Severe Behaviour
The following behaviour will not be tolerated under any circumstances:-
Severe Behaviour Categories
- Injury to another person on purpose
- Bullying
- Directing abusive language at another person
- Insolence or defiance
- Stealing
- Wilful destruction of property or vandalism
- Lying with severe consequences
- Leaving school premises without permission
- Intentional racism
- Frequent and repeated low level disruption
Guidance on Severe Behaviours
Injury to another person on purpose
Person/people physically abusing another person. Striking out deliberately. Intention of causing injury.
Biting.
Grade severity of injury.
Observable mark on the injured party.
Bullying
It is deliberately hurtful behaviour.
It is repeated often over a period of time.
It is difficult for those being bullied to defend themselves.
Main forms –
Physical – hitting, kicking, taking belongings
Verbal – name calling, insulting remarks, racist remarks.
Indirect – spreading nasty stories about someone, excluding someone from a social group.
Observed through –
A child’s behaviour changing i.e. withdrawn/upset/unhappy/attention seeking.
Comments from the victim.
Repetitive name calling/nasty comments/physical incidents noticed by staff.
Insolence/Defiance
Being rude and showing a lack of respect for others.
Answering back in a rude manner.
Refusing to co-operate, but be aware of a child who is too upset to talk.
Laughing or smirking when an adult is talking. (awareness when this may be nervous)
Not putting name in the book.
Deliberately time wasting when asked to complete a task
Stealing
A deliberate act of taking something that does not belong to them.
Needs to be observed by a member of staff or admitted by child after investigation.
Wilful destruction of property
Malicious damage to any property. It needs to be a deliberate act which sets out to damage equipment or property or inappropriate use of equipment.
The behaviour needs to be observed to determine if the act is deliberate or not.
Lying
Telling a lie with severe consequences which put themselves or others in danger.
Intentional Racism
Making a derogatory comment about a person’s race, colour, family origins, religious beliefs.
Knowing that the comment will upset the other person.
Awareness that the comment is a bad/racist thing to say.
Racism is a form of bullying. Racism is saying or doing something to hurt someone who comes from a different culture, country or religion. When people are racist they judge other people by their skin colour, culture or religion. People can be racist by pushing, fighting and calling people rude names. It is hard to stop racism. It is important, however, for a person to tell somebody about their concerns and to tackle the situation.
Frequent and repeated low level disruption
If a child gets their names in the class behaviour book 5 times in a week, this means (due to the warning being the first step) that they have actually broken the school rules 8 times in that week. This is unacceptable and as a result this will be the trigger for defining behaviour as low level disruption. Considering this, the following steps will be put in place to prevent that behaviour from becoming repeated:
- 1st week - name in the book 5 times in a week – class teacher will speak to the child and their parents to remind them of the consequences of not improving their behaviour.
- 2nd consecutive week – child goes to Head of Phase who phones parents and explains what has happened and what the next consequence would be
- 3rd consecutive week – child to go to see Principal/Vice Principal/Assistant Principal – behaviour now classed as severe
At each step it will need to be considered if everything is in place to support the child in changing their behaviour e.g. behaviour chart, special seating position, drop down of consequences, etc. This will depend on each individual child. Steps for supporting the child’s behaviour should be recorded in an Individual Behaviour Plan or a Risk Assessment.
Guidelines
- Red card sent to a member of SLT.
- A member of SLT escorts the child from the room.
- The incident is recorded by the adult who issued the red card, on a Severe Behaviour Slip and given to the member of SLT when they collect the child or as soon as possible after the child has been removed.
- If the child has an Individual Behaviour Plan/Risk Assessment, then review current provision. If the child does not, consider an Individual Behaviour Plan.
Consequences
First red card
- Internal exclusion for the rest of the day (Work to be provided by the teacher).
- Child calls home to explain events to parents. If parents are not available, then they will be seen at the end of the day by a member of SLT.
- Meeting must be arranged before return to class is authorised. The child, parents, classteacher, and any other relevant adult should attend the meeting with The Head of Phase (P/VP).
- Re-sign Home SchoolAgreement.
Second red card
- Internal exclusion for the rest of the day and a further day (Work to be provided by the teacher).
- Child calls home to explain events to parents. If parents are not available, then they will be seen at the end of the day by a member of SLT.
- Meeting must be arranged before return to class is authorised. The child, parents, classteacher, and any other relevant adult should attend the meeting with The Head of Phase (P/VP).
- Warning will be issued about the next stage unless there is an improvement in the pupil’s behaviour. This will be done at the meeting with the Head of Phase (P/VP).
Third red card
- Internal exclusion for the rest of the day and a further twodays(Work to be provided by the teacher).
- Child calls home to explain events to parents. If parents are not available, then they will be seen at the end of the day by a member of SLT.
- Meeting must be arranged before return to class is authorised. The child, parents, classteacher, and any other relevant adult should attend the meeting with The Head of Phase (P/VP).
- Warning will be issued about the next stage unless there is an improvement in the pupil’s behaviour. This will be done at the meeting with the Head of Phase (P/VP).
Fourth red card
- Fixed term external exclusion by Principal/Vice Principal.
- Severe or recurring issues then exclusion procedures are implemented after consultation with the Governing Body.
Any child who has a severe will not have any Golden Time in that week.
External Exclusions
- The parent/carer is informed immediately at the point of the decision to exclude
- If the child is on a child protection plan or is classed as a ‘Child Looked After’, the social worker will be informed at the point of the decision to exclude
- If the child is classed as a ‘Child Looked After’, Virtual Schools will be informed at the point of making the decision
- Any child being excluded will be kept in a safe place and monitored by a member of staff until the point of collection by a parent or carer
- If the child absconds from school or is not collected at the end of the day the Police and MAST will be informed.
Severe Behaviour Categories, Guidance and ConsequencesMay 2017