St Gerard’s RC Primary School

ST. HILDA’S CATHOLIC

ACADEMY TRUST

BEHAVIOUR POLICY

Policy Reviewed and Adopted by Board – November 2017
Version 1.0
Date of Next Review: November 2018

Behaviour Policy Statement

The Behaviour Policy of St Gerard’s RC Primary School forms part of the overall aims of the St Hilda’s Catholic Multi Academy Trust which promotes positive behaviour between all members of the Trust and its communities.

The St Hilda’s Catholic Multi Academy Trust believes that all people are gifted and talented in their own unique ways and capable of being successful in their learning. We aim to ensure our academies offer a safe, orderly and respectful community in which all children and young people’s talents can be developed and used to the full.

Relationships are at the centre of our Christian faith. They are a reflection of the mutual love of the Father, Son and Holy Spirit. At the heart of our Catholic communities is the high quality and enriching relationships that exist between our children, young people and our staff.

Our emphasis is on recognising and celebrating effort and success so that all members of the Academy community feel valued. We teach pupils to take responsibility for their own actions and to recognise the consequences of their choices.

Each academy’s Behaviour Policy and its implementation is a key element in a child or young person’s moral development. Through it, children and young people will be helped to determine what is appropriate and acceptable and what is not.

Behaviour, Pupil Discipline & the Use of Reasonable Force @ St. Gerard’s SchooL

Aims

At St. Gerard’s School we believe that good behaviour is the key to a good education. We work tocreate a learning environment where everyone feels valued, secure and motivated to learn. We firmly believe that every member of our school community has a responsibility to teach children socially acceptable behaviour.

We aim to promote high standards by modelling positive behaviours at all times.

We aim to encourage high standards of work and behaviour, emphasising praise andpositive reinforcement.

We aim to ensure that all adults and children treat each other with mutual respect andconsideration.

Aims and Objectives

Our school is committed to:

  • Providing a supportive, calm and purposeful learning environment where everyone can learn how to learn, feel safe, make good choices and be self-motivated.
  • Establishing procedures which determine a clear and consistent approach to unacceptable and disruptive behaviour.
  • Providing opportunities for pupils to develop their independence, self-discipline, and sense of responsibility towards themselves and others.
  • Ensuring that expectations of behaviour are clearly communicated to pupils.
  • Fostering positive, caring attitudes towards everyone where academic success and diversity are celebrated and where there is equal opportunity for all.
  • Ensuring the development and progress of pupils with behavioural needs are regularly reviewed with staff and parents.
  • Effectively managing incidents of bullying or racism if and when they occur.
  • Establishing a coherent and fair reward system that acknowledges and celebrates good behaviour
  • Developing a lifelong love of God, of learning and of each other which goes beyond the school gates and to establish excellent home/school/parish relationships.

We expect all members of the school community to play a part in helping us to achieve these aims.

Roles and Responsibilities

It is the responsibility of the Local Management Board (LMB)to establish a policy and procedures for Behaviour and Discipline and to monitor the effects of the procedure.

It is the responsibility of the Head of Schoolto:

  • encourage and foster acceptable standards of behaviour, good personal relationships and a respect for the individual;
  • address promptly any breaches of good conduct and behaviour, using informal procedures where possible but implementing formal procedures where necessary.

It is the responsibility of all staff to familiarise themselves, and comply, with this policy and procedure in accordance with relevant professional standards. In particular staff should:

  • be punctual for lessons;
  • ensure that pupils enter and leave the classroom in an orderly manner;
  • display good classroom management;
  • establish a stimulating learning environment;
  • provide adequate supervision during lessons;
  • mark and return work promptly and regularly;
  • be courteous and polite to pupils and avoid the use of sarcasm or scathing remarks;
  • praise, encourage and reward pupils wherever possible and consequently encourage appropriate behaviour rather than rely on negative sanctions;
  • make it obvious that each pupil is of equal importance and that praise, rewards and sanctions are used equitably; and
  • seek further help and guidance from other members of staff and regard this as an appropriate strategy rather than an admission of failure.
  • recognise that through their own behaviour and manner they will demonstrate and encourage high standards.

It is the responsibility of pupils to develop positive relationships in the school and demonstrate acceptable standards of behaviour, good personal relationships and a respect for the individual. Pupils are expected to:

  • Treat others as they would like to be treated, be caring and considerate towards others, and respect each other’s personal space.
  • Work hard and to the best of their abilities and to allow others to do the same.
  • Make positive contributions to class discussions and value differing points of view; take responsibility for their learning and ask if they do not understand.
  • Listen carefully whilst other children and adults are talking; respond promptly and politely to peers, teachers, teaching assistants, lunchtime supervisors and all other adults such as parent volunteers.
  • Work sensibly with other children in the classroom; talk quietly and do not interrupt.
  • Behave sensibly and in an orderly fashion when moving around the school; look after personal belongings; take good care of the school environment; tidy away equipment.
  • Take responsibility for their own actions and their consequences.

It is the responsibility of parents/carers to support the School in encouraging and fostering in their children, acceptable standards of behaviour, good personal relationships and a respect for the individual.

All parents are expected to:

  • Ensure children attend school regularly and arrive on time each day
  • Inform school immediately of the reason for any pupil absence
  • Tell staff about anything that may affect children’s work and well-being at school
  • Show an interest in all that their child does at school
  • Offer help and support with learning at home, including the completion of homework
  • Encourage independence and self-discipline in their children
  • Establish good communication with school staff and support the behaviour policy
  • Encourage respect and good behaviour and make their children aware of inappropriate behaviour
  • Work with school staff to address and review any behaviour issues with other children

Monitoring and Review

The Head of School monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements

Procedures

At St. Gerard’s School we have adopted a positive behaviour programme called‘The Traffic Light System.’(Ref: Appendices 1 & 2)

When children arefollowing school rules and behaving in an appropriate way, we say that they are showing ‘greenbehaviour’. (Ref: Appendix 2) Our expectation is that everyone in the school community aims to show thisbehaviour (or even better, star behaviour) at all times.

At St. Gerard’s Primary School we use the ‘Peaceful Problem Solving’ strategy to resolve conflict. This approach uses peer mediation to build, maintain and repair relationships. A child who suffers ‘low-level’ physical or emotional hurt by another child must first:
1. Let the child know how he / she is feeling and give them a reason to stop.
2. If the negotiation breaks down and the behaviour continues the child must tell the adult in charge immediately, who will them intervene to deal with the situation.
A child who retaliates will also be seen to be at fault.
Work left unfinished as a result of poor behaviour will be completed in the child’s own time.
Consistently poor behaviour is recognised as a form of Special Educational Need and the school will proceed accordingly. The stages used will depend upon the behaviour exhibited.

School and Classroom Rules

Our Be-attitudes (our rules) are displayed around the school and in the classrooms. The rules are regularlyreferred to in assemblies and throughout the school day.

Why positive behaviour management?

In the world around them children see many different examples of how people behave. We havea responsibility to help children understand that they have choices about how to behave and helpthem develop the strategies to make appropriate choices.

Our aim is to create an environment where children feel valued, safe andmotivated to learn. We believe that good behaviour and discipline are the foundation of alllearning, and without a calm, orderly atmosphere effective teaching and learning cannot takeplace.

We believe that children respond best to praise and encouragement. We must try to find everyopportunity to praise children when they are showing appropriate behaviour.Children learn by example. Teachers and parents have a responsibility in setting a good exampleas well as ensuring that the rules are followed.

Rewards

In order to promote a child’s self-esteem, we recognise positive behaviour and we reward:
Good attitudes: good manners, being thoughtful, commitment, caring, fairness
Good work: completing work, achievement, effort, taking pride, perseverance

Actions might include:

Praise and Encouragement

  • smile, nod, thumbs up, specific ‘well done for…’, verbal praise
  • pointing out good behaviour e.g. ‘I like the way…’, tell another adult verbally
  • written message / symbol (e.g. smiley face) on a child’s piece of work for special
    effort or achievement
  • house points
  • pupil of the week award and other achievement certificates
  • stickers
  • individual / group / class system reward – e.g. moving up onto the star
  • privilege time – playtime, free choice
  • small treats
  • informing the child’s parents or Head of School of good behaviour or good news

Celebration

The daily house point system rewards good work and positive behaviours. At the end of each week each class rewards the child with the most points and the weekly assembly rewards the winning house.

Weekly whole school assemblies celebrate and reward academic and creative work as well as responsible citizenship, good sportsmanship and good behaviour. When a pupil has achieved 10 certificates he/she will receive a bronze certificate and a prize. There are 4 certificates to achieve during the year – bronze, silver, gold and ruby.

An annual achievement celebration is held each year at the end of the summer term where trophies, shields and cups are awarded to individual pupils who have achieved particularly well throughout the year.

Note
Staff must take note of behaviour patterns that may have a specific trigger for certain pupils. Pupils who exhibit changed behaviour may be experiencing difficulties at school or at home. If this occurs with a child speak to the parents. If there is a Child Protection concern this will be reported directly to the Head of School.

Class teachersshould regularly review the Behaviour Policy with the children to ensure that everyone isclear about our expectations.

St. Gerard’s School acknowledges all the efforts and achievements of children, both in and out of the school.

Sanctions

A number of sanctions may be used to enforce school rules and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

1. A verbal warning is given to the child to change their behaviour: a clear language of choice and consequence is used.

2. If the request is ignored and the behaviour continues, the child is placed onto the amber traffic light and misses 5 minutes of morning break. (Yellow card used as visual reminder of traffic light stage)

3. Further inappropriate behaviour will lead the child being moved to the red traffic light and will miss all of their morning break. (Red card used as visual reminder of traffic light stage) The child will always be supervised by an adult at playtimes.
4. The child is sent to the Key Stage Leader for a period of reflection.

5. The child is sent to the Head of School.

In EYFS a child will be given ‘time out’ (using a sand timer) during which time he/she will be encouraged to think about what he/she has done and what he/she can do to make up for his/her action. Alternatively, the child’s attention will be refocused on another activity.
At any stage the parent may be informed of the child’s inappropriate behaviour. However, in extreme circumstances as an immediate procedure, a child may be sent home by the Executive Head of School, Head of School or Learning Pastoral Mentor.
Pupils are made aware of these sanctions through the teaching of the SEAL framework which aims to equip pupils with the skills to deal with such situations.
Incidents classed as:

Minor incidents would normally be handled by the responsible adult (e.g. lack of cooperation, ignoring, less serious rudeness)

Medium Incidents may be dealt with by class teacher if they are one off incidents (e.g. being deliberately rude; being disruptive – no physical danger; being involved in negative/aggressive arguments; teasing; swearing; minor untruths)

Major Incidents will always be referred to the Executive Head Teacher, Head of School or Learning Pastoral Mentor who will deal with the matter in collaboration with the class teacher (e.g. racial teasing – sexist/racial comments/abuse; threatening/aggressive behaviour; hurting another child/adult; spitting; stealing; deliberate deceit or damage to property; unsafe behaviour – throwing things; bullying). Such incidents will be recorded using the CPOMs system.

The safety of the children is paramount in all situations. If a child's behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.

If a child threatens, hurts or bullies another child, the class teacher records the incident and the child is punished by a withdrawal of privileges, such as leisure time. If a child repeatedly acts in a way that disrupts or upsets others, the School contacts the child's parents or carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child, with the full co-operation of the parents. The class teacher discusses the rules with each class. In addition to the school rules, each class also has its own classroom code and playground charter. The plans are agreed by the children and displayed on the wall of the classroom/ window to the playground. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class.

*It must be remembered that a minute or two is a long time for a child and can be more effective than a longer time out of a learning activity, game or play. The accepted approach is to impose a short ‘time-out’ for the first offence and add extra minutes for non-co-operation, repeated offences or escalation. As soon as the time becomes non-retrievable for the child, then they know it isn’t worth bothering any more. By being able to negotiate time against behaviour and apology / remorse we can have a greater control of both the short-term and long-term outcomes.

Obviously a more serious offence would normally equate with a longer time out, but could still be redeemable by the child fully realising the situation and making appropriate amends.

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. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear of any kind of hurt from others. (Ref Anti-Bullying Policy)

Reflection Time / Reflection Sheet

A ‘Reflection Form’ and or some reflection time out, is sometimes used for the child to reflect on what has happened, how things could have been different and how the child can make amends. It is also used to help staff have a clear picture of what may have happened. We look to resolve any incidents as quickly as we can.

The Use of Reasonable Force

In order to maintain the safety and welfare of our pupils, it may sometimes be necessary to usereasonable force on a pupil, as permitted by law. This is only to be used when all possible optionsfor giving the child time/space to regain self- control have been exhausted and it will be carefully graded. (All staff will be trained and rehearsed in managing conflict and aggressive behaviour, including physical intervention where absolutely necessary. Training will be provided on a regular basis.)