Team Teach

Team Teach at Salmons Brook School is an accredited training framework focused on positive behaviour support with an emphasis on de-escalation, risk reduction, and restraint minimization. The core belief behind the approach is that "all behaviour is communication", meaning that understanding the underlying causes of behaviour allows staff to create positive behavioural cultures that support pupils effectively​ 

Key Principles of Team Teach 

• Positive Behaviour Support (PBS). 

• 95% of interventions focus on de-escalation, diversion, and risk reduction. 

• Only 5% of interventions involve physical management, and these are used only when necessary.​ 

• Encourages proactive, rather than reactive behaviour management​ 

• Building Positive Relationships 

• Emphasis on creating and repairing relationships to foster an environment of trust​. 

• Recognising that many pupils may have had challenging experiences before attending Salmons Brook. 

• Encouraging a therapeutic, relational approach rather than punitive responses to behaviour. 

The Team Teach Code of Practice 

• Actions should always be in the best interest of the pupil. 

• Any intervention must be: Reasonable, Proportionate and Necessary 

• Minimal force for the shortest time possible. 

• Aimed at preventing injury, distress, and maintaining dignity​ 

De-Escalation Strategies at Salmons Brook 

De-escalation is a core component of Team Teach, aiming to prevent situations from escalating into crisis. The following key strategies are used: 

• Proactive Approaches 

• Active listening for early signs of dysregulation and intervention before escalation. 

• Identification of triggers and risks that could lead to concerning behaviours​. 

• Use positive verbal and non-verbal communication to reassure pupils. 

CALM Communication 

• Communication: Maintain appropriate stance, posture, gestures, and facial expressions. 

• Awareness: Read behaviour cues and anticipate what might happen next. 

• Listening: Provide time and space while offering ways out. 

• Making Safe: Remove hazards and provide a secure environment​ 

Active Listening & Redirecting 

• Show pupils that their concerns are heard and understood. 

• Redirect to alternative activities or coping mechanisms instead of simply distracting. 

• Avoid power struggles by offering choices that maintain dignity​ 

Physical Interventions and Protocols 

While Team Teach focuses on reducing restraint, it acknowledges that physical interventions may sometimes be necessary. These are categorized as follows: 

• Prompts & Guides – Gentle physical redirection, with little to no resistance from the pupil engaged. 

• Escorts & Holds – Used to lead pupils away from dangerous situations, minimal to moderate resistance from the pupil engaged. 

• Restraint/Restrictive Interventions – Only utilised when absolutely necessary and in line with risk assessments​ ensuring safety for all parties involved 

Training & Professional Development 

• Continuous training to ensure staff confidence in applying de-escalation strategies. 

• Regular updates to reflect new insights and best practices​. 

Legal & Ethical Considerations 

• Any use of restraint must comply with the legal framework, emphasising: 

• Duty of care to safeguard pupils and staff. 

• Clear and accurate recording of incidents, stored securely for compliance with GDPR​ 

• Reflection and review to reduce the likelihood of future incidents. 

Impact of Team Teach at Salmons Brook 

• Reduced Incidents of Restraint: A focus on proactive strategies minimizes the need for restrictive interventions. 

• Stronger Staff-Pupil Relationships: A relational, therapeutic approach helps pupils feel safe and supported. 

• Improved Pupil Outcomes: Encouraging self-regulation and positive behaviours contributes to higher attendance rates and better engagement​ 

 

Team Teach at Salmons Brook School promotes a positive, proactive approach to behaviour management, focusing on relationship-building, de-escalation, and risk reduction. By equipping staff with effective strategies and a shared philosophy, the school creates an environment where pupils feel valued, understood, and supported.