Behaviour and Discipline

The Purpose of this policy is:

  • to maintain levels of good behaviour
  • to provide a consistent approach in rewarding good behaviour
  • to provide a consistent approach in responding to unacceptable behaviour
  • to ensure that behaviour does not inhibit learning or impede potential.
  1.  Aims and expectations
  • To ensure that every member of the school community feels valued and respected, and to promote an environment where everyone feels happy, safe, stimulated and secure.
  • To promote good relationships, so that people can work together with the common purpose of helping everyone to learn.
  • To behave in a considerate way towards others and take responsibility for their actions
  • Our school code:-
    • Always be:-
      • Considerate
      • Careful
      • Caring
      • Courteous – to everyone and everything
  • We treat all children fairly and apply this behaviour policy in a consistent way
  • To help children become positive, responsible and increasingly independent members of the school community.
  • To promote a positive ethos and climate in the school.
  • To provide a learning environment, which will promote good behaviour.
  • To ensure that the school’s expectations and strategies are widely known and understood.
  • To encourage the involvement of both home and school in the implementation of this policy.

Class Mission Statements

Each class writes a mission statement at the beginning of the school year. Throughout the year the mission statements can be used as the basis for discussions on behaviour in the class when appropriate.

Restorative Practices

Being restorative means that members of staff resolve matters alongside students. With this approach you signal that the behaviour is unacceptable, but you engage both parties in helping resolve the problem constructively, encouraging children to accept responsibility for their actions. If you bring together the students involved in an incident and create a space for respectful dialogue in which you act as facilitator, you are being restorative; you do things with students.  We are so used to thinking that punishment is the only way to teach the lesson, we forget to think about exactly what lesson we want the individual/s to learn. These outcomes stand a greater chance of success if ‘fair process’ is considered. This means that they are more ready to accept the consequences.

Situations are resolved using the Restorative Practice questions. Each person involved in the event has the same opportunity to respond to the same questions:

  • What happened?
  • What were you thinking about at the time?
  • What have your thoughts been since?
  • Who has been affected by what you did?
  • In what way have they been affected?
  • What do you think needs to happen next?

Children should never be asked ‘Why?’ Many children don’t know or cannot articulate the reason for their behaviour. It is more important for them to understand how their behaviour has affected others.

Circles

These are an integral part of the restorative process. In a circle everyone is equal and everyone has a voice. They may be used in resolving disputes, as part of daily curriculum lessons, to play games, as well as providing an opportunity to share experiences and ideas.

Assertive Mentoring

‘Attitude’ is carefully tracked with children each half term as part of the assertive mentoring meeting. This includes attendance, punctuality, behaviour, effort, homework and uniform. Each area is colour coded:

Green                   – excellent/very good,

Yellow                   – acceptable/satisfactory,

Red                        – unacceptable

The school communicates to parents about how well children have performed in each of these areas using the half termly report card.

  1. The role of staff
  • The staff in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability. All children are treated with respect and understanding.
  • As adults we should aim to:
  • create a positive climate with realistic expectations;
  • emphasise the importance of being valued as an individual within the group;
  • promote, through example, honesty and courtesy;
  • provide a caring and effective learning environment;
  • encourage relationships based on kindness, respect and understanding of the needs of others;
  • ensure fair treatment for all
  1. The role of the Head teacher
  • It is the responsibility of the Headteacher, Education and Inspections Act 2006, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school. The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy. The Headteacher keeps records of all reported serious incidents of misbehaviour. The Headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child. Both these actions are only taken after the Chair of Governors has been notified.
  1. The role of parents
  • The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.
  • We expect parents to support their child’s learning, and to co-operate with the school, as set out in the behaviour and discipline policy.  We aim to build a supportive dialogue between the home and the school, and we inform parent/carer immediately if we have concerns about their child’s welfare or behaviour.  If a child receives a time out, a letter will be sent to the parent/carer informing them of the incident.  The letter will offer the parent/carer the opportunity to call in and speak about the incident to the class teacher.  A reply slip at the bottom of the letter should be sent back to inform the school that the parent/carer has spoken to their child about the incident.
  • If the school has to use reasonable sanctions to punish a child it is essential that parent/carer should support the actions of the school. If parents have any concern about the way that their child has been treated, they should contact the Headteacher and then the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
  1. The role of governors
  • The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.
  • The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.
  1. Fixed term and permanent exclusions
  • Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year.
  • If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body.  The school informs the parents how to make any such appeal.
  1. Rewards:

Postcards can be sent home telling parents/carers of outstanding behaviour, attitude or work.

Pupils can be sent to share outstanding behaviour, attitude or work with the Headteacher.

Smiley faces can be rewarded to children at any point of the day for outstanding behaviour, attitude or work.

For example:

  • Particularly good work/effort
  • Displaying good manners
  • Displaying a caring attitude towards others
  • Staying on task…
  • The smiley faces will be recorded on a chart in their class.
  • When the child reaches 10 smiley faces a praise pad will be awarded from the teacher / teaching assistant
  • 25 = bronze certificate from class teacher / teaching assistant
  • 50 = silver certificate from the Deputy – to be presented in Friday assembly
  • 100 = gold certificate from the Head – to be presented in Friday assembly
  • Parents/carers will be invited to this assembly if their child is to be awarded a gold certificate.
  • For every 100 smiley faces, a different prize will be awarded along with the certificate.

Children can also use smiley faces as currency to ‘buy’ items of stationery from the school shop.

Once awarded, a Smiley can never be deducted

Smileys are intended to help staff focus on positive rather than negative behaviour e.g. if a child is continuing to stay on task when a partner is trying to distract him, staff may choose to reward the child on task rather than apply a sanction to the child who is not.

Merits

To be awarded for a particular subject / theme in Friday assembly – up to 2 children chosen.

An additional ‘star of the week’ should be presented under a theme chosen by the teacher/teaching assistant.

Children are awarded a certificate and their names displayed in the hall.

Children who receive smiley faces certificate and merits are celebrated in the newsletter.

Marble jar

This is to be used as a class reward – once the total has been reached (EYRS/KS1 50) KS2 (100) a class reward can take place (decided by the class). This should last no longer than one hour.

Examples could include: an extra play, games in class, a short film, a mini party…

Cup for behaviour in assembly:

Each day points are awarded by a designated adult for behaviour / attitude in assembly. The class with the most points at the end of the week receives the cup and are mentioned in the newsletter. 

  1. Classroom Consequences:

Using the ‘Good to be Green’ system:

Stage 1: Verbal warning

Stage 2: Yellow card

Stage 3: Red card

  • If a child reaches this step the behaviour must be recorded on CPOMS. A behaviour resulting in a child being physically hurt automatically progresses to this stage. Headteacher and Deputy should be copied into the CPOMS entry.
  • Lunchtime session working alone in the blue room, supervised by a member of SLT.
  • Child completes behaviour thinking sheet.
  • Red card letter is sent home with the child, to be returned to the class teacher.

Stage 4: Child is removed from the classroom (Time out)

  • Child escorted to Headteacher or Deputy Head.
  • Up to half a day working alone without causing disturbance.
  • Record on CPOMS.
  • Parents informed of isolation by letter.

Outside the classroom (eg assembly/playtime/lunchtime/PE):

Stages 1 and 2 follow the same routines using a record sheet

Stage 3/4

  • A red card is noted on the record sheet and a member of the SLT is called and the child is brought inside for the remainder of the lunchtime. Further action may be taken depending on the incident. A red card letter is sent home with further contact with home if necessary.

It is essential that at the start of each session each child returns to green.

For a regular inappropriate behaviour:

  • Discussion with SENCO: consider School support of the Code of Practice.
  • Begin monitoring to identify areas of concern / possible causes/ appropriate targets.
  • Complete a ‘Behaviour Assessment Profile’ if necessary.
  • Parents informed by letter that behaviour is a cause for concern.
  • Parents discuss concerns agree targets/support.
  • Consider alternative strategies, inform other agencies.
  • Access to extra-curricular/enrichment activity linked to improvement.
  • Access to extra-curricular / enrichment activities dependant on progress.
  • Referral to multi agencies i.e. Behaviour Support/Ed Psych etc.

If repeated red cards are given out (for example 4 in one week) Stage 5 is triggered.

Stage 5: (Head /SENCO) Pastoral Support Programme (On Report)

  • Teacher completes a Behaviour Assessment Profile to identify areas of strength and concern.
  • PSP Meeting with parents/child to agree the way forward.
  • Clear/realistic targets for behaviour agreed (maximum of three).
  • Clear rewards/consequences identified for success/failure (including possible exclusion).
  • Daily feedback to child, weekly feedback to parents.
  • Involvement of all necessary agencies, i.e. Behaviour Support, Educational Psychologist etc.
  • Consider Statement of Special Needs.
  • Consider CAF/EHA.
  • PSP to last a minimum of 2 weeks/a maximum of 20 weeks, and reviewed fortnightly

If targets are achieved remove from PSP. If PSP failed, move to Stage 6.

Stage 6: (Headteacher) Behaviour Contract  – a last step before exclusion

  • Clear specific rules which the child must uphold in order to remain in school.
  • Further sanctions an immediate consequence of breaking the contract.
  • Reviewed weekly.

Parents, Chair of Pupil Discipline Committee, Behaviour Support informed

If behaviour improves return to PSP If not move to Stage 7.

Stage 7: (Headteacher) Internal Exclusion (up to 5 days)

  • Child has no contact with own class or classmates.
  • No access to playground, extra-curricular or enrichment activity.
  • Parents, Chair of Pupil Discipline Committee, Behaviour Support informed by letter.
  • LA informed of likelihood of external exclusion.

If behaviour improves return to class on a Behaviour Contract or PSP. If not move to Stage 8.

Following latest government guidance

Stage 8: (Headteacher) Fixed Short Term Exclusion (up to 5 days per term)

  • Parents, Chair of Pupil Discipline Committee, LA Officer informed by letter.
  • Parents may make representations to Pupil Discipline Committee.
  • Pupil Discipline Committee may meet but cannot reinstate.
  • Upon return to school, child stays on Contract for a minimum of 2 weeks.

If behaviour improves remove from Contract to PSP. If not move to Stage 9. Behaviour and Discipline

Stage 9: (Headteacher) Fixed Long Term Exclusion (up to 45 days per year).

  • Parents, Chair and Clerk of Discipline Committee, LA Officer informed.
  • Discipline Committee meet (parents/child or representative may attend/make representations).
  • LA Officer must be invited to attend but may not reinstate.
  • Discipline Committee either reinstate or uphold the exclusion.

Upon return to school or if reinstated child stays on Contract or PSP for a minimum of 10 weeks. If behaviour improves remove from PSP. If not move to Stage 10.

Stage 10: (Pupil Discipline Committee) Permanent Exclusion

  • Parents, Chair and Clerk of Discipline Committee, LA Officer informed.
  • Discipline Committee meet and consider all representations and reports (parents/child may attend).
  • Discipline Committee either reinstate or uphold exclusion.
  • Parents notified of right to appeal.
  • If appeal successful, or reinstated child stays on Contract or PSP for the maximum 20 weeks.
  • If appeal unsuccessful, remove child from school roll.

Serious incidents need to be treated on an individual basis and the circumstances investigated.

In exceptional circumstances permanent exclusion may be considered for a first or ‘one off’ offence. These may include:

  • Serious actual or threatened violence against another pupil or a member of staff;
  • Sexual abuse or assault;
  • Supplying an illegal drug;
  • Carrying an offensive weapon;
  • Serious deliberate damage to school property.

FIXED TERM AND PERMANENT EXCLUSIONS

Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. The Headteacher informs the LA and the governing body about any permanent exclusion, and about all fixed-term exclusions. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher. The governing body has a discipline committee which has three members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LA, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling

Recording and Reporting

It is important records of serious incidents of inappropriate behaviour are recorded using the School online recording keeping system, CPOMS. The following items must be recorded by the member of staff (teaching or support) dealing with each incident.

  • When a child moves to Red.
  • Any incident where a child physically hurts another.
  • Any incident that could be interpreted as racist or homophobic.

Additional Information

No child should ever be ‘sent to the head’ as a sanction, as there is no guarantee that the child will arrive or that the head will be available. If, in exceptional circumstances, a child needs to be removed from class, the head should be sent for. If unavailable, the deputy or member of the SLT should be called.

Mobile Phones

Mobile phones can only be brought to school in exceptional circumstances. Parents who insist that children require a mobile phone during school hours i.e. for the journey to and from school must seek permission from school. Such requests will be considered on an individual basis. If permission is granted mobile phones must be handed in to the school office upon arrival and collected at the end of the school day. They should never be left in trays or coats or used during school hours.

Reasons: During school hours contact is possible through the school’s land lines. Mobile phones are regarded as hazardous to health. They present an unacceptable disturbance to lessons, potential for theft and cyber bullying.

Personal property

The school cannot accept responsibility for the loss or damage to clothing or personal property. Toys, games and sports equipment must not be brought to school (except on special occasions when the teacher gives permission). Any money brought into school should be handed in as soon as possible and never left in trays, bags or coats.

Reasons: Suitable toys, games and sports equipment are provided for the playground and indoor play. Unsuitable equipment may present a risk to children and present the potential for theft.

Movement in and around School

All staff should see that all children are suitably supervised when moving around the school. Expectations of behaviour of children sent around the school with messages or to show good work should be clearly stated and frequently reinforced by appropriate rewards when followed

Children observed behaving appropriately, politely and considerately, i.e. holding doors, lining up quietly etc, should be thanked, praised or rewarded.

MONITORING AND REVIEW

The Headteacher monitors the effectiveness of this policy on a regular basis. They also report to the governing body on the effectiveness of the policy and, if necessary, make recommendations for further improvements. The school keeps records of incidents of misbehaviour. The class teacher records minor classroom incidents on individual behaviour logs, the class teacher is responsible for updating behaviour logs. A record is also kept of any incidents that occur at break or lunchtimes, these incidents can be added to the behaviour log. The Headteacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded. It is the responsibility of the governing body to monitor the rate of exclusions and to ensure that the school policy is administered fairly and consistently.

The governing body will review this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.

This policy will be reviewed in September 2016.

Have a lovely half term break! See you back on Tuesday, 31st October.