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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue

Gomersal

Cleckheaton

Bradford

BD19 4NA

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Behaviour & Discipline Policy


We respect and celebrate everyone’s uniqueness, supporting each other so that we can reach our full potential.

We show love for each other through acts of friendship and forgiveness.

We show resilience so that we feel confident to face any challenge.

 By being the best we can be, we all shine brightly making our world a better place.

 The Bible quote that underpins our vision is ‘Let your light shine’

Matthew 5:16

The Purpose of this policy is:

  • To support our pupils and staff in living out our school vision by being the best they can be, and shining brightly to make the world a better place.
  • To support pupils in following our 5 Steps to Success: LOVE, FRIENDSHIP, FORGIVENESS, RESILIENCE AND RESPECT
  • By setting clear standards, expectations and principles and processes in line with our school vision and Christian values, we believe pupils will be best placed to understand what is expected of them, enabling us to support pupils and staff to flourish.
  • We fully appreciate that young children will find some of the restrictions imposed on us challenging and so we will do our best to support them in implementing a system that can work for all.
  •  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
  • to promote good behaviour for learning
  • to provide an inclusive environment for all pupils regardless of:
    • age
    • disability
    • gender reassignment
    • race
    • religion and belief
    • sex
    • sexual orientation

Expectations:

  • All children will respect each other and the space they are in.
  • 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 behave in a considerate way towards others and take responsibility for their actions
  • That 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.
  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/bubble;
  • 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 
  • follow the recommendations of other professionals in terms of behaviour management for children with additional needs.
  1. The role of the headteacher

  •  
  • 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 discussing incidents of unacceptable behaviour which is impacting on the health and safety of staff and pupils based on the restrictions of coronavirus. 
  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.
  • The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school. 
  • We expect parents and carers to support their child’s learning, and to cooperate with the school
  • We try to build a supportive dialogue between the home and the school, and we inform parents and carers immediately if we have concerns about their child’s welfare or behaviour. 
  • 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 complaints procedure should be implemented. 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. Recording and reporting

  •  
  • CPOMS should be used to record all incidents regarding pupils both at school and at home.
  • The red serious incidents book/CPOMs will be completed where Team Teach has been used.
  1. Rewards

  •  
  • Pupils can be sent to share outstanding behaviour, attitude or work with the Headteacher.
  • Dojos 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…
  • Dojos are then compiled to earn the pupil a certificate. Certificates are restarted each year.
    • 100 = bronze certificate 
    • 200 = silver certificate 
    • 300 = gold certificate
    • 400 = emerald certificate
    • 500 = ruby certificate
    • 600= sapphire certificate
    • 700 = diamond certificate
  • Children can also use Dojos as currency to ‘buy’ items of stationery from the school shop. 

Once awarded, a Dojo can never be deducted

Dojos 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 and in recognition of pupils living out the school vision on a Friday presented by the HT – up to 2 children chosen.

 

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

 

Marble jar

 

This could be used as a class reward – once the total has been reached (EYFS/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…

 

Golden Tickets

 

Each week the children in each class choose a golden ticket winner.  The child elected is then presented with 2 golden tickets – one to take home and one to be displayed on the Charlie and the Chocolate Factory board outside the hall.

 

Headteacher’s award

 

This award is presented by the HT when a child has stood out for a particularly good attitude or behaviour.  This may not be presented every week.

 

Bronze, Silver, Gold HT certificates

 

These are presented by the HT for work that is beyond the usual standard of the child. These are accumulated across one week (not necessarily Monday – Friday).

 

SMASH award

 

At the end of each term, teachers nominate a child from their class to receive a trophy and certificate from SMASH for excellent behaviour and an outstanding attitude to their learning.

 

Hierarchy of Sanctions Grid

Dealing with inappropriate behaviour

The following are guidelines only and their interpretation will be at the discretion of the headteacher and staff.

(Where searching, screening or confiscation is required then the DfE document: Searching, Screening and Confiscation Advice for schools July 2022 should be followed – referenced later in this policy).

 

Edit
  Behaviour Sanctions Comments
  Start of a new day, with an aim that all children have a positive start to the day
1. Stop and think card Wandering about, calling out, interrupting teacher when talking to whole class, interrupting, ignoring minor instructions, talking with other pupils, silly noises, pushing in line, dropping litter. Eye contact
Proximity
Reminders
Change of seating
Warnings will be given verbally and then a ‘stop and think’ card will be awarded.
2. Yellow card Repeated offences of the above, following an initial warning.
Accidental damage, to person or property, through carelessness.
Some free time may have to be ‘paid back’ ie 5 minutes of playtime.
Moving onto Red
 
3. Red card Continually, not responding to teacher’s requests to work.
Continually, being disruptive, deliberately creating a disturbance. e.g. Messing about, General refusal to do anything
Rude to an adult.
Cheek, off-hand comments
Swearing
Harming someone through physical aggression.
Harmful / offensive name calling. Spitting.
Intentionally, coughing.
A red card is given= 15 minutes of following lunch time missed

2 repetitions in a day and a child would be moved to orange card
Contact is made with parent/carer either verbally or via text/phone call

Record on CPOMS
4. Time out Challenge to authority
Deliberately throwing small objects with the intention of breaking them.
Serious physical abuse of another child. Intentionally damaging school / pupils property
Leaving class without permission. Repeated refusal to do set tasks. Continued or more serious rudeness
Bullying.
Pre-medicated spitting
Time out of class: morning/afternoon following the incident/s

Reflective conversation to take place time out of class.

Contact with parents
Removal from classroom

Record on CPOMS

SMT involvement
5. Repeatedly leaving classroom without permission.
Serious physical abuse of another child or staff member.
Running out of school.
Throwing large, dangerous objects. Serious challenge to authority.
Verbal abuse to any staff.
Vandalism
Stealing
Persistent Bullying
Requires immediate involvement of Head teacher / Deputy Headteacher
Telephone call and a meeting with parents/carers
Internal suspension:
Half day for EYFS/KS1 / Full day KS2 removal from class, parents/carers informed

Other options listed below.
Record on CPOMs
6. Extreme danger or violence.
Very serious challenge to authority.
Verbal / Physical abuse to staff.
Likely to result in immediate fixed term suspension, with the possibility of permanent exclusion. Internal/external Suspension/Exclusion

 

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

A red card is noted on CPOMS and a member of the SMT 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 text is sent home, or verbal contact made, with further contact with home if necessary. 

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

For regular inappropriate behaviour, the following will be considered:

  • Discussion with Learning Mentor / Behaviour Mentor / SENCO: there may be particular issues that need addressing
  • Begin monitoring to identify areas of concern / possible causes/ appropriate targets.
  • Parents informed that behaviour is a cause for concern.
  • Parents discuss concerns and agree targets/support.
  • Consider alternative strategies, inform other agencies if appropriate
  • Referral to multi agencies i.e. Behaviour Support/Ed Psych etc.
  • All final decisions will be recorded on CPOMS

If there are repeated occurrences of poor behaviour other sanctions may be considered:

Report card

  • Teacher identifies areas of strength and concern.
  • Meeting with parents/child to agree the way forward.
  • Clear/realistic targets for behaviour agreed (maximum of three).
  • Agree timescale
  • Clear rewards/consequences identified for success/failure (including possible exclusion).
  • Daily feedback to child, daily/weekly feedback to parents.
  • Request involvement of all necessary agencies, i.e. Behaviour Support, Educational Psychologist etc.
  • Consider SPR
  • Everything recorded on CPOMS

Behaviour Contract


  • 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 informed
  • Chair of Pupil Discipline Committee and Behaviour Support informed if appropriate
  • Everything recorded on CPOMS
Internal suspension

An Internal Exclusion is regarded as a very serious sanction. If it is necessary to administer one, the following guidelines apply:

  • A suitable time for the exclusion must be arranged with the Headteacher or Deputy, because the excluded child will need to be supervised at all times.
  • They will not have lessons, play or eat with their class. A separate break to exercise, with supervision, will be provided either before or after main school break times.
  • The class teacher will provide work for the child to complete independently.
  • No access to playground, extra-curricular or enrichment activity.
  • Parents informed
  • External agencies informed if appropriate

For continuous challenging behaviour, or a severe occurrence, an external suspension may be issued:

In the suspension phase the following graduated suspension periods will be adhered to.

Fixed Short Term Suspension

  • Parents/carers, Chair of Pupil Discipline Committee, outside agencies informed
  • Meeting with parent/carer takes place on return to school

Fixed Long Term Suspension

  • Parents/carers, Chair of Discipline Committee, outside agencies informed
  • Meeting with parent/carer takes place on return to school

(Pupil Discipline Committee) Permanent Exclusion

  • LA guidance followed with LA support

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 SUSPENSIONS/EXCLUSIONS

Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The Headteacher may suspend/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 suspend into a permanent exclusion, if the circumstances warrant this. 

If the Headteacher excludes a pupil, the parents/carers are informed immediately, giving reasons for the suspension/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 exclusions, and about all fixed-term suspensions. 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 suspension/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.

 

SEND Pupils:

Some children may display inappropriate behaviour due to SEND needs. Tolerance levels may therefore vary and require a different approach. External agencies may well be involved and a support plan will be in place which needs to be followed. This will be managed and co-ordinated by the SENCO and pastoral team. Reasonable adjustments to this policy will be made for pupils with SEND.

Physical restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

 

  • Causing disorder
  • Hurting themselves or others
  • Damaging property
  • Putting themselves or others in danger

 

Incidents of physical restraint must:

 

  • Be a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible 
  • Be used in a way that maintains the safety and dignity of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents 
  • Be recorded on CPOMS/Serious Incident book with the appropriate category identification.

 

All pupils who have been identified as requiring positive handling should have a Positive Handling Plan in place.

Positive handling describes the full range of Team Teach strategies used to de-escalate, defuse and divert in order to prevent violence and reduce the risk of injury to staff and children. 
 
All strategies to deal with challenging behaviour are based on providing the maximum amount of care, control and therapeutic support. “I care enough about you to help you stay in control.”  Appropriate staff are trained in positive handling by Team-Teach tutors (www.team-teach.co.uk). 

Schools can use reasonable force to: 

 

  • Remove disruptive pupils from the classroom where they have refused to follow an instruction to do so 
  • 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
  • Prevent a pupil from attacking another pupil or a member of staff, or to stop a fight in the setting 
  • Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit 
  • Restrain a pupil at risk of harming themselves through physical outbursts.

 

Searching, Screening and Confiscation Advice for schools, July 2022

 
 
This publication is intended to explain the screening, searching and confiscating powers a school has, ensuring that headteachers and members of staff have the confidence to use these powers and schools are a calm, safe and supportive environment to learn and work. This publication also provides advice to headteachers and staff on their related legal duties when it comes to these powers. It also includes statutory guidance which schools must have regard to.
 
Introduction
 
Ensuring school staff and pupils feel safe and secure is vital to establishing calm and supportive environments conducive to learning. Using searching, screening and confiscation powers appropriately is an important way to ensure pupil and staff welfare is protected and helps schools establish an environment where everyone is safe. This advice is intended to explain schools’ screening, searching and confiscation powers so that headteachers and other staff have the confidence to use them if necessary. 
 
Schools and their staff are an important part of the wider safeguarding system for children. This system is described in the statutory guidance Working together to safeguard children. Keeping children safe in education makes clear that all school staff have a responsibility to provide a safe environment in which pupils can learn. 
 
Before screening or conducting a search of a pupil, it is vital that schools consider their obligations under the European Convention on Human Rights. Under Article 8, pupils have a right to respect for their private life. In the context of these rights and obligations, this means that pupils have the right to expect a reasonable level of personal privacy. 
 
The right under Article 8 is not absolute; it can be interfered with, but any interference with this right by a school (or any public body) must be justified and proportionate. 
 
The powers to search in the Education Act 1996 are compatible with Article 8. A school exercising those powers lawfully should have no difficulty in demonstrating that it has also acted in accordance with Article 8. This advice will assist schools in deciding how to exercise their searching powers in a lawful way.

Review:

This policy will be reviewed annually – next review September 2024

Ratification:

This policy will be ratified by Governors via email and will be shared with the staff at the school.