Introduction - This policy sets out the framework of Art of Protest approach to encouraging high standards of behaviour to promote ‘Positive Behaviour’ as well as use the power and excitement of street art to stimulate participation with groups of children and young people of all ages. We have a structured course which cover the 5 C’s of our methodology: Curiosity, Confidence, Capability, Collaboration, Creativity During the creative learning journey, we expose participants to experience self-reflection, ideas generation, self-expression, verbal and non-verbal communication and collaboration.Each of our courses is designed to be fun, dynamic, creative and reflective. Every participant will travel their own creative journey and produce startling spray paint artworks that they can take home. Whilst the fun focus is on learning and practicing spray painting techniques, the course is underpinned with techniques designed to encourage participants to ‘Find Their voice’. Typically, people disadvantaged, excluded, managing SEND or suffering from low mental health (most likely as a result of a trauma and isolation) as they struggle to understand their emotions, life context and proportionality to the world around them. We aim to equip these young people with powerful tools for success at a crucial stage of their own personal learning and career journey. This runs in parallel to support formal education attendance and attainment and/or provide an alternative provision to support CYP struggling to fit in mainstream systems. We interface with Schools (12-16) and FE (16-18) and HE (18-25). The aims of this policy are: Provide a supportive and virtuous approach to behaviour management using the 5 C’sProvide a clear understanding of the behaviour process for children and young accessing our provision, commissioners and parents/carers Outline Art of Protest’s expectations Define what we consider to be unacceptable behaviour, including bullying and discrimination Outline the policy to physical restraintLinks to legislation and statutory requirements We also work closely with commissioners to ensure we understand children and young people’s complex needs and adhere to local policies and procedures. This policy takes on advice from the Department for Education (DfE) on: Behaviour in schools (July 2022) The Equality Act (2010) Keeping Children Safe in Education (2022) Use of reasonable force in schools (2013) It is also based on the Special Educational Needs and Disability (SEND) Code of Practice (2015)Disability Discriminations Act Unleashing potential: The Art of Protest’s 5 C’s based Creative Learning Model Art of Protest (AOP) believes there's an alternative way to help young people build skills and esteem. We broadly refer to this as ‘Creative Learning’ - a unique learning approach built on what we call the 5 C’s which aims to empower young people to find their voice, develop essential human skills, and thrive in a fast-changing world, regardless of one’s academic ability, social background or learning style.  At its core, Art of Protest’s Creative Learning model is centred around unlocking the potential of people.Art of Protest's 5 C’s – Curiosity, Confidence, Collaboration, Capability, Creativity – form a comprehensive framework for nurturing well-rounded individuals. Curiosity: Imagine a mind brimming with questions, eager to explore and learn. Curiosity is the spark that ignites a love for learning. Marianne Stenger (2014) points out “a curious mind is not only more engaged but also less likely to get distracted.” Curiosity is contagious – it enhances any learning environment encouraging exploration and discovery. Through our environment of creative learning, we provide a safe and suitable environment by incorporating just the right amount of support to meet that child’s needs. Participants are encouraged to think outside the box, and we facilitate an assurance that there are no mistakes or wrong ways to create a piece of art. Through this guidance, we find we allow the participant to let down their walls and vulnerabilities. This approach pushes away their worry of “What if it’s not good enough? What if someone else’s is better” and instead replaces it with a place where they’re reminded that it’s only through the inevitable mistakes that will occur that enough curiosity to be sequestered to unleash their ultimate power: the power of creativity.Confidence: Feeling good about oneself and one's abilities is crucial for self-expression and self-esteem. Statistics from the Mental Health Foundation highlight the growing prevalence of mental health issues among today’s young people. AOP recognises the importance of fostering agency and resilience, aligning with the principles of humanism (Fostering Network). Confident individuals are more likely to own an idea, share it and take risks in pursuing it, creating a richer and more rewarding learning experience for all. That’s why we provide quick and immediate results, with supportive affirmations woven into practice throughout.Collaboration: Learning from and working with others is a critical skill in today’s world of work. Social learning theory emphasises the importance of peer interaction and boy, does that carry a currency like never before in today’s social media metaverse! Collaboration fosters communication, expression, teamwork, and the ability to build upon each other's ideas, all essential for innovation, entrepreneurship and success in today's world. Large-scale creative projects, like street art, exemplify the power of collaboration and working in multidisciplinary teams to bring big ideas to life at scaleCapability: A strong foundation of knowledge and skills is essential for growth. AOP's approach integrates with various learning theories, such as Constructivism (building on existing knowledge), David Kolb's experiential learning theory, and Engestrom's expansive learning theory.. Each stage of learning scaffolds off the previous one, allowing students to develop a robust skill set and a sense of capability. There’s nothing like feeling in control to boost a young person’s learning curve. Creativity: Creativity is the output of curiosity +  confidence + collaboration + capability. AOP recognises the importance of nurturing cultural capital to imagine and solve problems in unconventional ways. Creative Critical Thinking thrives in environments that require thinking outside the box and embracing diverse perspectives, as highlighted by Donovan et al. (2014). Unfortunately, standardised testing and rigid curriculums can stifle this type of creativity. By contrast, AOP's approach is inspired by play-based learning (UNICEF, Smith & Pellegrini) and fosters a joyful and engaging atmosphere where leaps of creativity and imagination can and will flourish The 5 C's are more than just a theoretical framework; they represent a core belief system at AoP. This ethos translates into actionable practices that empower educators to nurture these qualities in their students. The model also allows for ongoing assessment and adaptation, ensuring a fresh, dynamic and responsive learning environment.Now envision the 5 C's less as a linear progression but more as a 3D model where growth in each area is interconnected and exponential. This holistic approach underpins the creative growth journey of every young person. At least we would like it to be so….A Brighter Future. Art of Protest's message is and always will be one of hope.As part of an alternative education provision, we are committed to sparking curiosity, nurturing creativity, and cultivating the confidence, collaboration, and skills essential for the future. We believe these qualities can empower a new generation to thrive, not just survive. Art of Protest’s Creative Learning is dedicated to offering the right resources at the right time and in the right way, helping young people break free from cycles of disengagement and disadvantage, and guiding them toward a brighter future. Join us in this collaborative journey—we're all in this together!Rules, tailoring, de-escalation and diversion Art of Protest manifesto is to find a voice for disadvantaged and vulnerable children and young people. We have worked alongside parents, carers, schools, academies, charities and organisations to provide diverse learning environments. We recognise that children and young people have faced adversity, trauma and/or have neurodivergent needs, which requires a different approach. During sessions, parents and those responsible for care are responsible for supervision, Art of Protest are responsible for creative learning delivery. Behaviour is a mode of communication. A child who is behaving in a certain way is usually trying to tell us something. It is our job to work with commissioners and then put into place the appropriate strategies. It may be they are trying to tell us they need something. We work with commissioners to share management plans and behaviour plans where appropriate. De-escalation techniques are most successful when used early. It is important to recognise signs of agitationBalled fistsFidgetingShakingHead thrusting Clenching their jawSpeech becoming more rapid or high pitchedThe large part of what we communicate is through body language, much is through the tone of our voice and there are estimates that just 7% is through the words that we use. It is useful to remember this when we are trying to de-escalate. Ensure we are modelling the behaviour we want the child to emulate, relaxed and open body language can be helpful. Non-verbal techniques include the following.  Appear calm and self-assured. Make sure we are not displaying the same signs of agitation that can be seen in the child, unclench your fists, do not hold eye contact for too long and avoid standing square to the child;  Maintain a neutral facial expression. Even our eyebrows can indicate we are surprised or angry, and similarly our mouths can betray our emotions unwittingly. Another natural reaction we often have when under stress is to smirk or giggle, which must be controlled;  Allow space. Entering a person’s personal space can be useful to refocus on a task when the situation is calm, but when a child is agitated this can indicate aggression and escalate the situation. Staying some distance away will also help keep you safe should the child become physically aggressive; Verbal strategies Lower your voice and keep your tone even. It is hard to have an argument with someone who is not responding aggressively back to you;  Distraction and diversion are extremely useful. When a child is aggressive, they are responding with their own fight-or-flight instincts and not thinking about their actions. AOP distract them and engage their thinking brain, perhaps by changing the subject or commenting on something that is happening outside or offering alternative learning activities or taking a breakGive choices, repeat these using the broken-record technique if necessary, and do not get drawn into secondary behaviours such as arguing back, which are designed to distract or upset you;  Acknowledging the child’s feelings shows that you have listened to them, and can be crucial when diffusing a situation; for example, ‘It must be really difficult for you ... thank you for letting me know’;  Use words and phrases that de-escalate, such as:  I wonder if…  Let’s try…  It seems like…  Maybe we can…  Tell the child what you want them to do rather than what you do not want them to do; for example, ‘I want you to sit down’ rather than ‘stop arguing with me’ Give the child take-up time following any direction and avoid backing them into a corner, either verbally or physically.We will notMake threats or promises you cannot carry through, such as threatening to exclude the child;  Be defensive or take it personally. What is being said may seem insulting and directed at you, but this level of aggression is not really about you;Use sarcasm or humiliate the child.While we often tailor our communication style and approach, there are consistent rules and thresholds. At the start of each session there is a clear inductionIntroductions to all the team so they know how to seek support and build relationshipsHealth and safety brief on the building and fire alarms Training on PPE and the importance of wearing PPE throughout the session (inclusive of eye safety,  zero tolerance on purposely damaging property or pointing spray cans at other participants and breaks for ventilation)Participant’s stopping when they are advised of ‘cans down’ or to stop Importance of listening to instructions and guidance Being polite and respectful to othersAOP values learners opinions, views and unique creative input Zero tolerance on bullying and not adhering to safety rulesParticipating with breaks and walks (diversion technique)Overview of the sessions, what we want to achieve and learning outcomes General strategies include:Positive role modelingProviding an engaging sessions Communicating expectations and rules from the onset A motivational approach and supportive feedbackAdhering to the Disability Discriminations Act adjustments can be made to routines for pupils with additional needs, where appropriate and reasonable, to ensure all pupils can meet behavioural expectations. Adjustments should be made proactively and by design where possible. For example, a pupil who has recently experienced a bereavement may need to be pre-emptively excused from a routine to give them time and space away from their peers. The adjustments needed for those pupils with Special Educational Needs and/or Disability (SEND), whose condition may at times affect their behaviour, are set out in the section ‘Behaviour expectations and pupils with Special Educational Needs and/or Disability (SEND)’. Schools should be mindful that not all pupils requiring support with behaviour will have identified special educational needs or disabilities. Tailoring strategies Increased break sessions Diversion of tasks to re-engage Tailored guidance and focus for individualsAdhering to our safeguarding policy, we also need to ensure the safety of all our students and every child needs to feel safe. We discuss with commissioners children and young people’s needs, approaches to de-escalate and re-engaged participants prior to sessions. At times it might be in agreement a participant is removed from a session and re-engagement is agreed. In agreement with the commissioner and adhering to their policies, there may be sanctions and/or appropriate consequences for escalations that do not cause harm. Any abuse outlined in the SAFEGUARDING CHILDREN AND YOUNG PEOPLE POLICY, in addition to bullying will not be tolerated and the commissioners will be informed in a timely way to ensure a discussion with the young person about the impact they have, reflection on why and behaviour plan agreed with the commissioner. Art of Protest promotes anti-bullying policies and recognises bullying as “Behaviour deliberately intended to hurt or harm, repeated over time, containing an imbalance of power”.  We will adhere to any local policies provided by the commissioner. Reward’sEach participant has the opportunity to engage in a staged approach to develop their own piece of art and in some stages work together to develop a piece of art. Children and young people on a stage course will receive a certificate from Art of Protest. Throughout the sessions, positions of responsibility are shared. In addition to celebrating art work and achievements at the end of each session. Restraint Teachers and other school staff have a statutory power to use reasonable force to restrain pupils in a number of circumstances as set out in Section 93 of the Education and Inspections Act 2006. Teachers are generally permitted the use of reasonable force to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder. The DfE guidance on the Use of Reasonable Force provides that teachers can use reasonable force:  To remove disruptive children from the classroom where they have refused to follow an instruction to do so;  To prevent a pupil behaving in a way that disrupts a lesson;  To prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;  To prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground;  To restrain a pupil at risk of harming themselves through physical outbursts.The statutory provisions can apply when a teacher or other authorised person is:  On the premises of the school or academy;  Elsewhere at a time when, as a member of school or academy staff, he or she has lawful control or charge of the pupil concerned, for example, on an out of-school activity. It should be noted that the use of any degree of force is unlawful if the particular circumstances do not warrant it. The degree of force should be in proportion to the circumstances and the seriousness of the behaviour or consequences it is intended to prevent. The level and duration of the force used should be the minimum necessary to achieve the desired result, such as to restore safety. It is always unlawful to use force as a form of punishment or discipline. It is impossible to describe definitively when it is reasonable to use force and how much may be used, beyond stating that this will depend on the circumstances of the case. Relevant considerations as to whether it might be reasonable to use force and the degree of force to be used could include, for example, the age and strength of the child. In some circumstances it will, of course, be inadvisable for a teacher to intervene without help, such as where a number of pupils are involved; where the pupil is older and physically mature; and where the teacher might be at risk of injury. It is relevant that failure to respond in circumstances which merit it can be as serious as overreacting. In many circumstances, it is not a safer option for a teacher to do nothing or to take very limited action, when to take action could restore safety. This action may involve swiftly alerting a third party. So far as a teacher’s duty of care is concerned, an omission can be significant if there is a subsequent claim for negligence. This will depend on the circumstances of the case. Teachers would not be expected to intervene to restore safety at the expense of their own personal safetyArt of Protest will not be responsible for restraining participants but clearly tell the child(ren) to stop the behaviour and then will immediately seek help as any means available from the commissioner. It will be expected the commissioner adheres to their policy and records the information of the incident and de-briefed to ensure the child does not have an injury. The child should be given time to calm and a senior member of the commissioner should discuss the incident with the child to ascertain the reason for the occurrence. The child should be given the opportunity to explain things from their point of view. All necessary steps should be taken to re-establish the relationship and an agreed plan put in place with the commissioner for the participant to re-engage with the provision. It will be the commissioners responsibility to notify the parents/carers. KEY CONTACTS Designated Safeguarding Lead - Gemma Waygood gemma.aopprojects@gmail.com 07719160953Deputy Safeguarding Lead Jeff Clark Creative Director jeff.aopprojects@gmail.com 07969398388