1 Aims and expectations
1.1 It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
1.2 The school expects every member of the school community to behave in a considerate way towards others. Our behaviour policy is therefore applied fairly and consistently.
1.3 This policy aims to help children to grow in a safe and secure environment and to become positive, responsible and increasingly independent members of the school community.
1.4 The school promotes good behaviour through staff role modelling and all staff being mindful to develop positive relationships and helping the children to consider other people.
2 Incentives and consequences
2.1 We praise children for good behaviour in a variety of ways:
- by praising children in lessons and around school
- by giving house points, stickers and certificates
- through KS1 and 2 Celebration assemblies
- through the celebration of good work and effort
- by visiting a member of the SLT for positive reinforcement
2.2 Staff acknowledge all the efforts and achievements of children, both in and out of school.
2.3 We recognise that children are developing their moral and social conscience and will not always make the choice that is appropriate. It is our responsibility to treat every individual respectfully and explain how choices of behaviour affect everyone for better and for worse.
- We expect children to behave respectfully to one another, to apply their concentration and to fulfill the learning expectation in lessons. If they do not, we use proximity praise and remind children of their responsibility in the first instance.
- Secondly, we have an amber and red card system that allows children to be reminded of how to behave and gives the child the time to make the right choice.
- Rarely, the child will receive a red card and this will mean that they work in another classroom and their name is entered in the class behaviour book.
- If the child’s name appears in the book three times, the parents are informed and a meeting on how to help the child have a positive time in school is discussed.
- Children may have Individual Behaviour Plans, as we recognise that there are individual circumstances that can affect the child’s ability to control their impulses.
- At playtimes, we have Peer Mediators, trained in conflict resolution to work with others who have had disagreements. They can be recognised by their ‘high vis’ jackets. All Peer Mediators work on a rota system.
- If the children continue to repeat unsociable or distressing behaviour, they will be referred in the first instance to the class teacher or a member of the SLT and a resolution is sought.
- If the incident was violent in nature and was a deliberate provocation of another child, parents will be informed and the child may be sent home or subject to an internal exclusion from their year group. Individual circumstances will be considered.
- Sanctions may be considered in a minority of cases, these will be generally loss of playtime as the behaviour is discussed outside of lesson time with the learning mentor or SLT member. A positive resolution is sought and amends made to the child who has been upset.
- In situations where behaviour and attitude does not improve, the staff will invite parents to a meeting and the SENCo will attend. The purpose of the meeting is to plan a system that encourages good choices to be made within smaller units of time. As the behaviour improves, the expectations for concentration and respect to others will be increased. The system is reported on a proforma that parents can view.
- If there continue to be instances where the child cannot or will not comply, the school will have a further meeting with parents and recommend that outside agencies will be involved. A plan will be formulated with the outside agency and the SENCo with the child’s parents.
- The Head teacher will consider fixed term exclusion in instances where the child puts themselves and others at risk.
- Any unusual or extreme behaviour will be dealt with swiftly by the staff, who are trained in positive handling and parents will be called immediately. It is the priority of the staff that all members of our community are safe. A decision on next steps will be taken with parental support. As above the Head teacher may issue a fixed term exclusion.
2.4 Each term, the class teacher discusses the school rules with their class and creates a class charter on how to treat one another. These are displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. Teachers use a yellow and red card system, as visual prompts, to highlight the expectation with children.
2.5 The school does not tolerate bullying or racist abuse of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. Parents are informed.
2.6 Designated members of staff are ‘Team Teach’ trained and are aware of the regulations regarding the use of force by teachers, as set out in DfE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff only intervene to restrain children or to prevent injury to another child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines. A copy can be found as a link below.
3 The role of the class teacher
3.1 It is the responsibility of the class teacher to ensure that the school rules are promoted in their class, and that their class behaves in a responsible manner.
3.2 The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children behave to the best of their ability.
3.3 The class teacher treats each child fairly and promotes a positive ethos across the school consistently. The teacher treats all children in their class with respect and understanding.
3.4 The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the SENCO and follow a behaviour plan for certain children.
3.6 The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour of a child.
4 The role of the Headteacher
4.1 It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, 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.
4.2 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.
4.3 The Headteacher keeps records of all reported serious incidents of misbehaviour.
4.4 The Headteacher supports the use of removing a child to isolation if they pose a threat to others or to themselves. The Headteacher is part of the team who decides the amount of time needed in isolation and whether the child needs to go home instead of returning to class.
4.5 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 exclude a child. This is a decision taken with the Chair of Governors.
5 The role of parents
5.1 The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.
5.2 We explain the school rules in the school prospectus, and we ask that parents read these and support them.
5.3 We ask that parents support their child’s learning by co-operating with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.
5.4 If staff choose to use reasonable sanctions, we ask parents to support the actions with an explanation of why they were used with the child. This helps children to take responsibility, if they have made the wrong choice. If parents have any concerns, they should initially contact the class teacher. If the concern remains, they should contact a member of the SLT. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented with the School Governors.
6 The role of governors
6.1 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.
6.2 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.
7 Fixed-term and permanent exclusions
7.1 Only the 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.
7.2 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.
7.3 The Headteacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
7.4 The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.
7.5 The governing body will convene a discipline committee, which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.
7.6 When an appeals panel meets to consider 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.
7.7 If the governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.
8.1 The Headteacher monitors the effectiveness of this policy termly. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
8.2 The school keeps a variety of records of incidents of misbehaviour. The class teacher should record minor classroom incidents. The Headteacher records those incidents where a child is sent to her. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give details of any incident in the behaviour book that is kept in the Head teacher’s room.
8.3 The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.
8.4 It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.
9.1 The governing body reviews this policy every two years. The 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.