and Proactive Care: Reducing the Need for Restrictive Interventions (Department of Health)
• ✦NICE guidance relating to Autism Spectrum Disorder and learning disabilities where applicable

Beyond Words is committed to ensuring that its practice remains consistent with current legislation, recognised professional guidance and developments in autism and SEND practice.

Positive Behaviour Support (PBS) Positive Behaviour Support (PBS) is a person-centred approach that aims to understand the reasons behind behaviour, improve quality of life and reduce behaviours that may present challenges through proactive, individualised support.

Co-Regulation Co-regulation is the process by which a calm, supportive adult helps a child manage and regulate their emotions through responsive interactions, reassurance and appropriate support.

Emotional Regulation Emotional regulation refers to the ability to recognise, understand and manage emotions. Many autistic children and children with SEND require ongoing adult support to develop these skills.

Restrictive Practice Restrictive practice refers to any intervention that restricts a person's movement, liberty or freedom to act. Beyond Words is committed to minimising restrictive practices and will only use them where lawful, necessary, proportionate and as a last resort to prevent immediate harm.

This policy applies to all employees, volunteers, students, contractors and any other adults working on behalf of Beyond Words CIC.

It should be read alongside the organisation's:

• ✦Safeguarding & Child Protection Policy
• ✦Health & Safety Policy
• ✦Risk Assessment Policy
• ✦Personal Care Policy
• ✦Missing Child Procedure
• ✦Staff Code of Conduct

At Beyond Words, we do not define children by their behaviour.

We recognise that every child communicates, learns and experiences the world differently. Our role is to understand each child as an individual and provide support that enables them to feel safe, respected and successful.

Our practice is built upon the following principles:

• ✦Every child deserves dignity and respect
• ✦Positive relationships are at the heart of effective support
• ✦Communication differences should be understood and valued
• ✦Emotional regulation develops through supportive relationships
• ✦Consistency helps children feel safe
• ✦Every child has strengths that should be recognised and celebrated
• ✦Support should be proactive rather than reactive
• ✦The least restrictive approach should always be used
• ✦Families are valued partners in understanding and supporting their child

We believe that when children feel safe, understood and emotionally regulated, they are better able to communicate, participate, learn and enjoy meaningful experiences.

Beyond Words recognises that behaviour does not occur in isolation.

Children's actions are often influenced by communication, sensory processing, emotional wellbeing, physical health, anxiety, the environment and previous experiences.

Rather than asking:

"How do we stop this behaviour?"

we first ask:

"What might the child be communicating?"

Understanding the reason behind a child's behaviour allows employees to provide support that is compassionate, appropriate and effective.

Employees are encouraged to consider factors such as:

• ✦communication differences
• ✦sensory processing needs
• ✦anxiety
• ✦changes to routine
• ✦fatigue
• ✦hunger or thirst
• ✦pain or illness
• ✦environmental demands
• ✦social understanding
• ✦previous experiences
• ✦emotional regulation
• ✦unmet physical or emotional needs

Children will never be labelled as "naughty", "difficult" or "attention seeking". Instead, employees will seek to understand the circumstances surrounding the behaviour and identify supportive strategies that reduce distress and promote positive outcomes.

Positive relationships are at the heart of everything we do at Beyond Words.

Children are most likely to learn, communicate and participate when they feel safe, respected and understood. We recognise that trust develops over time through consistent, responsive and compassionate interactions.

Employees are expected to build positive relationships by:

• ✦getting to know each child as an individual
• ✦recognising and celebrating each child's strengths and achievements
• ✦respecting children's rights, preferences and individuality
• ✦communicating in ways that meet the child's individual needs
• ✦remaining calm, patient and consistent
• ✦respecting children's choices wherever possible
• ✦providing reassurance during unfamiliar or challenging situations
• ✦maintaining predictable routines and clear expectations
• ✦working in partnership with parents, carers and other professionals

Positive relationships are not based on compliance. They are built through trust, consistency, mutual respect and shared positive experiences.

Support Effective communication is essential to children's wellbeing, participation and emotional regulation.

In accordance with the principles of the SEND Code of Practice (2015), Beyond Words recognises that children communicate in many different ways and that communication support should always be individualised.

Employees will adapt their communication to meet each child's needs.

Support may include:

• ✦spoken language
• ✦visual timetables
• ✦Now and Next boards
• ✦choice boards
• ✦objects of reference where appropriate
• ✦gestures and natural signs
• ✦Makaton, where appropriate
• ✦Augmentative and Alternative Communication (AAC)
• ✦photographs and symbols
• ✦modelling and demonstration

• ✦allowing additional processing time
• ✦checking understanding where appropriate before moving on to the next instruction

Employees will use clear, simple and consistent language and avoid overwhelming children with unnecessary verbal information.

Children will always be given opportunities to communicate their needs, preferences and choices using their preferred method of communication.

Many autistic children and children with SEND experience differences in sensory processing that can affect their participation, emotional wellbeing and behaviour.

Beyond Words recognises the importance of supporting children's sensory needs as part of everyday practice.

Employees will seek to understand each child's sensory profile and make reasonable adjustments where appropriate.

Support may include:

• ✦movement breaks
• ✦access to sensory resources
• ✦quiet spaces
• ✦reducing unnecessary noise or visual distractions
• ✦adapting activities
• ✦offering alternative seating or workspaces
• ✦allowing time for regulation
• ✦following individual sensory strategies shared by families or professionals
• ✦making reasonable adjustments to the environment wherever practicable to reduce unnecessary sensory barriers

Sensory regulation is viewed as an important part of supporting children's wellbeing rather than a reward or consequence.

Beyond Words promotes proactive approaches that encourage participation, confidence and independence.

Employees are expected to focus on preventing difficulties wherever possible by providing support that is predictable, responsive and tailored to the individual child.

Positive support strategies include:

• ✦preparing children for transitions and changes
• ✦providing visual supports
• ✦offering meaningful choices
• ✦using children's interests and motivations to encourage engagement and participation
• ✦breaking activities into manageable steps
• ✦modelling expectations
• ✦using encouragement and specific praise
• ✦recognising effort as well as achievement
• ✦adapting activities to individual abilities
• ✦allowing appropriate processing time
• ✦providing opportunities for movement and regulation
• ✦celebrating individual successes

Support strategies will be selected according to the child's individual needs rather than applying the same approach to every child.

Beyond Words believes that developing independence is an important part of every child's journey.

Children will be encouraged to complete tasks as independently as possible while receiving the level of support they require to succeed.

Employees will:

• ✦provide appropriate prompts before offering direct assistance
• ✦encourage children to make choices
• ✦promote problem-solving where appropriate
• ✦recognise and celebrate independent attempts
• ✦gradually reduce support when children develop confidence and new skills

Independence should always be promoted at a pace that is appropriate for the individual child and should never compromise their wellbeing or emotional security.

Regulation Beyond Words recognises that emotional regulation is a skill that develops over time and that many autistic children and children with SEND require consistent adult support to understand and manage their emotions.

We believe that adults play a key role in helping children feel safe, calm and emotionally secure.

Employees are expected to model calm, respectful and supportive interactions at all times. Children should never be expected to regulate overwhelming emotions without appropriate adult support.

Co-regulation may include:

• ✦remaining calm and using a reassuring tone of voice
• ✦reducing verbal demands
• ✦allowing additional processing time
• ✦using visual supports where appropriate
• ✦offering reassurance
• ✦providing access to agreed sensory strategies
• ✦reducing environmental demands where possible
• ✦allowing appropriate space while maintaining supervision
• ✦supporting the child to return to activities when they are ready

Employees recognise that every child regulates differently. Strategies should always be individualised and adapted to meet each child's needs.

Distress Children may experience periods of distress for a variety of reasons, including communication difficulties, sensory overload, changes in routine, anxiety, illness or other unmet needs.

When a child becomes distressed, employees will aim to reduce stress rather than increase it.

Employees will:

• ✦remain calm and reassuring
• ✦prioritise the child's safety and wellbeing

• ✦identify possible causes of distress
• ✦consider whether pain, illness, fatigue or other unmet physical needs may be contributing to the child's distress
• ✦reduce unnecessary demands where appropriate
• ✦use agreed communication strategies
• ✦support the child using familiar regulation techniques
• ✦protect the dignity and privacy of the child
• ✦continue to supervise all children safely
• ✦seek assistance from colleagues where additional support is required

Following a significant incident, employees should reflect on possible triggers and consider whether any adjustments could reduce the likelihood of similar situations in the future.

Present a Risk Occasionally, a child's behaviour may present a risk to themselves, other children or adults.

The primary aim of Beyond Words is always to prevent situations from escalating through proactive planning, effective communication and positive support.

Where behaviour presents an immediate risk, employees will:

• ✦remain calm
• ✦prioritise safety
• ✦remove or reduce hazards where possible
• ✦guide other children to safety if necessary
• ✦use the least restrictive approach appropriate to the situation
• ✦seek support from colleagues when required
• ✦continue to communicate respectfully with the child throughout the incident

Every incident will be considered individually, taking account of the child's age, communication needs, understanding and the specific circumstances.

Following the incident, appropriate records will be completed and practice reviewed to identify any learning or adjustments that may improve future support.

Beyond Words is committed to reducing the use of restrictive practices wherever possible.

Employees should always seek to prevent situations from escalating through proactive planning, effective communication, environmental adjustments, sensory support and co-regulation.

Restrictive practices will never be used as punishment, for staff convenience or because of staffing or resource limitations.

Any restrictive intervention must be lawful, necessary, proportionate, the least restrictive option available and used for the shortest time necessary to prevent immediate harm.

Beyond Words is committed to reducing the need for restrictive practices and promoting positive, proactive approaches that support children's wellbeing.

In line with recognised national guidance, physical intervention will only ever be considered as a last resort where it is necessary to prevent immediate harm to the child or to others.

Any intervention must be:

• ✦lawful
• ✦necessary
• ✦reasonable
• ✦proportionate
• ✦the least restrictive option available
• ✦used for the shortest time necessary

Following any physical intervention, both the child and the employees involved should be offered appropriate support and an opportunity to reflect on the incident. Physical intervention must never be used as a punishment, to gain compliance or for staff convenience.

Where physical intervention is used, the incident will be recorded, reviewed by the Founder & Director and, where appropriate, discussed with parents or carers.

Beyond Words is committed to reflecting on incidents to reduce the likelihood of future restrictive interventions through improved planning and individualised support.

Environment Occasionally, a child may damage equipment, furniture or resources during periods of distress or dysregulation.

Employees will recognise that such behaviour may be linked to communication difficulties, sensory needs, anxiety or emotional distress, rather than being intentional or malicious.

When damage occurs, employees will:

• ✦prioritise the safety of all children and adults
• ✦remove or secure any hazards where it is safe to do so
• ✦remain calm and continue to support the child respectfully
• ✦avoid confrontation or punishment
• ✦assess whether the environment should be adapted to reduce future incidents
• ✦record significant incidents in line with organisational procedures

Beyond Words understands that some resources may become damaged when supporting children with complex needs. Where possible, the focus will remain on understanding the reasons behind the behaviour and preventing recurrence, rather than attributing blame.

Harm Some autistic children and children with SEND may, at times, display behaviours that place themselves or others at risk of harm. These behaviours may arise from distress, frustration, communication difficulties, sensory processing differences or other unmet needs.

Examples may include, but are not limited to:

• ✦hitting or biting themselves
• ✦banging their head or body against surfaces
• ✦scratching or pinching themselves
• ✦throwing objects
• ✦hitting, kicking or biting others
• ✦attempting to run from supervision
• ✦climbing or accessing unsafe areas

Where there is an immediate risk of injury, employees will:

• ✦remain calm and provide reassurance
• ✦prioritise the safety of everyone present

• ✦remove hazards where possible
• ✦use de-escalation and co-regulation strategies
• ✦seek support from colleagues where appropriate
• ✦only consider physical intervention where it is necessary, lawful, proportionate and the least restrictive option available to prevent immediate harm

Following any significant incident, employees will reflect on possible triggers, review existing support strategies and, where appropriate, discuss any necessary adjustments with parents or carers.

Beyond Words recognises that some children may require additional personalised support to help them participate safely and successfully.

Where appropriate, an individual Positive Behaviour Support (PBS) Plan, Behaviour Support Plan or Risk Assessment may be developed in partnership with parents, carers and other professionals.

These plans may include:

• ✦known triggers
• ✦preferred methods of communication
• ✦early signs of distress
• ✦sensory needs
• ✦successful regulation strategies
• ✦proactive support approaches
• ✦agreed responses to behaviours that may present a risk
• ✦recording and review arrangements

Employees will familiarise themselves with any individual plans before supporting the child and will follow the agreed strategies consistently.

Incidents All significant incidents must be recorded as soon as reasonably possible after the situation has been made safe.

A record should be completed where an incident involves:

• ✦injury or possible injury to a child, employee or another person
• ✦self-injurious behaviour
• ✦aggression towards another person
• ✦significant damage to furniture, equipment or the environment
• ✦an attempt to leave the supervised area
• ✦physical intervention
• ✦emergency assistance
• ✦a safeguarding concern
• ✦repeated behaviour that may require additional planning or support

Records must be factual, clear and objective. They should include:

• ✦the date, time and location
• ✦the people present
• ✦what happened before the incident
• ✦the behaviour observed
• ✦the actions taken by employees
• ✦whether physical contact or intervention was used
• ✦any injuries or damage
• ✦first aid provided, where applicable
• ✦when and how the parent or carer was informed
• ✦any immediate actions or follow-up required

Employees must avoid judgemental language, assumptions or labels. Records should describe what was directly seen, heard and done.

Significant incidents will be reviewed by the Founder & Director to identify possible triggers, patterns, environmental factors and any changes required to the child's support, risk assessment or individual plan.

Incident records will be stored securely and managed in accordance with the organisation's Data Protection and Confidentiality Policy.

and Professionals Beyond Words recognises that parents and carers know their children best and are essential partners in providing safe, consistent and effective support.

Employees will maintain respectful and honest communication with families and will:

• ✦share children's achievements and positive experiences
• ✦seek information about communication, sensory and regulation needs
• ✦discuss significant incidents appropriately

• ✦inform parents or carers of any injury, physical intervention or serious concern
• ✦listen to strategies that are effective at home
• ✦work towards consistency between home and Beyond Words
• ✦involve families when individual support plans or risk assessments are developed or reviewed

Where appropriate and with the necessary consent, Beyond Words may work alongside schools, health professionals, social care professionals and other agencies involved with the child.

Information will only be shared when it is relevant, proportionate and lawful. Safeguarding information may be shared without consent where this is necessary to protect a child or another person from harm.

Disagreements or concerns raised by families will be listened to respectfully and addressed in line with the organisation's Complaints Policy.

All employees working on behalf of Beyond Words are responsible for supporting children in a safe, respectful and consistent manner.

Employees must:

• ✦follow this policy and all related procedures
• ✦treat every child with dignity, compassion and respect
• ✦build positive and trusting relationships
• ✦familiarise themselves with children's communication needs, sensory needs, medical information, risk assessments and individual support plans
• ✦use proactive and least restrictive approaches
• ✦recognise early signs of distress and respond promptly
• ✦seek support from colleagues when a situation is escalating
• ✦maintain appropriate professional boundaries
• ✦only use physical contact or intervention when appropriate and permitted under organisational procedures
• ✦record significant incidents accurately and promptly
• ✦report injuries, safeguarding concerns and unsafe practice immediately
• ✦participate in relevant training, induction, supervision and policy updates
• ✦maintain an up-to-date understanding of children's individual support plans, behaviour support plans and risk assessments
• ✦reflect on incidents and contribute to improvements in practice

Employees must not use punishment, humiliation, intimidation, threats, inappropriate restraint, deprivation of food or drink, or any response that compromises a child's dignity or safety.

The Founder & Director is responsible for ensuring that employees understand this policy, receive suitable guidance and training, and that incidents are reviewed appropriately.

Our Commitment At Beyond Words, we believe every behaviour has meaning and every child deserves to be understood with compassion, dignity and respect.

we creating environments where children feel safe, valued and supported to communicate, regulate and thrive. By building trusting relationships, working in partnership with families and continually reflecting on our practice, we aim to provide positive experiences that enable every child to reach their full potential.

The Founder & Director is responsible for implementing, monitoring and reviewing this policy.

This policy will be reviewed annually, or sooner where changes to legislation, recognised guidance, organisational practice or significant incidents indicate that amendments are required.

Lessons learned from incidents, staff reflections, family feedback and quality assurance activities will be used to strengthen practice and continually improve the quality of support provided by Beyond Words.

This policy should be read alongside:

• ✦BW-FRM-001 , Philosophy, Vision & Values
• ✦BW-GOV-001 , Governance Framework
• ✦BW-GOV-002 , Organisational Structure & Responsibilities
• ✦BW-GOV-003 , Quality Assurance & Continuous Improvement
• ✦BW-SAFE-001 , Safeguarding & Child Protection Policy
• ✦BW-HS-001 , Health & Safety Policy
• ✦BW-RA-001 , Risk Assessment Policy
• ✦BW-CARE-001 , Personal Care & Intimate Care Policy
• ✦BW-MED-001 , Medication & First Aid Policy
• ✦BW-MISS-001 , Missing Child Policy
• ✦BW-DP-001 , Data Protection & Confidentiality Policy
• ✦BW-COMP-001 , Complaints Policy
• ✦BW-EQ-001 , Equality, Diversity & Inclusion Policy
• ✦BW-COC-001 , Staff Code of Conduct