COLLINGWOOD PRIMARY SCHOOL

Behaviour and Anti-bullying Policy

Our Staff and Governors’ Vision Statement

At Collingwood children and adults work together in a safe, well disciplined, exciting environment where

all pupils feel valued and are expected to make good or outstanding progress

Our staff, pupils and parents have high expectations and ensure that pupils produce work of increasing quality, develop their individual strengths, achieve their personal goals and challenges and realise their full potential as lifelong learners and responsible citizens in our global community.

“We live our lives with arms and minds wide open”

Approved by the Governing Body on 25th November 2016

The Governors of Collingwood Primary School strongly believe that high standards of behaviour lie at the heart of a successful school that enables

(a) all its pupils to make the best possible progress in all aspects of their school life and work; and

(b) all staff to be able to teach and promote good learning without undue interruption or harassment.

Therefore, at Collingwood the expected standards of behaviour are founded on:

The right to mutual respect;

The right to work without interruption, harassment or discrimination;

The right to feel safe.

Aims of the Policy

Tosupportthewayinwhichallmembersoftheschoolcanlive,workandlearntogether in an environmentwhereeveryonefeels safeandthat allows members to carry out l their work withaviewtosafeguardingandpromotingthewelfareofchildren.

To encourage a calm, purposeful and happy atmosphere within the school by making boundaries of acceptable behaviour clear to all.

To foster positive, caring attitudes towards everyone, where achievements at all levels are acknowledged and all members of the school community feel valued,

To encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour,

To have a consistent approach to behaviour throughout the school with parental co-operation and involvement, where pupils, staff and parents have a common sense of direction and purpose.

SchoolRules

InlinewithGovernmentguidance,teachers,LearningSupportAssistants,MiddayAssistantsandotherpaidstaffwithresponsibilityforpupilscanimposeanyreasonabledisciplinarypenaltyinresponsetopoor behaviour. Inour school,theclassteacher discussesourschoolrules witheach class.A copy of the school rules are displayed in each class. These are:

Our School Rules:

We always treat each other fairly.

We always use kind words and actions towards children and adults.

We allow others to concentrate and learn at all times.

We care for our school building and equipment.

We always move safely around our school.

We always look smart in our uniforms.

Inadditiontotheschoolrules,eachclassmay develop itsownmore specific classroomrules, if necessary,whichisagreedbythechildren.

TheroleoftheClassTeacher and other staff

Itistheresponsibilityoftheclassteachertoensurethattheschool rules are enforced and the behaviour and consequence grid is adhered to.Theteachertreatsallchildrenintheirclasswithrespectandunderstanding and willworkwithexternalagencies,asnecessary,tosupportandguidetheprogressofeachchild.Theclassteachermay,forexample,discusstheneedsofachildwithasocialworkerorLocal or NationalBehaviour and Special Educational Needs or Social CareprofessionalsfollowingreferraltotheseandotheragenciesbyHeadteacher,DeputyHeadteacherorSENCo.

TheroleoftheHeadteacher

ItistheresponsibilityoftheHeadteacherto ensure that thispolicy is implemented consistentlythroughouttheschool,andtoreporttogovernors,whenrequested,ontheeffectivenessofthepolicy.ItisalsotheresponsibilityoftheHeadteachertoensurethehealth,safetyandwelfareofallchildrenintheschool.

TheHeadteacherhastheresponsibilityforgivingfixed-termexclusionstoindividualchildrenforseriousactsofmisbehaviour, as specified on our consequences grid. Forrepeatedorveryseriousactsofanti-socialbehaviour,theHeadteachermaypermanentlyexcludeachild.

TheroleofParents

Theschoolworkscollaborativelywithparents,sochildrenreceiveconsistentmessagesabouthowtobehaveathomeandatschool.Weexpectparentstosupporttheirchild’slearning,andtoco-operatewiththeschool,assetoutinthe‘Home–SchoolAgreement’.Wetrytobuildasupportivedialoguebetweenthehomeandtheschool,andweinformparentsifwehaveconcernsabouttheirchild’swelfareorbehaviour in line with our consequence grid.

Ifparentshaveanyconcernaboutthewaythattheirchildhasbeentreated,theyshouldinitiallycontacttheclassteacher then follow our normal complaints procedure which is to contact Phase Leader then Deputy then the Headteacher then the School Governors.Ifthesediscussionscannotresolvetheproblem,aformalgrievanceorappealprocesscanbeimplemented.

Theroleof Pupils

Thechild’sroleistounderstandandadheretotheclassandschoolrulesaboutgoodbehaviourandtoco-operatewiththeschool,assetoutinthe‘Home–SchoolAgreement’.Agrowingsenseofresponsibilityand self-discipline isexpectedaschildrenmoveupfromReceptiontoYearsix.

TheroleofGovernors

The governing body has the responsibility of setting down the Statement of Behaviour Principles as guidance. These can be found on our school website Governors monitor standards of discipline and behaviour, review the effectiveness of this policy. 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.

Our pupils’, parents’ and staff’s responsibilities are outlined in greater detail in our “Home School Agreement” document which all parties sign when a pupil joins our school and is discussed with pupils at other times e.g. during Anti-bullying week and PSHCE lessons.

What we do to encourage good behaviour

  • We make clear our expectations of good behaviour, by agreeing and displaying the Behaviour and Consequences Grid and discussing this regularly with pupils.
  • We encourage social behaviour by promoting mutual respect and an ethos where “telling” is good.
  • We work with parents to form good relationships so that all children can see that the key adults in their lives share a common aim,
  • We treat everyone equally.

How we reward good behaviour

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

Children are rewarded for good learning behaviour by being given “stamps” which are collected towards bronze, silver and gold certificates which are given during our weekly celebration assemblies.

Children are rewarded for more general good behaviour such as good manners or acts of kindness by being given “good citizenship raffle tickets” which are entered into a monthly prize draw.

Other rewards include:

  • Teachers may send notes home or call parents in to congratulate pupils on good behaviour and/or good work.
  • Pupils are sent to the Head teacher’s office to share examples of good work and may be rewarded with a ‘Head teacher’sStickers’ and/or a note home or entry into our celebration assembly book.
  • Teachers may negotiate individual class based awards.
  • Our midday assistants may give “Dinner Lady Awards” which includes a letter sent home to parents.
  • The school acknowledges all the efforts and achievements of children, both in and out of school. Assemblies, the Website and Newsletters to parents are used to celebrate pupil achievement out of school, for example, musical or sporting achievements

What we do if a child misbehaves:

Specific actions taken and by whom are outlined on the Behaviour and Consequences Grid but generally;

  • We discuss incidents with the children involved and investigate thoroughly.
  • We encourage children to try to resolve disagreements themselves,
  • We encourage children to take responsibility for their own behaviour.
  • We apply the consequences shown on our agreed grid.

Anti-bullying Policy

We regard bullying as particularly serious and always take firm action against it. We encourage children to work against it and to report any incidents of bullying. Our motto is “If you have a problem tell someone, if you see a problem tell someone”. Teachers discuss this regularly with their classes and it is displayed around the building. Our PSHCE curriculum also raise pupils’ awareness of bullying and strategies they can use to help prevent it.

We are a “telling school” as we believe that bystanders are the key to identifying and resolving any bullying issues.

Advice for parents on cyberbullying and reporting inappropriate on-line material can be found on our school website

What is bullying?

There are many definitions of bullying, but most have three things in common:

  • it is deliberately hurtful behaviour
  • it is often repeated often over a period of time
  • it is difficult for those being bullied to defend themselves

Bullying can take many forms, but three main types are:

  1. Physical - hitting, kicking, taking belongings
  2. Verbal - name-calling, insulting, racist remarks and discrimination as a result of gender, race, ability, sexual orientation or background (including those made by text, email, social media etc.)
  3. Indirect - spreading nasty stories about someone, excluding someone from social groups(including those made by text, email, social media etc.)

The school does 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.

If bullying outside school is reported to school staff it will be investigated and acted upon. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

What we do if bullying occurs

All reported incidents of bullying are taken seriously and are investigated thoroughly.

A clear account of the incident will be recorded, in writing, by the member of staff who has been approached which is reported to the Headteacher or Deputy Headteacher immediately.

Appropriateactionistaken in line with guidancefromtheDepartmentofEducationPreventingandTacklingBullying.

A “Bullying Log” containing specific details of serious incidents and the actions taken by the school is kept in the Head teacher’s Office and are reported to governors and the Local Authority and Ofsted where applicable, to ensure effective monitoring.

If bullying incidents include racist comments or actions these are also recorded and s reported to governors, the Local Authority and Ofsted where applicable.

Parents of both bully and victim are informed in writing if the allegation of bullying is believed to be founded.

All incidents and action taken must be logged, parents will be asked to contribute to this in writing.

3 substantiated incidents of bullying will result in permanent exclusion (see consequence grid “red cards”)

Physical Intervention by Adults

Teachersinourschooldonothit,pushorslapchildren.“Reasonable Force” cannot easily be defined since it is particular to the circumstances and purpose in each case however generally, staffwillonlyintervenephysicallyinordertorestrainchildrenandtherebypreventinjury to themselves or others andneverasapunishment.Thisincludesremoving a child from a classroom or preventing them from leaving. SchoolstaffareawareofandfollowtheguidancefromtheDepartmentofEducation:UseofReasonableForce. See also the school’s Physical Intervention Policy.

Pupils who have been victims of bullying will be supported by:

  • Ensuring that the victim feels safe
  • Establishing an adult to go to discuss any concerns
  • Reassurance
  • Restoring self-esteem and confidence as appropriate

Pupils who have been perpetrators of bullying will be helped by:

  • Rewarding non-aggressive behaviour in school.
  • Helping to see other point of view - `How would you feel if …?’

If a child persists in bullying

  • To be issued with an Individual Behaviour Plan which is discussed with parents and closely monitored by our SENCO
  • Exclusion from certain areas of the school
  • Internal exclusion
  • Fixed term exclusion
  • permanent exclusion

The following support may be given to both victim and perpetrator or small groups/class if others are aware:

Circle of Friends: The “victim” is asked to draw or write about how the bullying has affected her/him then a meeting is held between staff member and a group of children including the bully and victim, observers and some uninvolved pupils. The adult explains how the bully is feeling and the group offer solutions. (The message to pupils is that bystanders are condoning the bullying by not telling and that the bully is able to change) The points for action are agreed and recorded with each child agreeing to do something specific then a meeting is arranged within a short space of time to discuss how things are going.

Circle time: After a fun warm up game the problem is discussed with one child speaking at a time. It is important to establish an ethos of openness and honest without ridicule. (nb this is not appropriate for all situations as it could result in the “victim” feeling uncomfortable and the bully “showing off”)

Thepowertodisciplinebeyondtheschoolgate

InlinewithguidancefromtheDepartmentofEducationpublishedinApril2011,discipliningbeyondtheschoolgatecoverstheschool’sresponsetoallnon-criminalbadbehaviourwhichoccursanywhereofftheschoolpremisesandwhichis either witnessed by or reportedtoschool staff.TheHeadteachermaychoosetoimposesanctionsifachildisreportedforbadbehaviourwhen:

  • Takingpart inany school-organised or school-relatedactivity
  • Travellingtoorfromschool
  • Wearingschooluniform
  • Insomeotherwayidentifiableasapupilattheschool
  • Ormisbehaviouratanytime,whetherornottheconditionsaboveapply,thatcouldhaverepercussionsfortheorderlyrunningoftheschool,posesathreattoanotherpupilormemberofthepublic,orcouldadverselyaffectthereputationoftheschool.

Screeningandsearchingpupils

InlinewithguidancefromtheDepartmentofEducationpublishedinJuly2011,theHeadteacheroranauthorisedmemberofstaffcansearchapupilforanyitembannedundertheschoolrules. Parental permission is not required for this. Banneditemsincludeknivesorweapons,alcohol,illegaldrugsandstolenitems.Thememberofstaffundertakingthesearchmustbethesamesexasthepupilbeingsearchedandtheremustbeawitness(alsoastaffmember,ideallythesamesexasthepupilbeingsearched). Any banned items will either be referred to the police or be collected by a parent as appropriate.

Fixed-termandpermanentexclusions

Exclusions are only used as a last resort. OnlytheHeadteacher,(ortheActingHeadteacher)hasthepowertoexcludeapupilfromschool.TheHeadteachermayexcludeapupilforoneormorefixedperiods,forupto45daysinanyoneschoolyear.TheHeadteachermayalsoexcludeapupilpermanently. Itisalso possiblefortheHeadteachertoconvertafixed-termexclusionintoapermanentexclusion,ifthecircumstanceswarrantthis.

IftheHeadteacherexcludesapupil,s/heinformstheparentsimmediately,givingreasonsfortheexclusion.Atthesametime,theHeadteachermakesitcleartotheparentsthattheycan,if theywish,appealagainstthedecisiontothegoverningbody.Theschoolinformstheparentshowtomakeanysuchappeal.

TheHeadteacherinformstheLocalAuthorityandthegoverningbodyaboutanypermanentexclusion,andaboutanyfixed-termexclusionsbeyondfivedaysinanyoneterm.

ThegoverningbodyitselfcannoteitherexcludeapupilorextendtheexclusionperiodmadebytheHeadteacher.

Thegoverningbodyhasadisciplinecommitteewhichismadeupofbetweenthreeandfivemembers.Thiscommitteeconsidersanyexclusionappealsonbehalfofthegovernors.Whenappealspanelsmeettoconsideranexclusion,theyconsiderthecircumstancesinwhichthepupilwasexcluded,consideranyrepresentationbyparentsandtheLA,andconsiderwhetherthepupilshouldbereinstated.Ifthegovernors’appealspaneldecidesthatapupilshouldbereinstated,theHeadteachermustcomplywiththisruling.

APositiveReferraltoChildSupportUnitmaybemadewhenachild’sbehaviourputsthemindangerofpermanentexclusion.Thisisashorttermmeasurewhichaimstoaddressthebehaviourandallowthechildtobereintegratedintotheschoolfollowingtheirperiodoftime(usuallyoneterm)intheunit.

Areducedtimetablemaybeimplementedtosupportachild’sreintegrationorwherefullattendanceatschoolisnotpossibleduetobehaviourissues.

Allegationsofabuseagainststaff

InlinewithguidancefromtheDepartmentforEducationpublishedinJuly2011,Dealingwithallegationsofabuseagainstteachersandotherstaff,wehaveagreedthatallallegationsofabusewilltakeseriously.Ourschooliscommittedtoensuringthatwedealwithallegationsquicklyinafairandconsistentwaythatprovideseffectiveprotectionforthechildandsupportsthepersonwhoisthesubjectoftheallegation.Everyeffortwillbemadetomaintainconfidentialityandguardagainstunwantedpublicitywhileanallegationisbeinginvestigated.Suspensionofthememberofstaffwillnotbeusedasanautomaticresponsewhenanallegationhasbeenreported.

Allegationsthatarefoundtohavebeenmaliciouswillberemovedfromamemberofstaff’spersonnelrecordsandanythatarenotsubstantiated,areunfoundedormalicious,willnotbereferredtoinfutureemployerreferences.WewillofferpastoralsupporttostaffmembersinlinewiththeDfEguidance.

Pupilsthatarefoundtohavemademaliciousallegationswill havebreachedschoolbehaviourpolicy and will be issued with a red card,whichcouldincludetemporaryorpermanentexclusion(aswellasreferraltothepoliceiftherearegroundsforbelievingacriminaloffencemayhavebeencommitted).

How children can sort out their own difficulties

Children should be encouraged to take responsibility for sorting out their own conflicts. This means that adults must take responsibility for teaching them and modelling strategies for doing this and for seeing that children carry them out and reach a successful conclusion. Children should be encouraged to be assertive, to express their feelings and to resolve conflict without resorting to violence, swearing or abuse. Giving pupils “time to talk” away from but in view of the adult may result in them resolving the issue for themselves.

In some instances, the use of the 5 W’s form may be helpful:

What’s the problem between us?

Why do I/you think it happened?

What rule was broken?

What can I do to make things better?

Who could I ask to help me?

Our team of Play leaders are trained to help pupils deal with minor friendship issues and conflict resolution. Adults on duty will intervene if necessary.

We regard bullying as very serious and always take firm action against it. We encourage children to work against it and to report any incidents of bullying. We are a “telling school” as we believe that bystanders are the key to identifying and resolving any bullying issues that may occur. Our motto is “If you have a problem tell someone, if you see a problem tell someone”. Teachers discuss this chart regularly with their classes and it is displayed around the building.

Collingwood Primary SchoolBehaviours and Consequences

Level 1 / Level 2 / Level 3 / Level 4 / Level 5
Low Level Disruptions / Disrespect of people or property / Malicious Behaviour and refusals / Anti-Social Behaviour / Aggressive, Violent and threatening behaviour
Behaviours displayed / Behaviours displayed / Behaviours displayed / Behaviours displayed / Behaviours displayed
  • Interrupting the lesson
  • Not on task or work avoiding eg by wandering about/spending too long looking for equipment etc
  • Distracting others
  • Making irritating noises,
  • actions, gestures
  • Unsafe movement around class/the school/the playground
  • Dropping litter/food
  • Not allowing others to play/join in
  • Using/touching other’s property without permission
  • Being inside the school building at playtime or lunchtime
/
  • Persistent level 1 behaviours
  • Incorrect uniform (deliberate and more than once)
  • Talking in assembly
  • Questioning instructions/deliberately not carrying out a task the way it was directed
  • Deliberately not answering an adult or child/turning or walking away from an adult who is speaking.
  • Taking/damaging another child’s property intentionally or not.
  • Disrespectful dialogue to someone else about another child or adult.
  • Swearing in anger (habit rather than intentionally aggressive)
  • Making fun of/winding up another child.
  • Deliberate misuse of school equipment
  • Mistreating trees, wildlife or nature. (including throwing or flicking objects)
  • Misuse of toilets/washrooms
  • Play fighting
  • Lying
/
  • Persistent level 2 behaviours
  • Refusal to follow an adults request (after 1 warning)
  • Malicious poking, pushing or prodding
  • Spreading hurtful or upsetting rumours about another child
  • Lying in order to get another person into trouble.
  • Disrespectful language used directly to the child or adult in question.
  • Verbal threats of violence.
  • Obstructing and jostling another child.
  • Deliberately targeting another child (i.e. on more than one occasion)
  • Leaving the room/playground/site without permission.
/
  • Persistent level 3 behaviours
  • Any form of fighting & intentional physical harm to other children (including ALL pushing, hitting and kicking regardless of who instigated this and whether or not wounding occurred)
  • Serious challenge to authority.
  • Verbal abuse to any adult or pupil including taunting, harassment, threatening, lewd behaviour, intimidation verbal abuse or graffiti.
  • Stealing school property or another child or adult property.
/
  • Persistent level 4 behaviours
  • Throwing large dangerous objects
  • Vandalism
  • Arson
  • Graffiti
  • Bullying (Including verbal, physical, homophobic, sexist or racist bullying or abuse)
  • Smoking, alcohol or substance use.
  • carrying an offensive weapon
  • Any action which affects the health and safety or welfare and learning of the members of the school community.

Consequences / Consequences / Consequences / Consequences / Consequences
  • Reminder of the school rule from staff
  • Change of seating
  • Move down 1 step on the class consequence list for each incident.
  • To complete work at playtime or lunchtime then go out when finished.
/
  • “Time out” in another class then return and apologise verbally to person concerned (move to level 3 if apology is refused)
or
  • Loss of part/all playtime (supervised by adult who gave the sanction) Time used to write what should have happened or to write or draw an apology letter/picture.
or
  • Verbal apology if both agree to being in the wrong, (move to level 3 if pupil refuses to apologise)
/
  • To complete a “Ws sheet” to be kept in the child’s fileandYellow card issued – kept in child’s file (loss of clubs and playtimes and lunchtimes for two days) To attend Lunchtime club for 2 days to write letters of apology/apology pictures.
  • Parents informed via home/school book (IBP set up by class teacher and SENCO with parents if behaviour is persistent)
/
  • Orange card issued - kept in child’s file (Loss of clubs and Playtimes and lunchtimes spent with SLT member for 5 school days)
  • Parents informed by letter from SLT member inviting to a meeting with Head or Deputy to discuss this handout and agree what school’s next action will be if behaviour continues- follow up letter confirming this)
  • Lunchtime fixed term exclusion of 5 days (if behaviours are in the playground)
  • Fixed term exclusion of 1-3 days if behaviour is repeated.
  • Multi-agency referral or assessment ot be considered if not already involved.
/
  • Red card issued – kept in child’s file (loss of clubs and both playtimes for 10 school days. 15 mins per day spent with Senior Teacher discussing behaviour) Parent invited in to discuss with Head or Deputy and complete risk assessment and agree what school’s next action will be if behaviour continues- follow up letter confirming this)
3rd red card results in permanent exclusion

Rewards: Citizenship Raffle tickets for manners and kind behaviour, “Stop and ask me” stickers, bronze/silver/gold award (for good work), verbal praise, mentions in “The Butterfly Book” which are read out during our weekly celebration and achievement assemblies, parents informed, showing work to other members of staff etc