Behaviour and Relationships Policy

Banstead Infant School

Behaviour and Relationships Policy

Banstead Infant School

Behaviour and Relationships Policy

Rationale

This policy has been developed to reflect current legislation and thinking about behaviour and relationships in school. Staff, governors, parents/carers and children have been involved in agreeing school values and writing a code of conduct for behaviour to which we all adhere. This policy should be read in conjunction with the following policies, all of which contribute to making our school a place where behaviour is excellent, relationships are healthy and there are few recorded incidences of bullying: Anti-bullying; Equalities; Curriculum; Teaching and Learning; Assessment; Special Educational Needs; Personal Social Health and Citizenship Education; Safeguarding, Attendance, Online Safety.

Aims

To promote a positive ethos and climate throughout our school community
To make our school a safe, secure and happy place where we can all work as a team
To create an environment which encourages, supports and sustains positive behaviour from all members of the school community
To ensure that there are shared expectations and consistency in our approach to behaviour management

Principles

Our expectations of behaviour are based on our values
We believe in a positive approach based on choices and consequences. However, we also believe that poor choices of behaviour need to have consequences which are undesirable to the child and so have a small number of sanctions which may be imposed
We do not believe that punishment in itself is effective in changing behaviour, and therefore use strategies based on the principles of restorative justice to support children when they make poor choices

We believe in the powerthe power ofpositive touch, and use it to reinforce positive messages
We believe that we all own our behaviour and must take responsibility for it
We believe that most children want to behave well in order to learn successfully, and that we have a responsibility to help them to do so by ensuring that they: -
feel secure and well-motivated
have good self-esteem and can cope with challenges and express their feelings
have ownership of their learning and the learning is planned to meet their needs
understand what is expected of them and know that they will be treated fairly
have positive behaviour, attitudes and relationships modelled for them by all the adults in the school community
We recognise that there is always a reason for a child’s behaviour and we will investigate any situation fully before deciding on sanctions
We understand that some children, particularly those who have experienced trauma or upset at home may find it difficult to make the right choices. We will always ensure that adults are informed of such situations so that they can make good judgements about how to proceed

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Practice

We have a set of shared values which have been agreed by the whole school community. These form the basis of our school rules. Values are reinforced through assemblies, citizenship and in general discussions especially about behaviour.
The rules have been written with the children and are revisited frequently so that the children are clear about what each rule looks like in practice. Rules are always written positively, stating how we should behave.
The children understand the rules and values though the ‘Jammie Dodger’. They are taught that the biscuit part of the Jammie Dodger represents the curriculum and learning and that the jam part represents the love and respect they have for others. They are encouraged to show their ‘Jammie Dodger heart’ by showing the values in action. They discuss what it means to have a ‘Jammie Dodger heart’ in assemblies and during citizenship.The teachers praise the children when they show the Jammie Dodger heart in practice.

Classes often agree an additional code of conduct for their own classrooms, which will be in line with and supportive of our whole-school approach.
There is a shared and consistent language used to, with and between children when behaviour issues arise so that children learn to develop the self-discipline they need to make positive choices, rather than doing so because of adult authority being imposed on them. All adults in school have a shared responsibility for behaviour, and there is regular training for staff and volunteers to ensure consistency.
Children who make poor choices and whose behaviour affects themselves and others adversely will be actively involved in addressing their difficulties. Teaching Assistants work with individuals and small groups to work on social skills and behaviour.
A trained Emotional Literacy Support Assistant (ELSA) works with children who may need extra support managing their feelings and relationships.
We recognise “always” children (always try their best in everything) in order to show that their consistently good behaviour is recognised and valued by inviting them to ‘Golden Tea’. This also has the effect of improving the behaviour of other children.
We use emotion coaching to help children to express and understand their feelings
Children are taught about the hand model of the brain so that they can begin to understand how the brain reacts to emotion so that they can then better manage their emotional responses to situations

Rewards

Head Teacher’s awards: these are awarded at the Friday assembly. They are given to reward children who have made a particular effort during the week. They can reflect effort in behaviour, attitudes and/or achievement and can be for individuals, pairs or groups. When writing the awards teachers should use the language of learning i.e. the learning to learn and habits of an expert vocabulary to explain why the child has been given the award. Reference to behaviour can be related to the Jammie Dodger heart. It is expected that all/majority of the children in a class will receive a HT award during a year.
Best Effort Board: this is kept in the atrium. It is used to display examples of children’s learning which shows exceptional effort. Teachers should write a short explanation of the reason for the choice of work on a post it and give it to the office no later than Thursday. It is then celebrated during the Friday assembly.
Golden Tea: one child per class is chosen for Golden Tea with the HT each week. This takes place at 2.45 on a Friday afternoon. It rewards the ‘always’ children; those who always do their best in terms of effort and attitude i.e. the whole Jammie Dodger, all the time, without being asked/reminded. Not all children will come to Golden Tea.
Jammie Dodger stickers: to reward those children who show the Jammie Dodger values of respect and/or passion
Each class also has a supply of learning to learn stickers for children who show particularly good resilience, resourcefulness, reflectiveness or have used reciprocity.
Awards are also given by class teachers e.g. learner of the week
Staff praise the children when they show the Jammie Dodger heart in practice.

Sanctions

Remind what is expected/what they have been asked to do
Use other children in the class as a positive example
Moved somewhere else in the room
Time out in another classroom (not outside classroom)
Time out outside the office at playtime/lunchtime (for a short time)
Time for reflection with HT
Meeting with Principal or Head Teacher (parents may be informed)
Positive Behaviour programme (parents involved)

Working with Parents and Carers

As with all other aspects of school life, managing behaviour is more successful when home and school work together. Any concerns about a child’s behaviour are shared with parents/carers at an early stage and strategies agreed. Children whose difficulties persist may have an Individual Behaviour Plan drawn up with input from the SENCo, class teacher and support staff, the child and the parents/carers. At this stage, we will also seek the advice of the Behaviour Support Team. Children whose behaviour becomes a serious concern, which may mean they are at risk of exclusion, will have a Pastoral Support Plan drawn up with help from outside agencies. The child will have targets for improving behaviour with an individualised reward system built in. We may also apply for a statutory assessment in order that the child can have Statement of Special Educational Needs. We will involve parents/carers closely at all stages.

Physical Intervention

Children may be encouraged to follow an adult’s instruction by the use of touch e.g. a hand on the elbow or shoulder. Children are never made to follow an instruction by force. In a situation where a child’s behaviour is putting himself/herself or others in actual danger and no other strategy has been effective, he/she may need to be held. Any physical intervention is kept to an absolute minimum, all incidents are recorded and parents/carers informed.

We follow Surrey County Council’s physical intervention guidelines, and update staff training as necessary.

Exclusion

Exclusion is not normally used as a punishment at Banstead Infant School. It would only be used as a last resort where a child’s behaviour is: -

extremely serious and has not responded to previous strategies
causing such levels of distress to one or more of the child’s peers that there is a need for respite for the affected child/children
causing unacceptable levels of disruption in the classroom, preventing the child and others from learning

putting the child’s own and/or the safety of others – including adults – at risk.

See Appendix 3 for3 for full exclusion policy

Adopted: November 201616.11.17 To be reviewed: November 2018

Appendix 1

School Rules

We respect each other, our equipment and our environment.

We are patient.
We are always honest with each other.
We remember to say please and thank you.
We hold doors open for people.
We make good choices.
We use kind and gentle hands.

Adopted: November 201616.11.17 To be reviewed: November 2018

Appendix 2

Banstead Infant School

Key Values

We teach the children the values throughout the year through reference to the ‘Jammie Dodger heart’. However, to ensure the children fully understand them each value is taught specifically in these terms:

Autumn / Respect
Co-operation
Spring / Honesty
Patience
Summer / Responsibility
Trust

Appendix 3

Exclusion Policy

To be read in conjunction with DfE statutory guidance “Exclusion from maintained schools, academies and pupil referral units in England Statutory guidance for those with legal responsibilities in relation to exclusion” September 2017Exclusion from maintained schools, Academies and pupil referral units in England” September 2012

DfE guidance states:

‘The decision to exclude a pupil must be lawful, reasonable and fair. Schools have a statutory duty not to discriminate against pupils on the basis of protected characteristics, such as disability or race. Schools should give particular consideration to the fair treatment of pupils from groups who are vulnerable to exclusion.’(p6)

‘Only the head teacher of a school can exclude a pupil and this must be on disciplinary grounds. A pupil may be excluded for one or more fixed periods (up to a maximum of 45 school days in a single academic year), or permanently. A fixed-period exclusion does not have to be for a continuous period.’ (p8)

Exclusion is not used at Banstead Infant School. It would only be used as a last resort where a child’s behaviour is: -

extremely serious and has not responded to previous strategies
causing such levels of distress to one or more of the child’s peers that there is a need for respite for the affected child/children
causing unacceptable levels of disruption in the classroom, preventing the child and others from learning

putting the child’s own and/or the safety of others – including adults – at risk.

“Only the head teacher of a school can exclude a child and this must be on disciplinary grounds. A child may be excluded for one or more fixed periods (up to a maximum of 45 school days in a single academic year), or permanently. A fixed period exclusion does not have to be for a continuous period. In exceptional cases, usually where further evidence has come to light, a fixed period exclusion may be extended or converted to a permanent exclusion.”

The decision to exclude a child permanently should only be taken:

in response to a serious breach, or persistent breaches, of the school's behaviour policy; and
where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

If a child is at risk of exclusion an Individual Behaviour Plan is set up. These children may have additional needs however this is not always the case.

Monitoring procedures are put into place, this could include; contact books, feedback for each session using a “smiley face” record, sticker chart, behaviour chart, meeting with the parents/ carers, home school contracts.

A formal meeting is set in which the LA behaviour support representative, parent or carer, SENCo, Head Teacher and any other relevant body are invited to attend. This meeting reviews the situation to date and agrees the targets for a 4 week period of improvement.

If at the end of this period insufficient progress has been made, then targets are reviewed and revised with the possible outcome of a permanent exclusion or managed move e.g. to another class/ school being put in place.

At Banstead Infant School exclusion will only be considered in cases of extreme behaviour, as a last resort.

1.Where a child is violent or behaving dangerously towards other children and/or or adults or themselves such as to cause significant physical harm.

2.When a child with severe behaviour problems is not responding to the individual behaviour plan programme set up by the school and other agencies and the Head Teacher judges that the school cannot provide the teaching and learning environment which the child needs.

Playtime Exclusion:

Those children with consistent or one off extreme behaviours are supported during play and lunchtimes. They are encouraged to develop their social skills through playing games/ talking with an adult. If their behaviour at playtime continues to be disruptive they may be excluded for the duration of playtime or they may spend break inside in a safe /supervised place.

Children may have their lunch routine swapped so they are removed from their peers. Children whose behaviour at lunchtime is disruptive may be excluded from the school premises for the duration of the lunchtime period. A reintegration interview is carried out by the head teacher to support their return to lunchtime, re-establishing expectations.

Children whose behaviour at lunchtime is disruptive may be excluded from the school premises for the duration of the lunchtime period. In such cases the legal requirements in relation to exclusion, such as the head teacher’s duty to notify parents, still apply. Lunchtime exclusions are counted as half a school day for statistical purposes and in determining whether a governing body meeting is triggered.

Short Exclusion (1-2 Days):

The parents/carers will be informed in a meeting with the Head Teacher and SENCo or in writing if a meeting is not possible. At this meeting the reasons for exclusion will be explained and the conditions and arrangements for the child’s return to school agreed with the parents. The child will also be involved in this discussion.

Where appropriate the child’s individual behaviour plan will also be reviewed and amended.

Fixed-Term or Permanent Exclusion:

Exclusion of more than 2 days:

This may be due to-

•The harm of the education or welfare of the child or others

•Breaches of the Behaviour Policy, including persistent disruptive behaviour, persistent refusal; OR when the school has exhausted all available strategies for dealing with the child’s poor behaviour.

•The Head Teacher will provide work for the child to do at home and make arrangements for it to be marked on the child’s return to school.

•A reintegration interview is carried out by a member of the leadership team to support the return of a child to school.

In the case of a longer permanent exclusion the Governors should the governing board must convene a meeting to consider reinstatement within 15 days of receiving notice of the exclusion

meet preferably within 15 days and consider whether to uphold the exclusion.

Parents have the right to make representations to the School Governors Discipline Committee and the decision to exclude can be reviewed. Procedure for Exclusion:

Serious breaches of the Behaviour and Anti-Bullying Policy may result in a permanent exclusion for a first time, or one-off event e.g.

serious actual or threatened violence against another child, or member of staff.

sexual abuse or assault,
incidents, where in the Head Teacher’s judgement there are ‘exceptional circumstances.’

Head teacher will:

1.Inform the parents about the exclusion

2.Inform the Governing Body and Local Authority without delay of:

any permanent exclusion (including where a fixed-period exclusion is followed by a decision to permanently exclude the pupil);

any exclusion which would result in the pupil being excluded for a total of more than five school days (or more than ten lunchtimes) in a term; and

any exclusion which would result in the pupil missing a public examination or national curriculum test.

a permanent exclusion (including where a fixed period exclusion is made

permanent);

exclusions which would result in the pupil being excluded for more than five school days (or more than ten lunchtimes) in a term; and

exclusions which would result in the pupil missing a public examination or national curriculum test.

For all other exclusions the head teacher must notify the local authority and governing body once a term.