A Positive Behaviour Support plan sets out, for one young person, what staff will see and what they will do at each stage. It starts with the young person's own voice. It is one plan for every age: there is no shorter version for younger children.

It is written by the manager or their deputy, like any plan. Everyone else in the home reads it and confirms they have read it. To start one, choose Positive Behaviour Support as the Plan Type when you create a plan.

Wherever the plan asks a question about the young person, it uses their preferred name, or their first name if there is none. If ARC has neither it says "the young person".

The eleven sections

Section	What it holds
1. Young Person's Details	Name, preferred name, date of birth and home, shown from the young person's record and not retyped; and Other Professionals Involved, one row each with name, role and contact
2. My Voice	The young person's own words: behaviour and the support they want, then "When I start feeling overwhelmed…" with I might notice, I would like staff to, I can try, The person I can talk to is, The place I can go to is and Please don't
3. What Is Important to Me?	The things that help them feel safe, valued and understood, with an Other box
4. Strengths and Positive Qualities	What they are good at, what adults value about them, and what they have achieved
5. Understanding Behaviour	A table of Behaviours that cause concern: what it looks like, what happens before and after, how often, how long, how serious the potential risk is, what it might be communicating, and the evidence and the young person's own explanation
6. Triggers and Early Warning Signs	Known triggers with what may happen and what staff should do, and a list of Early warning signs staff may notice; each sign you tick opens a box for how it shows in this young person
7. Prevention: What Helps Me Stay Regulated?	Described in the plan as the largest part of it
8. What Staff Should Do When I Begin to Struggle	A table by stage: Green (Regulated), Amber (Early escalation), Red (Significant escalation) and Blue (Recovery), each with What staff see and What staff should do
9. Positive Reinforcement	Positive reinforcement, as tick-lists and statements in the plan
10. Risk Management of Potential Behaviours	A table of Risks: behaviour or risk, likelihood, potential impact, preventative measures and staff response
11. Monitoring and Review	PBS goals: a goal, How will we know? and a Review Date

What to know before you rely on it

Section 10 is not the risk assessment. It records how risks are managed day to day. The young person's risk assessments are separate records, listed with the plan, and nothing is copied between them.
Section 8 names no restraint technique. It carries a fixed statement that restrictive intervention is used only where legally permitted, necessary, proportionate and in line with the home's approved policy and the staff member's training, and that the plan does not prescribe techniques. Nobody edits that wording for one young person.
Section 5 asks for what can be seen and heard, not labels, and for evidence and the young person's own explanation rather than assumed reasons.
The goals in section 11 are plan goals, so logs, keywork sessions and incidents can be linked to them as evidence.
Review. When the plan's review date is within 28 days, or has passed, the plan appears in Due & Overdue for the manager.