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Behaviour Policy

Stoneyholme Community Primary School Behaviour Policy Article 29: Education must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

This policy must be implemented in conjunction with:

  • Equality and diversity policy
  • Attendance Policy
  • Safeguarding Policy
  • Learning and Teaching Policy
  • Anti-bullying policy
  • Drugs Policy
  • Use of reasonable force policy
  • Disability Equality Scheme and Accessibility Plan Principle.
  • Section 89 of the Education and Inspections Act 2006

Children will be made aware that they are making clear choices when they are deciding how to behave. They will understand how these choices impact on their own and other children’s learning.  There should be an emphasis on recognising, celebrating and rewarding positive behaviour. This will lead to a positive ethos with an emphasis on recognition, but where children, parents and staff have a clear understanding of the consequences of any behaviour that obstructs teaching and learning.  Expectations regarding behaviour will be displayed in all teaching areas and on the corridors where applicable.  Where a child chooses to behave inappropriately staff will consistently apply clear, sequential sanctions according to this policy. Please see classroom/Rights respecting code of conduct.

Aims

  • To promote a positive learning environment throughout all areas of the school, ensuring learning can be effective and that children and staff feel safe, secure and respected.
  • To ensure that low level disruption is kept to a minimum, so that the time for teaching and learning is maximised.
  • To ensure that children recognise that they are responsible and accountable for their own behaviour and that they make a clear choice regarding their behaviour.
  • To ensure children recognise that there are clear and inevitable consequences for their behaviour, both positive and negative.
  • To communicate with parents effectively where significant positive or negative intervention has taken place.
  • To provide support to staff ensuring that there is a consistent approach to behaviour management across the school.

To ensure that children, staff, governors and parents are fully aware of:

  • The expected behaviour of children both in lessons and around the school
  • The clearly defined and sequential recognition for good behaviour and the consequences for poor behaviour.

Expectations

Clear expectations are vital in ensuring that children know and understand the boundaries in which they should operate. This list is not intended to be exhaustive, but to endorse the agreed “Classroom/Rights respecting Code of Conduct”.

We expect all our children to:

  • Be in school every day.
  • Arrive to school on time every day, 8.50am in the morning and 1.10pm in the afternoon ready to learn.
  • Wear the correct uniform to school.
  • Wear the correct kit for P.E. lessons.
  • Bring in their book bag (signed) every day.
  • Practise their times tables cards every day.
  • Children should not bring valuable items into school. For all children to learn effectively and make the most of their abilities they must have a positive attitude to learning.

We expect all children to:

  • Listen carefully without talking when a member of staff or another student is talking to the class.
  • Do as they are asked by a member of staff without argument or discussion.
  • Arrive at each lesson ready to learn.
  • Allow themselves and other students to learn.
  • Allow the teacher to teach.
  • Be polite, and respect the feelings of others.
  • Walk around the school quietly and sensibly.
  • Do their best at all times.

Classroom/Rights respecting Code of Conduct.

The classroom code of conduct has been developed to enable all children to get the most out of all learning opportunities. It is visible throughout all classrooms within the school and must be endorsed by all members of staff. It states the rights and responsibilities of both teachers and pupils in order to create a most effective teaching and learning environment. RIGHTS Every child has the right to an education (Article 28) and to learn in a productive, stimulating environment, where everyone has the right to feel safe and be treated with dignity and respect (Article 2 non-discrimination) RESPECT To ensure everyone has access to their rights, showing and demonstrating respect is essential. Where behaviours negatively affect the rights of others, teachers have the duty of care to impose sanctions for disrespecting the classroom charters.

Rewards

We aim to recognise, acknowledge and celebrate good behaviour along with a child’s effort and achievement regardless of ability (Article 2 non-discrimination). Children must expect their efforts to be recognised and we aim to maintain a culture where children want to succeed and are proud of their talents and success (Article 29: Goals of education). It is vital that there is an emphasis on praise rather than sanctions. The ultimate reward for good behaviour, effort and attendance will come from the opportunities that the child’s success will bring in the future. However we recognise that children need recognition for their achievement in the shorter term. Parents (duty bearers) will be informed of achievements and there will be opportunities to celebrate successes in the whole school achievement assemblies (star of the week). Whole class attendance is rewarded weekly with class(es) achieving 100% attendance receiving £5, if the class(es) also achieve 100% attendance and punctuality they receive £10 weekly. This money accumulates throughout the academic year and is spent by the class at the end of the school year, this can be on anything the class decides they would like to spend it on, a class trip, a class pet etc. During summer 2017 we launched a new reward system that celebrates outstanding attendance. Children can receive bronze, silver and gold awards for termly 100% attendance throughout the year. Children have the opportunity to start each term with a clean attendance slate meaning, children still have the opportunity to earn a bronze attendance award in the summer term.

Sanctions

Although we insist on a strong emphasis on acknowledging and rewarding positive behaviours, there will on occasions be some students who choose not to follow agreed expectations. In these cases sanctions will be used consistently by all staff in a hierarchical way to support learning and eliminate negative behaviour. Sanctions will be applied according to the leader in line with the behaviour management procedures (appendix 1). When applying a sanction, staff (duty bearers) will focus on the behaviour and not the individual. Staff will also state a clear reason why the sanction has been given. These discussions will be approached in a rights respecting manner. Behaviour which hinders or prevents children from learning will not be tolerated. It is essential that children are allowed to start each day with “a clean slate.” This will restore the working relationship between staff and the child and place the emphasis back onto rewarding positive behaviour. Any negative behaviour from the previous day should have been dealt with at that time and should not be allowed to affect the following day. However this does not mean that any strategy put in place to improve behaviour can be ignored e.g. if a child has been given an ongoing sanction due to their behaviour, or has been asked to sit in a particular seat, then that arrangement remains in place for as long as is required.

The Role of the Staff (Duty bearers)

All teachers, support staff and dinnertime supervisors at Stoneyholme Community Primary School, share a collective responsibility for promoting good behaviour and managing behaviour issues positively. The key relationship is between the child and the class teacher. All staff should work positively to develop a wide range of supportive relationships with children and each other. Seeking the help, advice and co-operation of other colleagues is a positive, professional means of ensuring that behaviour management is seen as the collective responsibility of all members of Stoneyholme Community Primary School. Teachers are advised to seek help and support from the senior leadership or pastoral team when they have concerns about the behaviour of a child. All staff must to be aware of individual’s rights and respect when dealing with behaviour. All serious incidents must be referred to a senior leader in line with the behaviour management procedures (appendix 1).

The Classroom environment & positive behaviour

Each teacher and their class have an option to develop their own systems of reward and praise. Every classroom has a rights respecting charter that frames the relationship between duty bearers and children and is founded on respect for all. Some of the positive consequences for the good choices and good behaviour that children show are:

  • regular verbal feedback to reinforce positive behaviour
  • reference to good role models • children are congratulated
  • stickers or other small prizes / treats
  • certificates Sweets are not used as rewards; as a healthy school, we prefer to reward in other ways.

The organisation of the classroom is fundamentally important in managing behaviour. Teaching and learning should be interesting and varied and offer pupils a degree of choice. Account should be taken of pupils’ preferred learning styles. Pupils should feel involved in the learning and teaching process. Well organised, purposeful cooperative learning activities can improve behaviour. Expectations should be regularly enforced and should be realistic but challenging. Teaching should encourage an accurate match between aspirations and ability. The teachers’ every word and action should be based on the assumption that all pupils can achieve whatever is to be learned. Simple non- verbal encouragement (smile, thumbs up, etc.) is effective. Teachers should model good behaviour patterns and be aware of their own stress control techniques. When pupils arrive in the classroom, initial contacts should be positive. Accusations should be avoided. The certainty of consequences is more important than their severity.

Whole School-Behaviour Strategy

Each class has created a Rights Respecting Schools display. Both Key stages have non-negotiable expectations which are discussed with new classes at the beginning of each school term. Children are consistently reminded using positive reinforcement. Children not complying with classroom expectations (who have not rectified conduct despite positive reminders) will be taken through the behaviour management procedures (Appendix 1). Rights Respecting Articles are also displayed in target areas throughout school i.e. dining hall & cloakrooms to reiterate expectations. This will be logged in each unit’s behaviour logbook. Details will also be passed onto to a central behaviour monitoring record which will be managed/monitored and collated half termly by the pastoral team. If a series of inclusion periods are triggered during a week, the pastoral team will introduce a range of intervention measures to help re-dress any behaviour concerns. This may mean further lunchtime intervention sessions to give the child self-reflection opportunities to identify concerns. All unit behaviour records will be closely monitored on a half termly basis by the pastoral team. If appropriate intervention has not rectified behaviour concerns, then parents will be informed/consulted and an IBP (Individual Behaviour Plan) may be put into place to support behaviour issues. IBP’s will have specific targets and measured outcomes over the course of half a term to help redress any concerns. An IBP will be a triangular mutual arrangement between pupil, teacher and parent. Where an IBP has failed to achieve the desired outcome a meeting with the designated member of the leadership team responsible for behaviour will be arranged to explore alternative arrangements. Serious misbehaviour (e.g. disrespect to staff, property or cultures, swearing, fighting) is very rare at Stoneyholme Community Primary. Such behaviour would mean the break/lunch time inclusion may be bypassed with parents being notified immediately This must be carried out following a discussion with unit leaders, Miss Lisa Wilkinson or Mrs Lisa Davison (head teacher). We contact parents to keep them informed and to discuss ways to respond and gain a consistent message between home and school. We do recognise that there are occasionally overriding factors or circumstances, but these are rare and so variation from the behaviour management procedures is rare. This is to maintain their effect and impersonal nature i.e. we aim to remove the personal judgement so children understand and accept the school rules. We allow for differentiation of sanctions where appropriate. This is to reflect different levels of culpability (or fault) while maintaining consistency and fairness of the treatment of pupils. We expect children to try their best in all activities. If they do not do so, we may ask them to redo or complete a task. We expect children to make good choices and older children to set a good example to younger ones. We expect children not to support the misbehaviour of their peers. We expect and encourage children to inform an adult of misbehaviour. The class teacher discusses the school rules with each class, and also creates a Classroom Charter as part of their New Beginnings SEAL work. This is agreed by the children and 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. Transition around the School Orderly behaviour is important to maintain a calm secure atmosphere and ensure safety for all concerned. It is the collective responsibility of all members of staff to consistently praise appropriate behaviour and to address inappropriate behaviours they may encounter around school.

Physical restraint

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff would only need to intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him / herself. The actions that we take are in line with government guidelines on the restraint of children.

Playgrounds

To promote positive behaviours on the playground the following actions should be taken:

  • All classes are supervised onto the playground and staff stay with their classes if staff members on duty are late;
  • Staff members on duty interact with children in their designated area of the playground;
  • Most minor misdemeanours are dealt with by the teachers on duty. However, more serious behaviour problems may be reported to the class teacher, following the guidelines set out in the behaviour management procedures (appendix 1)

Dinner Time

To promote positive behaviours during dinnertimes the following actions should be taken:

  • The class teacher and the children should know the name of the dinnertime supervisor designated to their class and play areas;
  • The children should be regularly reminded about expectations of behaviour at dinner times;

Communication and parental partnership (Duty bearers)

Stoneyholme Community Primary school works collaboratively with parents / carers so children receive consistent messages about how to behave. We aim to build a supportive dialogue between the home and the school. We inform parents / carers immediately if we have concerns about their child’s welfare or behaviour – this includes if there is a pattern of regularly receiving warnings. If parents / carers have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the unit leader/head teacher, and if still unresolved, the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

Anti-Bullying

Article 19: Every child has the right to be protected from harm. Definition Bullying is actions that are meant to be hurtful and which happen on a regular basis. Bullying can be direct (physical or verbal) or indirect (e.g. being ignored or not spoken to). All are treated extremely seriously at Stoneyholme Community Primary School.

Aims and objectives

Our school is a safe and secure environment where everyone can learn without anxiety. Bullying is wrong and damages children’s social and / or emotional health. We therefore do all we can to prevent it by sustaining a positive, happy and healthy whole school ethos in which bullying is regarded as unacceptable. Through our Rights Respecting approach, we aim to encourage respect for all (Article 29) Bullying can happen in any school. At Stoneyholme Community Primary school, it is extremely rare. The very large majority of parents / carers say their child feels safe at school. One of the reasons for this is that we do not tolerate bullying 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. We have specific guidance to follow if an incident of bullying (including cyber-bullying) or racism occurred. We have these principles and roles in place to ensure that bullying is quickly stopped. The role of children All pupils should know that hurting someone (physically or emotionally) is wrong and that bullying is wrong. Pupils should tell any adult (school staff or parent / carer) if they are being bullied, or if they think they might be. If bullying persists, they must keep on letting people know. Sparkle boxes are available in all key stage 1 classrooms and both unit 3 & 4 cloakrooms. These are used to enable children to confidentially enter their name, informing the pastoral team that they need to chat. Pupils are given opportunities to give their honest views about school in regular feedback during SEAL (Social and Emotional Aspects of Learning) sessions, School Council meetings, and informal conversations with welfare/pastoral staff during lunch. These views can be specifically about bullying but may also be about how safe they feel at school. The role of teachers and other staff in school (Duty bearers) All staff take all forms of bullying seriously. Teachers and teaching assistants communicate to children the message that hurting someone (physically or emotionally) is wrong and that bullying is wrong and unacceptable. If staff witness an act of bullying, they should investigate it themselves (and ensure a member of the Senior Leadership Team is informed) or refer it to the Head Teacher The role of the Senior Leadership Team The Senior Leadership Team follow the behaviour management procedures set out for teachers and other staff, particularly ensuring that all children in school know that hurting someone (physically or emotionally) is wrong and that bullying is wrong and unacceptable. Assemblies are used to communicate this to the whole school. Mrs Davison (head teacher) and Mrs Galawan (School Business Manager) keep a record of bullying, including any homophobic bullying. They are able to report incidents on request. The head teacher reports to the Governing Body about the effectiveness of the policy on request.

The role of parents / carers (Duty bearers)

Parents / carers have the responsibility of supporting this policy on positive relationships and behaviour. Parents/ carers concerned about bullying should contact their child’s class teacher or the head teacher or any member of the SLT straight away. They might be worried that their child is being bullied, but they should also contact school if they suspect their child may be bullying someone else. If they are dissatisfied with the response, they should follow our complaints procedure by putting a formal complaint to the Governing Body.

The role of governors

The Governing Body supports the school in all principles and roles set out here. It does not condone any bullying at all in school. Any incidents of bullying will be taken very seriously and dealt with appropriately. It monitors incidents of bullying and reviews the effectiveness of this policy. It requires the head teacher to keep accurate records of all incidents of bullying and to report to the governors about the effectiveness of anti-bullying strategies. It will respond to any formal complaint from a parent / carer in line with our complaints procedure. Cyberbullying Definition- Cyberbullying is the use of Information Communication Technology (ICT), particularly mobile phones and the internet, to deliberately upset someone (DCSF 2007) Bullying is bullying wherever and however it take place. Cyberbullying is a method of bullying that uses ICT to upset, threaten or humiliate someone and has the following key characteristics:

  • Cyberbullying can take place at any time, in any location; technology allows the user to bully anonymously
  • Cyberbullying can occur on vast and rapid scale. Electronic content is very hard to control; it can never be guaranteed to be removed totally from circulation. Bullies can take actions to attempt to be anonymous and can feel ‘distanced’ from the incident‘. Bystanders’ can easily become perpetrators
  • The ‘profile’ of a cyberbully or a target varies – age / size is not an issue
  • Cyberbullying incidents can be used as evidence
  • Cyberbullying can occur unintentionally often due to a lack of awareness / empathy – ‘It was only a joke’
  • Cyberbullying leaves no physical scars so it is, perhaps, less evident to a parent or teacher, but it is highly intrusive and the hurt it causes can be very severe. At Stoneyholme Community Primary School, we take this bullying as seriously as all other types of bullying and, therefore, will deal with each situation individually. An episode may result in a simple verbal warning. It might result in a parental discussion. Clearly, more serious cases will result in further actions.

Anti-Racism

Article 2: The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background. Like bullying, racism can exist in any school, even those where its pupils are all made up of one ethnicity. At Stoneyholme Community Primary School, it is extremely rare. However, our school is in a multi-cultural community and we have these principles and roles in place to ensure that racism can be quickly stopped. All pupils should know that racism is wrong. Pupils should tell any adult (school staff or parent / carer) if they know of any racism in our school. All staff take racism seriously; they aim to ensure racism is seen as unacceptable. Teachers and teaching assistants should communicate to all children, other staff and to parents the message that racism is wrong and unacceptable at Stoneyholme Community Primary School and in society. Issues surrounding racism and its unacceptable nature are made very clear to all. The head teacher monitors the effectiveness of staff in promoting community cohesion and positive relationships, and in providing support for victims of racism. The head teacher reports to the Governing Body about the effectiveness of the policy on request. The head teacher has overall responsibility for dealing with racist incidents and recording the action taken; he / she reports to the local authority any incidents of racism on a termly basis (document RH1). All racist incidents will be dealt with no matter how trivial they may seem to be. If staff are aware of racism, they should refer it to the head or deputy head directly.

Equal opportunities

The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this policy without prejudice in a consistent, nonjudgemental way.

Fixed-term and permanent exclusions

Only the head teacher or deputy head teacher has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year and may also exclude a pupil permanently. It is also possible for the head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. The headteacher informs the local authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. If the head teacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the head teacher 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. A committee, made up of between three and five governors, considers any exclusion appeals on behalf of the governing body. 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 local authority, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Principal must comply with this ruling. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Principal. A less extreme form of exclusion may also be considered: this may, for example, involve lunchtime inclusion or learning exclusion, where a pupil learns away from the class. School staff would consult with parents but do not need to report this.

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 head teacher in carrying out these guidelines. The head teacher has the day-to-day authority to implement the school behaviour and discipline policy and procedures, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour.

Monitoring and Record –keeping

The SLT, the pastoral team and the head teacher monitor the effectiveness of this policy on a regular basis. The head teacher reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. The school keeps a variety of records of incidents of misbehaviour. All Staff record all behaviour incidents on CPOMS.  The head teacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded. Racial incidents must be reported to the local authority; homophobic incidents are also recorded. 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.

Reviewing:

This policy is monitored regularly by the Head Teacher, who reports to governors about the effectiveness of the policy on request.

Date of Policy Implementation: August 2018 Date of Next Review: August 2019

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