Risley School Stepped Disciplinary Procedures 2017

In order to maintain consistency throughout the school the head teacher and the staff have agreed that the following stepped procedures will be used to guide a graduated response to children’s needs. Experience shows that consistency of rewards and sanctions, tailored to children, are the most effective way of training children into better behaviour.

Steps one to five: Standard Behaviour Management

All teachers, teaching assistants, midday supervisors (MDS) and administrators can use appropriate rewards and sanctions. Teachers and teaching assistants are allowed to move children (see positive behaviour management policy) but punishment of any kind involving physical contact is forbidden. Parent helpers and visitors will be supervised by staff and are therefore not expected to manage behaviour beyond reminding children what is expected and passing on information to staff.

The class teacher, supported by the child’s carers, is the central person in the standard behaviour management of children. The teacher will use a range of rewards and a five step sanction ladder for standard behaviour management:

Step one - visual warning by having name moved onto the sanctions ladder.
Step two (first sanction) - 5 minute reduction to Golden Time.
Step three (second sanction) - time out in class or at next break (2 to 5 minutes)
Step four (third sanction) - time out at lunchtime (10 to 60 minutes)
Step five – head teacher’s choice of sanction. Risley School uses after school detentions of up to 30 minutes when the head teacher considers them an appropriate sanction.

Should a child be regularly reaching step two (three times in five days) then the class teacher will discuss this with the parents/carers. If parental involvement does not help (over six to sixteen weeks) then the teacher will move onto a supportive programme of behaviour improvement.

Step 6: Multi-Element Plan (MEP) or Risk Assessment (RA)

Having been closely monitored for between six and sixteen weeks, with less success than we want, it is likely that the issues are more complex than we are planning for. Therefore, we will move onto a multi-element plan or a risk assessment (head teacher will select). Seeking advice from Behaviour Support or other outside agencies will also be considered. Different reward systems, positive play and nurture groups may be appropriate.

The head will ensure that:

a MEP or RA is written by the class teacher.
the draft MEP or RA is discussed with other staff and the child’s carers.
relevant elements of the MEP or RA will be discussed with the child.
an electronic copy of the MEP or RA is on the server and a paper copy in the child’s records.
the class teacher will see or speak to the carers regularly (at least once a month initially).
the plan will be reviewed after a given period of time with the class teacher, the child’s carer and the deputy (not less than six weeks or more than four half terms).

If the head considers that the child’s behaviour has improved significantly the pupil will be kept on the MEP or RA and the case reviewed at the end of each SEN review cycle. Future reviews may determine that child’s needs are best meet through a return to standard behaviour management with the MEP or RA still active or movement to step 7.

Step 7: Outside agencies

At this step outside agencies such as behaviour support and Multi-Agency Teams are contacted.

The head will ensure that:

contact is made with the outside agency and any useful advice is written into the MEP or RA.
the amended MEP or RA is given to other staff and the child’s carers.
relevant elements of the MEP or RA will be discussed with the child.
a copy of the MEP or RA is on the server and a paper copy put in their records.
the class teacher will see or speak to the carers regularly (at least once a month initially).
the plan will be reviewed after a given period of time with the class teacher, the child’s carer and the deputy (not less than six weeks or more than four half terms).

If the head considers that the child’s behaviour has improved significantly the pupil will be kept on the MEP or RA and the case reviewed at the end of each SEN review cycle. Future reviews may determine that child’s needs are best met through a return to standard behaviour management with the MEP or RA still active or movement to step 8.

Step 8: at risk of fixed term exclusions

The head shall inform Behaviour Support and the child’s carers that the child is at risk of fixed term exclusion. Further work to refine the MEP or RA will be undertaken.

Step 9: post fixed term exclusion

A fixed term exclusion has happened. It is often the case that at this point behaviour improves significantly and we will return to step 6. However, if it does not we continue to refine the MEP or RA; apply further fixed term exclusions; consider alternative provision at other locations or move to step 10.

Step 10 (moved to another school)

There are three routes out of the school:

Parents of the child can apply to the local authority to move to another school.
The school and local authority can organise a managed move to another school.
Or the head and governing body has the right to permanently exclude pupils.