TOWER HILL CP SCHOOL

MOOR AVENUE, WITNEY

BEHAVIOUR POLICY

Instead of a long list of School Rules, we have Values. These are:

Respect

Responsibility

Positivity

Resilience

Courage

Honesty

Aspiration

Community

Contentment

Tolerance

Compassion

Grow together

Our children uphold our school Values and are proud to do so.

Aims and Values

  1. To develop positive relationships including respect for adults and children regardless of race, religion, gender, culture or disability
  2. To maintain a calm and supportive school environment where all of the above can promote learning
  3. To engender strong sense of responsibility for own behaviour
  4. For our children to develop and enhance self-esteem and confidence
  5. To maintain high standards of Behaviour for Learning.

Guide Lines (objectives)

At present, (2017-18), we have a RESPECT code in school, See appendix.

Positive behaviour is celebrated and demonstrated by:

  1. Demonstrating our School Values in all that we do
  2. Being welcoming
  3. Caring for the environment
  4. Being responsible for our own behaviour
  5. Being responsible for own belongings and respecting other people’s belongings
  6. Treating others as you would wish to be treated

The School Values Council (2 representatives from each class) meets regularly to discuss our school community and ways in which we can further enhance our values.

Rewards

Almost all of the time, and because exemplary behaviour is expected at all times, children do not expect to be rewarded.However, we do operate a House point system for particular acts of kindness and academic success/effort. Some classes operate a class reward system; such as marbles in jar.

What happens when things go wrong?

We expect our children to continually reflect on their behaviour and interactions with others.

We speak to our children using the language of Values. This includes:

•Children reflecting on their attitudes and behaviours

•We don’t shout or raise voices or ‘back children into a corner’

•Where appropriate we ask questions – so “Swearing is against our rules” becomes “Were you respectful towards her?...... How do you think she felt?”

Other examples - “Have you really tried your hardest?” “What do you think we should do now to put that right?” ” Did you show responsibility when you did that?”

•We ask other children and the class how something has made them feel and what their ideas are for rectifying the situation

•We use our values words as part of an ethical vocabulary

However, if poor behaviour does occur, some of our strategies will involve:

For less serious poor behaviour:

  • alook/body language response/question
  • a quiet reminder about respectful behaviour
  • a verbal warning
  • time out of class/playground/send to partner class/reflection room (where they complete a reflection sheet)

For more serious poor behaviour:

  • referral within staff structure, to phase leader and ultimately to the headteacher
  • parental involvement, to make parents aware of the problem and to work together with them in improving the behaviour of their children.

If poor behaviour persists over a period of time:

  • temporary exclusion from lunch time, where appropriate (for misbehaviour at lunch time) and after consultation with parents.
  • involvement of external agencies, where appropriate, to provide advice and support
  • temporary or internal exclusion, for a fixed periode.g. for persistent poor behaviour or, for instances of offensive language/name calling to pupils or staff, violence towards pupils or staff, persistent refusal to co-operate, bullying or unwillingness to accept sanctions.
  • formulation of pastoral support programme.
  • Permanent exclusion, as a consequence of persistent misbehaviour or, for instances of offensive language to pupils or staff, violence towards pupils or staff, persistent refusal to co-operate, persistent bullying and unwillingness to accept sanctions. Although the decision to permanently exclude a child is made by the headteacher, it would need to be verified by the Governing Body and parents have the right to appeal to an independently constituted panel.

Staff will always use their professional discretion as to the most appropriate cause of action. If deemed necessary for the sake of a child’s health and safety, a pupil may need to miss a trip to the dell, or a trip outside school.

In the event ofaggressive behaviour

In cases where the guilty party is obvious and harm has been caused in an unprovoked manner (including self-harm) the following sanctions will apply as appropriate to the age of the child and the particular circumstances of the incident: -

1. Immediate withdrawal from class (Internal exclusion). This means the child -

- works in head’s office or another classroom

- has lunch in school or head’s office

- has break at different times to others

- has lunch break at different times to other children

2. Re-integration could be gradual, depending on good behaviour.

3. If any incidents occur on the way to or from school, parents will be asked to collect children from school, or children may be kept in school for an extra ten minutes.

4. Suspension and/or exclusion. At lunchtimes parents may be asked to take their child home for lunch for recurring poor behaviour.

In the event of inappropriate sexual contact between children

In most cases, younger children may touch or kiss a friend innocently. So there remains a need to exercise discretion when dealing with any events which might be sexualised. We minimise the potential for incidents between older children by ensuring that Upper Key Stage 2 boys and girls change for PE in separate areas and that there are plenty of staff available during breaks and lunchtimes, to ensure nothing can occur out of the sight of an adult. If an incident does occur, we will speak with the children involved and involve their parents, so they are aware.

Early Years - Reception and Nursery

We reward with stickers as well as house points and use these as an incentive. We also have a visual chart (super star, sunshine, warning rainbow, sad rain cloud - everyone starts the day on the sunshine with the expectation they will make good choices and stay there.

We follow the same rules and values, using more age appropriate language i.e. we talk about treating each other with kind hands / feet / words (respect), choosing good / kind behaviour (responsibility) etc.

The Application of Reasonable Force by Staff

Tower Hill School makes use of the DfE guidance: Use of reasonable force in schools (2013)

This document includes guidance on: Reducing the likelihood of a situation arising where force is required, deciding if force is appropriate and examples of where force or restraint may be appropriate, for example, breaking up a fight or where a student needs to be restrained to prevent violence or injury to themselves or others. Any force used should always be the minimum needed to achieve the desired result.

Staff at Tower Hill have had the appropriate training to use force and restraint appropriately and safely and are certified to use this approach, although we would only resort to this inextreme circumstances.

All incidents which require the use of force or restraint will be reported to a member of the Senior Leadership Team and a log of incidents is kept. Parents will be informed of any incident where force or restraint has been used on their child.

Complaints by Parents

If a parent is not satisfied with the manner in which their child has been disciplined, then they should take the following action: -

1.The first step would be to talk to the child’s teacher.

2.The next step would be to arrange an appointment with the head of phase or the Assistant Headteacher.

3.The next step would be to ask to see, or make an appointment to see the Headteacher.

4.If, after talking with teachers and/or the Headteacher, parents are still not satisfied then they should contact the Chair of Governors, Dr Jason Boyd).

Please see linked Policies (available on our website):

  • Peer-on Peer Abuse
  • Exclusion Policy
  • Racist abuse policy
  • Internet Use Policy
  • Bullying Policy

September 2017

Signed by Jason Boyd, Chair of Governors … ……………………

Date: …………….

Date for next review September2019

APPENDIX

Ofsted May 2014

“Pupils feel safe. They recognise how constantly using the values that they have learned about promotes strong relationships and helps build a positive atmosphere where everyone gets along well.

Pupils have good attitudes to learning. They behave well in lessons, at playtimes and lunchtimes, and when moving about the school. They are polite to adults and to each other.”

We currently hold the Values Education Designation.

Comments from Visitors to Tower Hill

“Your singing has made me cry – look!” Hella, an Icelandic Headteacher who visited with her 16 staff to see a Values-based School in action (May 2016)

“The children here always hold the doors open for adults.” Laura Price, Governor, to a new Governor, on a Learning Walk around the school (March 2016)

“How do you get such fantastically good quality behaviour for learning in ALL of your pupils?” A group of visiting Headteachers (April 2016)

“You can really see the Values in action in this school, in the respect they show to everyone.” David Cameron, PM (June 2013)

“I’d love to be a pupil at your school.” Adult visitor, April 2016

RESPECT CODE

Respect people, animals and the world around you

Eye contact when speaking and listening

Share with others

Politeness (manners)

Encourage others to be respectful

Compliment others

Treat others how you would like to be treated