BRADFORD ACADEMY PRIMARY

BEHAVIOUR & DISCIPLINE POLICY

BEHAVIOUR and DISCIPLINE POLICY

Aims

At Bradford Academy we expect excellent behaviour in school and believe that high standards of behaviour contribute to effective learning. We want our pupils to develop positive self-esteem, self-discipline and to be considerate and polite to each other and adults. We believe that good behaviour needs to be carefully developed and not left to chance. We encourage children to be responsible for their own behaviour.

All adults in school will aim to provide a warm, supportive environment with clear and firm boundaries. We will be consistent throughout school when dealing with children’s behaviour, both appropriate and inappropriate.

In order to carry out our aims, we have agreed that good behaviour means:

  • Care for one another at all times - to be kind with words and actions
  • Work sensibly, do our best and allow others to do the same
  • Be honest and polite
  • Care for our school and all belongings within it
  • Listen to what others have to say
  • Walk around school sensibly and safely.

Our School Code of Behaviour is displayed in all classrooms, together with rewards for good behaviour and consequences of inappropriate behaviour.

Strategies for consistency

  • Make sure children know what is expected of them at all times - be clear.
  • Be fair - treat all children the same. It is easy to ‘let off’ a child if they never usually break any rules, but this is not consistent and the pupils will realise this.
  • Pupils need to know that every time they break a rule they will receive a consequence.
  • Have high expectations for behaviour.

Priority

  • Make behaviour a high priority, not only with your own class but with all children you come into contact within school, then the children will know that good behaviour is important to everyone in school.
  • Make time to remind your class of rules, rewards and consequences on a regular basis.
  • Observe and be aware at lunchtime, eat lunch occasionally with pupils. Praise good behaviour and manners.
  • Observe and be aware at transition times, such as when children change classes, move around school etc.

GOOD BEHAVIOUR BENEFITS EVERYBODY

CHILDREN

  • Learn and understand the value of good behaviour
  • Do as well as possible in their school work
  • Develop a caring attitude to others and their surroundings
  • Take personal responsibility for their actions
  • Feel happy and safe

TEACHERS AND NON-TEACHING STAFF

  • Teach more effectively in a climate of positive learning behaviour
  • Meet the needs of all pupils
  • Are able to enjoy positive relationships with pupils

PARENTS

  • Can feel confident that their children are developing personally and socially as well as academically
  • Know that their children will receive the support they require

BEHAVIOUR IN SCHOOL

We reward good behaviour by:

  • Verbal praise
  • Good to be green behaviour scheme
  • Tell/show another adult
  • Praise assemblies- Star of the Week. G2BG
  • Stickers
  • Inform parents
  • Success texts
  • Building learning power reward stickers

Listed below are some examples of mild and serious misdemeanours:

Mild misdemeanours

  • Talking out of turn
  • Off task
  • Disrespect toward peers, e.g. trivial name calling
  • Pushing in, jostling in line
  • Telling lies.

Mild misdemeanours can become more serious if they keep re-occurring.

Serious, unacceptable behaviour includes;

  • Stealing
  • Bullying including cyber bullying
  • Racial harassment
  • Deliberate destruction to property or equipment (a contribution for replacement would be expected)
  • Malicious accusations against school staff
  • Deliberately hurting another person either physically or verbally
  • Abusive and improper language
  • Refusing to co-operate and showing disrespect towards others

Classroom behaviour management

Good to be Green Behaviour Scheme

Our ethos is to notice good behaviour and give attention to children making the right choices. This is very effective in encouraging children whose inclination might be to misbehave, to be noticed for doing the right thing! We have a very positive attitude towards discipline, awarding children individually and as a class for good effort and attitude.

The ‘Good to be Green scheme is an effective way of promoting positive behaviour, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s expected behaviour code (see Behaviour Policy).

The scheme is very visual, with child friendly resources which allow our pupils to easily see how they are doing in class. We believe that it is important to promote a positive message regarding behaviour management at all times- ‘Good to be Green’ is a means of promoting our high expectations of positive behaviour. If a child has had a bad day, they can start afresh the following day.

Every child starts their day on a positive note with a green card displayed in their pocket of the Class Chart. The card says- ‘It’s Good to be Green!’ and the children soon learn to associate being on Green with a feeling of having done the right thing.

If, during the day, in lessons, or at break times, a child has to be warned of inappropriate behaviour, or has broken a school rule, then a Yellow Warning Card will be displayed over the top of the Green card. The warning gives the child the opportunity to reflect, consider and review their behaviour. If a child is already on a Yellow Warning Card, and they have to be told again about inappropriate behaviour, then there are consequences. A yellow card would equate, for example, to 5 minutes off playtime.

Sometimes, just the threat of moving a child onto a Red Consequence Card is enough to encourage them to behave appropriately. However, if necessary, the child’s Yellow Warning Card will be moved to the back of the pocked and the Red Consequence Card will be displayed.

All serious, unacceptable behaviourautomatically equate to a red card which would then have a consequence of loss of the clubs on a Friday. Those children would then attend 3R’s where the focus is responsibility, resilience, respect. If a child has attended 3 R’s club three times they will be given an after school detention.

Persistent or extreme serious, unacceptable behaviour could result in a temporary/ permanent exclusion.

A child who has received three red cards in a half term would be a cause for concern and parents would be notified.

In very rare circumstances a pupil will be excluded from school for a limited period. This will be for persistent low level behaviour or serious unacceptable behaviour. When a pupil is excluded, the school will follow procedures issued by Bradford Metropolitan Council.

In addition to this all classes are expected to have their own rewards systems.

Golden tickets

During the last week of each half term children who display good to be green behaviour during the school day will be rewarded with a golden ticket. All golden tickets get put into a prize draw which occurs on the last day of term. This is an opportunity to give additional rewards to children who regularly show good to be green behaviours.

E:merge

E:merge is a local youth organisation who work in school in a variety of ways including but not limited to providing one to one support, working with individuals and groups of young people to support specific behaviours, working within nurture, running SRE talks, running clubs and supporting break times and lunch times. They are integrated into the school will work with children as part of the day to day life of the school.

GOOD TO BE GREEN REWARDS

Every time a child fills their G2BG bookmark, their parents will be invited to our G2BG assembly. After that assembly there will be an opportunity for parents to have juice and biscuits with their children and available staff members.

In addition to this the child will receive the following rewards:

Bronze- a goody pack

Silver- a reward session with their class teacher or LSA

Gold- a place on the summer rewards trip

Platinum- a personalised prize chosen for the child.

DETENTIONS

Detentions within the school day are used where a child uses persistent low level behaviour or serious, unacceptable behaviour. We will also evoke our right to use after school detentions in order to give children time to reflect on their behaviour or complete work not completed in school. This will be done at a time that does not inconvenience the class teacher or SLT. We will endeavour to work with parents to find a time that is mutually convenient but once a detention is issued it must be completed.

SECLUSION/ ISOLATION

Primary does not have a designated space for isolation. Any appropriate space may be used. Where a child is endangering other children or adults they may be moved to or held in a room where this cannot happen. All attempts will be made to ensure the safety of the child in this instance.

Where a child’s behaviour is disruptive or dangerous they may be expected to work in a room isolated from others. They will be expected to complete class work. This could occur within the school day or after school. A child’s return to class will be based on their behaviour in isolation. If a child returns to class and is disruptive again they may return to isolation or other procedures may be followed.

TRIPS- Serious or unacceptable behaviour

Where a child’s behaviour in the school week preceding a trip is serious or unacceptable, that child will not be taken on the trip as it would not be safe to do so. If a child’s behaviour whilst on a trip is serious or unacceptable, that child will return to school or, if this is not possible, sit out of all activities during the trip.

LEAVING THE SCHOOL WITHOUT PERMISSION

  • Staff will not chase after a pupil – the safety of all pupils is paramount.
  • The staff member will inform the Executive Principals, Principal or a Vice Principal who will support with the situation.
  • The staff member(s) will assess the situation and try to maintain ‘watch’ over the pupil who is “outside the school”.
  • Telephone contact with parent/carer will be undertaken, explaining the incident/situation and requiring them to attend school.
  • If parent/carer cannot be contacted, police will be contacted on the community number.

BEHAVIOUR AT LUNCHTIME

Pupils are expected to behave sensibly at lunchtime. We expect children to be courteous at the dinner table, follow the instructions of the lunchtime supervisors and act responsibly in the dining room and playground. In the dining area we expect children to:

  • Walk at all times
  • Eat food quietly
  • Be polite and use good manners
  • Clear away tidily

Serious incidents will be dealt with immediately by the Principal or a Vice Principal.

If misbehaviour is disturbing to other children or lunchtime supervisors, exclusion at lunchtime will occur.

RewardsConsequences

Golden tickets Time out

  • G2BG rewards Reflection

PERSONALISED BEHAVIOUR REWARDS AND SANCTIONS

All children in school are expected to follow the G2BG behaviour system and will be treated fairly within this, however at times it is necessary to give individuals their own additional behaviour rewards and sanctions. These may include regular check ins with a preferred adult, time out of class or any other reasonable reward that will help them to behave in the best possible way.

WORKING WITH OTHER AGENCIES

Where a child’s behaviour is regularly serious or unacceptable and the provision put in place by school is not helping other agencies will be involved. This will always be with the permission of the parents. School work closely with agencies and value their input.

CONTACTING PARENTS

Contact between school and parents is paramount to ensuring children’s behaviour choices have impact in and out of school.

School have a text system which allows easy contact between staff and parents, staff are encouraged to use the text system to update parents on positive news from school.

Where a child’s behaviour breaks school rules, parents may be contacted. Parents may be asked to come into school to support learning or to discuss children’s ongoing behaviour.

We will feedback to parents on the well-being of their own child, it would be inappropriate to discuss the needs of other learners within the school community other than with their own parent or carer.

REASONABLE FORCE

The government guidance: “Behaviour and Discipline in schools- guidance for head teachers and school staff.” States:38. Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom.

39. Head teachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

As a school we would always use reasonable force as a last resort. Periodically staff will be trained on positive handling techniques through team teach, however all paid members of staff have a right to use reasonable force in the ways mentioned above.

Where there has been violence directed at a member of staff a violence in the workplace form will be completed.

The safeguarding of children is everyone within school’s responsibility and all staff follow the statutory safeguarding regulations within the school safeguarding policy and will report children causing concern to the appropriate authorities designated within that guidance.

COMPLAINTS AND ENQUIRIES

Staff will be regularly given time to update themselves on the behaviour policy. Where a parent does not feel that the behaviour policy has been followed they should follow the normal complaints procedure.

Please note

Pupils in the Foundation Stage will be introduced to the behaviour policy during their first half-term in school. The policy will come into force for reception children during their second half-term in school.