Lyndhurst Primary School
Behaviour Policy
Reviewed: September 2016
Date of Next Review: September 2017
Introduction
This policy sets out the expectations of behaviour at Lyndhurst Primary School and its approach in ensuring that all pupils and staff are safe and able to thrive in a positive learning environment in keeping with our core aims and values to ‘grow and learn together.’
This policy has been developed in keeping with the following legislation:
- Education Act 1996
- Education Standards and Framework Act 1998
- Education Act 2002
- Education and Inspections Act 2006
- Education Act 2011
- Behaviour and discipline in schools – advice for headteachers and school staff 2014.
- This policy also acknowledges the school’s legal duties under the Equality Act 2010, in respect of Safeguarding and in respect of pupils with special needs (SEN).
Teachers have statutory authority to discipline pupils for misbehaviour which occurs in school and, in some circumstances, outside of school. The power to discipline applies to all paid staff (unless the Headteacher says otherwise) with the responsibility for pupils, such as teaching assistants.
The teacher may discipline a pupil for any misbehaviour when the pupil is: taking part in any School organised or school related activity, travelling to and from the School, wearing the School uniform or in some way identifiable as a pupil at the School.
Teachers will act appropriately whenever pupil’s actions could have repercussions for the orderly running of the school, poses a threat to another pupil, themselves or member of the public or could adversely affect the reputation of the School.
Prevention
At Lyndhurst Primary School we have high standards of behaviour which we maintain by a simple set of expectations. It is a list of the sort of behaviour we should expect from everyone at school.
At Lyndhurst we use the Jigsaw PSHE Charter and the Seven Behaviour Expectations, which are intertwined across all aspects of School Life.
Everyone at Lyndhurst is expected to:
Jigsaw Charter (PSHE Curiculum)
- We take turns to speak
- We use kind and positive words
- We listen to each other
- We have the right to pass (during circle activities)
- We only use names when giving compliments or when being positive (during circle activities)
- We respect each other’s privacy
Seven Behaviour Expectations
- We are safe – keep ourselves and others safe
- We manage our feelings appropriately
- We are respectful
- We are co-operative
- We do our best (at all times)
- We are in the right place at the right time (readiness to learn)
- We use appropriate communication
We reward children who meet these expectations with House Points, Star of the Week, Jigsaw Celebration of the Week and Star Diner.
House Points
Children can earn team points. These can be awarded by any member of staff and can be earned for good behaviour, readiness to learn, effort and hard work (trying their best). They can also link to our Jigsaw Charter and Seven Behaviour Expectations. The House Points are counted regularly. The winning house team will be announced in Friday celebration Assemblies and at the end of each half-term. All members of the winning team will be treated to a reward e.g. non uniform day.
Star of the Week
All teachers select a pupil each week to award their Star of the Week award to. This could be for a range of reasons, all of which are explained in Friday Assembly when they are presented. Star of the Week is put on the School Newsletter and on the TV Cameras. The newsletter can be accessed via the website. (Paper copies can be requested by individuals).
Jigsaw Celebration
This is linked to the whole school PSHE curriculum and is linked to the puzzle for the term. For example during the Relationships Puzzle, the children will be voting for peers (and staff) who have proven that they excel in certain aspects relating to friendships.
Consequences
The staff follow the Seven Stages of the Lyndhurst Behaviour for Learning procedure (Guided Behaviour for Learning Process). See SLBLp. Consequences are always linked to the type of behaviour. Sending children to stand outside a classroom or to another classroom is not a consequence that is used. However, children may be asked to work away from their peers at the discretion of the senior SLT.
The Learning Mentor Room
There is a designated room in school which is used to support the pupil social and emotional development. It is used by the Learning Mentor and specific Learning Support Assistants to carry out work with pupils and groups of pupils on themes such as friendship, anger management, bereavement etc. It is also a place where meet and greet takes place with targeted pupils. The Learning Mentor is also used in school to provide support and advice around a variety of issues relating to behaviour and may be asked to work with any child/ren in the school.
Targeted Behaviour Support Systems
For some children, bespoke systems of behaviour management are put into place. These may be for children with specific behavioural issues. Any such systems are developed as part of the Seven Stages of the Lyndhurst Behaviour for Learning Policy.
SEND – Behaviour
For some children, extra help will be needed with their behaviour and it may be that they have an identified special need around behaviour. Specific targets will be set and reviewed regularly. At each stage parents will be consulted and asked to sign the relevant documentation.
- Initial concern – initial cause for concern noted by the class teacher.
- Child on the SEN list and arrangements will be made within the school resources to meet the needs of the individual pupil. The class teacher will be responsible for this provision.
- If it is felt that the needs of the child cannot be met within the school resources, then the school will seek the advice of outside agencies. This may trigger Stage 5 on the Lyndhurst Behaviour for Learning Policy (Guided Behaviour for Learning Process).
- Statement – Statement for Behavioural, Emotional and Social Development.
Power to search without consent
In the interests of safeguarding for pupils, staff and all stakeholders, the School has the power to search without consent. This is at the discretion of the Headteacher or members of the Senior Leadership Team. The power to search without consent can include searching for any ‘prohibited items’ for example:
- Knives and weapons
- Alcohol
- Illegal drugs
- Stolen items
- Tobacco and cigarette papers
- Fireworks
- Pornographic images (in any form including on technological devices)
- Any article that is likely to be used to commit an offence, cause personal injury or damage to property; and
- Any item banned by the school rules which has been identified in the rules as an item which may be searched for.
- This list is not exclusive or exhaustive.
Any prohibited items will be dealt with in line with Government Legislation:
- Weapons, knives and extreme or child pornography will always be handed over to the police, otherwise it is the Headteachers or SLT member’s decision when the item will be sent home.
Use of Isolation
In extreme circumstances the School may use isolation as a behaviour management strategy. This may be used if a child has reached Stage 6 on the Lyndhurst Behaviour for Learning procedure (Guided Behaviour for Learning Process) and will be organised and arranged on an individual basis. If Use of Isolation is determined, the health and safety of all pupils will be taken into consideration and the time in isolation will be no longer than necessary and will be used as constructively as possible. Pupils will be given adequate time to eat and use the bathroom.
Exclusion
Pupils may be excluded from school for a fixed period of time at the discretion of the Headteacher. They may have reached Stage 7 on the Lyndhurst Behaviour for Learning Policy (Guided Behaviour for Learning Process). Pupils may be excluded from school for any incidents which compromise the physical or emotional wellbeing of any of the staff, pupils or visitors, persistently disrupting the learning of other pupils, intimidation/bullying or persistent defiance and disregard of the school rules.
Pupils may also be excluded for a single serious incident at the discretion of the Headteacher.
Use of reasonable force
Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, damaging property, and to maintain good order and discipline in the classroom. See Use of Reasonable Force Policy.
Mobile Phones
Children are not permitted to have a mobile telephone in school. If they are found to have one, they will be asked to hand it in at the school office until the end of the day. It is the child’s responsibility to collect the phone.
Recording and Reporting of Incidents
Incidents of pupils’ misbehaviour and action taken will be recorded by staff using the agreed behaviour chronology sheets. (Appendix 2). All incidents are collated and logged weekly on the electronic behaviour log.
Bullying/racial/homophobic/hate incidents
Everyone at Lyndhurst Primary School has the right to feel welcome, secure and happy. We are committed to providing a caring, friendly, safe and cohesive environment for all our pupils so that they can learn in a relaxed and secure atmosphere.
Bullying of any sort creates a barrier to achieving maximum potential and also prevents equality of opportunity. We believe it is everyone’s responsibility to prevent this happening and this policy contains guidelines to support this ethos.
We see bullying as a deliberate attempt by an individual or a group of individuals to hurt, frighten or upset another person by physical, psychological or verbal actions. It can take the form of name-calling, violence, threatened violence, isolation, ridicule or indirect action such as spreading unpleasant rumours about someone.
It is important that children at Lyndhurst are taught the difference between banter and bullying verbalisations.
- Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
- Physical pushing, kicking, hitting, punching or any use of violence
- Racist racial taunts, graffiti, gestures
- Sexual unwanted physical contact or sexually abusive comments
- Homophobic because of, or focussing on the issue of sexuality
- Transphobic focussing on transgender
- Verbal name-calling, spreading rumours, teasing
- Cyber All areas of internet, such as email & internet chat room misuse. Mobile threats by text messaging & calls. Misuse of associated technology , i.e. camera &video facilities
Bullying can happen in and out of school.
If bullying does occur, either in or out of school, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.
Objectives
- All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
- All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
- All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
- As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
- Bullying will not be tolerated in or out of school.
Why is it Important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving. This is integral to enable children to have positive attitudes and ethos for their future.
Policy into Practice
At Lyndhurst we will use the curriculum whenever possible to reinforce the ethos of the school and help children to develop strategies to combat bullying-type behaviour. The school policy will be communicated to everyone;
• through assemblies
• through ‘circle time’ discussions (PSHE Jigsaw)
• in class activities
• via newsletters to parents carers
• through role play and drama techniques
Prevention
We will use a variety of methods for helping to prevent bullying of any form. As and when appropriate, these may include:
• regular Assembly focus on anti bullying including the different forms of bullying
• ‘rights and responsibilities’ – school charter
• PSHE focus in class- including having discussions about bullying, different forms and what to do about it.
• Having anti bullying days/weeks
• E safety week including cyber bullying awareness.
We will ensure that the children are clear about the definition ‘Bullying’ – that they know the difference between Bullying and simply ‘falling out’. All reported incidents of Bullying will be taken seriously and investigated by staff members.
Teachers, teaching assistants and midday staff should remain vigilant and be aware of the signs that a child may be a victim of bullying – for example if;
• he/she becomes reluctant to come into school or play out
• there is a change from their normal behaviour
• he/she becomes withdrawn or aggressive
Procedures
1. Report bullying incidents to staff
2. In cases of serious bullying, the incidents will be recorded by staff
As soon as staff at school are aware of a bullying problem, they will deal with it as soon as possible and stop it becoming a crisis. Adults will;
- Listen and discuss the bullying incident with the victim to determine the extent of the problem.
- Listen and discuss the incident with the suspected bully.
Teaching Assistants and Middays should report any incident to Class teachers. Class teachers will remind the ‘suspected’ bully of the Seven Behaviour Expectations and also warn them of the consequences of any repetition. Investigation and monitoring will take place. They will also speak with victims of suspected bullying incidents. The Reflection and Repair process will be followed.
All events must be logged in class behaviour logs and then reported to a member of SLT.
If bullying is related to race, gender (including transgender), sexuality, special need, disability, appearance or religion, then it must be recorded and reported to the Headteacher who will report it to the LA via the NOHIB system.
In the event of repetition of the incident the Headteacher/SLT will complete the Bullying Incident Log which details incident and actions.
Outcomes
Parents will be informed and may be asked to come in to a meeting to discuss the problem. In serious cases exclusion will be considered and if necessary and appropriate, police will be consulted.
As advised on KIDSCAPE –
The bully (bullies) may be asked to genuinely apologise.
If possible, the pupils will be reconciled.
After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.
It is imperative that in order to ensure effective monitoring and to facilitate co-ordinated action, all incidents of ‘suspected’ and ‘proven’ bullying should be reported to the Headteacher / Deputy Headteacher/SLT.
The Role of Parents / Carers
If parents suspect their child is being bullied they should:
- remain calm and listen to their child
- let their child know that it is right to tell someone
- believe their child but be open-minded in case there has been a misunderstanding
- contact the Class teacher as soon as possible
- reinforce the message that fighting back is not the answer
- let their child know that they will work with school to stop the bullying
Parents of bullies and their victims will be informed of bullying incidents and the action that has taken place. They will be also asked to support strategies that are proposed in order to support their child.
The Role of Children
Children will be encouraged to report all incidents of bullying – to understand that ‘a bully is only a bully if he or she is allowed to get away with it’.
‘If an individual or a group of individuals are continually hurting, upsetting or frightening you or others, stop this by:
- Telling a member of staff immediately
- If you don’t feel able to tell your teacher, confide in a friend or friends immediately
- If you have been told about someone being bullied tell a member of staff immediately
- Tell parents immediately who can then inform staff
- Put a note in the ‘worry’ box. In the classroom. Class teachers and Teaching assistants are then responsible for ensuring the appropriate action is taken.
Lyndhurst Bullying Incident Log
Name of PupilYear Group
Date and time of Incident
Name of child who has been bullied
Details of Incident (including location)
Witnesses (Attach any witness statements)
Type of bulling /
- Emotional being unfriendly, excluding tormenting (e.g. hiding books
- Physical pushing, kicking ,hitting ,punching or any use of violence
- Sexual unwanted phusical contact of sexually abusive comments
- Homophobic because of, or focussing on the issue of sexuality
- Transphobic focussing on transgender
- Verbal name-calling, spreading rumours, teasomg
- Cyber All areas of internet, such as email and internet chat room misuse. Mobile threats by text messaging & calls. Misuse of associated technology, ie camera & video facilities.
Incident reported to:
Action Taken (strategies and discussion)
Follow up
Parental involvement
Literature and websites which may be helpful in supporting the issues of Bullying ……..
Anti-bullying strategies and a free copy of the DfES’s pack,
Don’t suffer in silence, visit
Improving behaviour in schools, visit
Childline in Partnership with schools, visit
Books
Willy the Wimp – Anthony Brown
The Eighteenth Emergency – Betsy Byars
Bully – Yvonne Coppard
Nine O’clock bell (poems) – R,Wilson