BEHAVIOURPOLICY

Ark Dickens Primary Academy

2016

The Headteacher of theAcademy / Joy Waelend
Chair ofGovernors / Veronica Lloyd-Richards
AcademicYear / 2016-17
Review Date : / October 2016
The AcademyName / ARK Dickens PrimaryAcademy
Deadline for policy review policy after 2years / Jan2018

2015/16

POLICYINFORMATION

Named personnel with designated responsibility forBehavior

Academic year / Designated Senior person / Deputy Designated Senior person / Nominated Governor / Chair of Governors
2014/15 / C. Duncan / C Baxter / V Lloyd-Richards
2015/16 / J Waelend / C Bury Ev / V Lloyd-Richards
2016/17 / J Waelend / C Bury / V Lloyd-Richards

Policy reviewdates

Frequency of review:annually
ReviewDate / Changesmade / By whom
July2014 / Policyreviewed / C Duncan
April2016 / Policyreviewed / C Bury
October 2016 / Policy reviewed / C Bury / T Jarjat

Ratification by GoverningBody

Academic / Date ofratification / Chair ofGovernors
September 2015 -2016 V Lloyd-Richards

Dates of staff training for this academicyear

Dates / CourseTitle / Staff
Nov2014 / Consistent use of the Behaviour Policy / Teachingstaff
October 2016 / Policy revision / Teaching Staff

CONTENTS

1INTRODUCTION5

2POLICYSTATEMENTS5

3ROLESANDRESPONSIBILITIES6

4BEHAVIOURPOLICY7

5INVESTIGATING INCIDENTS, SEARCHINGANDCONFISCATION13

2015/16

1INTRODUCTION

The Governing Body believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of academy life is necessary. It seeks to create a caring learning environment by upholding the following principles:
Enabling each child to develop personally, socially and emotionally. / Prevention is more effective than responding to disruption. / Adopting positive approaches which focus on rewarding appropriate behaviour / All adults in the school community have an important part to play in providing good role models
A consistent approach is essential to feel secure in a safe environment free from disruption, violence, bullying and any form ofharassment. / The teacher is able to teach and the children are able to learn, promoting self-esteem by encouraging students to value and respect themselves and others. / Working with parents as an important part of promoting social and emotional development. / Teaching the value of good manners and encouraging children to take responsibility for their behaviour.

2POLICYSTATEMENTS

2.1Monitoring, evaluation andreview

Theacademywillreviewthispolicyevery 2 years andassessitsimplementationandeffectiveness.Thepolicywillbe promoted and implemented throughout theacademy.

2.2Interrelationship with other academypolicies

In order for the Behaviour Policy to be effective, a clear relationship with other academy policies, particularly equal opportunities, inclusion, and the use of positive handling, has beenestablished.

2.3Involvement of outsideagencies

The academy works positively with external agencies (e.g. MABS, Educational Psychology, health services, etc.). It seeks appropriate support from them to ensure that the needs of all pupils aremet
byutilizing the range of external supportavailable.

2.4Procedures

The Inclusion Deputy Headteacher in consultation with staff will develop the procedures from thispolicy.
2.5The procedures will make clear to the pupils how acceptable standards of behaviour can be achieved
and will have a clear rationale, which is made explicit to staff, pupils andparents/careers.
2.6The procedures will be consistently and fairly applied and promote the idea of personalresponsibility

and treat every member of the academyequally.

2.7Rewards andsanctions

2.7.1An academy ethos of encouragement is central to the promotion of good behaviour. Rewards are one meansofachievingthis.Theyhaveamotivationalroleinhelpingpupilstorealisethatgoodbehaviouris valued, and are clearly defined in the procedures. Integral to the system of rewards is an emphasis on praise both informal and formal to individuals andgroups.

2.7.2Sanctionsareneededtorespondtoinappropriatebehaviour.Arangeofsanctionsisclearlydefinedin the procedures, and their use will be characterized by clarity of why the sanction is being applied and what change in behaviour is required. The procedures make a clear distinction between the sanctions applied for minor and majoroffences. Parents are involved at the earliest opportunity to ensure that school and home are working together to promote acceptable behaviour.

3ROLES ANDRESPONSIBILITIES

3.1Governingbody

3.1.1The Governing body will be required to challenge and ratify the policy for promotion of good behaviour and keep it under review. It will be communicated to pupils and parents/careers on the website and through newsletters, be non-discriminatory and the expectations will beclear.

3.1.2The governing body will ensure there is no differential application of the policy on any grounds, particularlyethnicornationalorigin,culture,religion,gender,disabilityorsexuality.Theywillalso ensure that the concerns of pupils are listened to and appropriatelyaddressed.

3.2Headteacher

3.2.1The Headteacher will be responsible for the implementation and decision making arising from the policy. The Inclusion Deputy Head Teacher is responsible for the day-to-day management of the policy andprocedures.

3.2.2The Headteacher will ensure there is no differential application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. She will also ensure that the concerns of pupils and parents are listened to and appropriatelyaddressed.

3.2.3The Headteacher and Inclusion Deputy Head Teacher will ensure that appropriate high quality training on all aspects ofbehaviour management is provided to support the implementation of thepolicy.

3.3Staff, including teachers, support staff and studentteachers

3.3.1Staff will ensure there is no differential application of the policy on any grounds, particularly ethnic or nationalorigin,culture,religion,gender,disabilityorsexuality.Theywillalsoensurethattheconcernsof pupils / parents are listened to and appropriatelyaddressed.

3.3.2Staff, including teachers, support staff and student teachers, will be responsible for ensuring that the policy and procedures are followed, and consistently and fairly applied. Mutual support amongst allstaff in the implementation of the policy is essential so that a high quality learning environment is created in which students develop self-discipline and personalresponsibility.

3.4Parents and Carers

3.4.1Parents and carers will take responsibility for the behaviour of their child both inside and outside the academy. They will be encouraged to work in partnership with the academy in maintaining high standardsofbehaviourandwillhavetheopportunitytoraisewiththeacademyanyissuesarisingfrom the operation of thepolicy.

3.5 Pupils

3.4.2Pupilswillbeexpectedtotakeresponsibilityfortheirownbehaviourandwillbemadefullyawareofthe academy policy, procedures and expectations. Pupils also have a responsibility to ensure that any incidents of disruption, bullying and any form of harassment arereported.

4BEHAVIOURPOLICY

4.1Approach to behaviourmanagement

4.1.1We want ARK Dickens to be enjoyable for every pupil. Pupils should be able to learn, appreciate their lessons,makefriendsandbeenthusiasticabouteducation.Wewanttoencouragegoodbehaviourand discourage behaviour that would undermine learning or confidence between pupils or pupils and staff. We will reward desirable behaviour with praise and tangible rewards and will impose consistent, clear and unavoidable sanctions for unacceptablebehaviour.

4.1.2It is extremely important that everyone, including parents/carers, understand and support the Academy’s Behaviour Policy and help their children understand why respecting this policy is important for the well-being of every pupil and the smooth running of theacademy.

4.1.3There may be rare times when parents/careers do not agree with the chosen consequence. In suchcases, while the academy will be willing to discuss the matter, we hope that parents/careers will nonetheless support the academy’sdecision.

Promotion ofGood Behaviour:

We believe that children behave well when:

There are high expectations which focus on good behavior. / Children and staff are treated with courtesy and respect. / Staff and children feel that they are valued members of the school. / Behaviour problems are seen as the shared responsibility of all staff.
All staff listen to children and are sensitive to their needs. / Children are enabled to engage in decision making at an appropriate level. / There is a well developed and understood range of rewards. / Pupils develop a sense of self-discipline.
Children are encouraged to take responsibility and to be accountable for their actions. / Mutual respect is promoted. / They develop a respect for the school and the property of individuals. / They are encouraged to talk to each other when they have upset or annoyed each other.

The well managed Classroom

In a well managed classroom:

Pupils are met by their teacher at the start of the day. / Pupils are supervised at all times. / Poor behaviour is anticipated and steps are taken to divert it. / Pupils are aware of class routines.
Pupils are given adequate notice for actions, e.g. clearing up. / Pupils understand what is required of them. / Pupils respect one another. / Staff maintain self control, however difficult this may be at times

4.2Incentives and SanctionsOverview

Praise and rewards will be used to motivate pupils much more frequently than negative consequences (See table 1). This builds a culture of achievement and success. The praise and rewards will aimtoconstantly reinforce our core values of: Challenge, Effort, Resilience and Respect.
The rewards system operated at ARK Dickens is continually being reviewed and falls into two sections, formal (whole school) and informal (class, year group or Key Stage). Rewards, once given, cannot be taken away.

Incentives Overview

Informal rewards / Formal rewards
Eye contact, smile, thumbs up, pat on back,
Positive attention,
Encouragement,
3 part praise (praise, name, what it isfor)
Class team points (rewards)
Well done message to parents.
Moving up to the double thumbs upand receiving a sticker.
Individual rewards charts
Golden time to be earned each day/week / Head Teachers Award in whole school assembly on Friday
Head Teacher Award in whole school assembly Monday –followed by reward Monday afternoon
Punctuality parties
Attendance Cup/Ted

3.1Incentives:

Headteacher’sCertificate / Head Teacher Award:

Children will be nominated for a Headteacher’s certificate for an exemplary display of work or attitude. Theyreceive this from the Head Teacher along with a Headteacher’s certificate. They will receive this certificate at a Whole School Assembly. The Head Teacher award is chosen for those pupils that are always good, always trying, always polite. They will receive this from the Head Teacher alongside a Head Teachers sticker at a whole school assembly.

Punctuation Parties

Termly – These children will receive a certificate and a prize to celebrate their excellent attendance for the term . Children with absences due to ongoing medical conditions will not be penalized and the Lead for Attendance will ensure this does not happen.

Annually – Any child who achieves 100% for the whole academic year will be rewarded with a special award to be decided by the Senior Leadership Team.

Class Team points

Each class will have a system on points. Every time the class / child does something well, they can be rewarded by receiving a point. Teachers can use this to target very specific class behaviours and praise children for meeting expectations. It is up to the class teacher to decide what behaviours are being targeted or if their system is based on table or individual points.

Golden time

Golden time may be offered as an extra incentive and a reward for working towards a class target. Golden time is a period of 15 minutes of free choice from a selection of special activities and toys kept separately within the classroom. Children earn this time through the periods of the day and this time can be recorded on a class display. This time cannot be taken away but pupils should not earn it if their behaviour is not appropriate.

Attendance cup/Attendance Ted

Each week the best classes’ attendance for upper and lower school is presented with a cup/Ted to celebratetheir efforts. This is reported in the newsletter to the parents.

Sanctions Overview

There is a clear set of escalating sanctions for poor behaviour. These include: disapproval, withdrawal of privileges/time out, detention, meetings with parents/carers and, ultimately in the last resort, exclusion. Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence.

The use of sanctions should be characterised by certain features:

a) It must be clear why the sanction is being applied – refer to the academy values.

b) It must be made clear what changes in behaviour are required to avoid future punishment. There should be clear distinction between minor and major offences.

c) It should be the behaviour rather than the person that is punished.

d) Time out: sometimes a child may have their name moved down to the ‘sad face’ and still have difficulty with behaviour. They may need some time out of the classroom to reflect or refocus and some children will be allocated key workers who can help the child put their behaviour back on track.

e) If a child’s name moves to the sad face they will need to pay back 5 mins at break ,lunchtime or after school with their class teacher. If they have needed time out of class, the same applies as they have missed some learning time.

Informal Sanctions / Formal Sanctions
Eye contact, ‘the look’.
Non-verbal prompts to refocus.
Proximity control – moving close to the pupil behaving inappropriately whilst still talking to the rest of the class.
Mentioning a child’s name whilst teaching the whole class, e.g. ‘I want you to find the map of Great Britain and Joe and Sophie will be able to help us find the page’.
Reminders of what everyone should be doing.
Private individual correction and praising when they comply.
Explanation is given as to why the behaviour is not acceptable and an alternative way of behaving in that situation is suggested. / Non-verbal’s/proximity/eye-contact
Warning – state desired behaviour – ‘Billy I need you to….’
If the child continues 2nd Warning and name moved to thinking face.
If behaviour persists – 3rd Warning – name on sad face – 5/10/15(depending on age) minutes lost, to be made up in next break or if in the afternoon then after school. Parents to be spoken to about behaviour.
If behaviour continues the child is given ‘timeout’ time in SLT office/ Pastoral (with work to complete) – up to 15 minutes (this sanction is logged on a sheet kept by the teacher and parents are kept informed) Pastoral / SLT to talk to children about behaviour, explain consequence and how they can turn this around. SLT / Pastoral to return child to class, make sure that they are settled and understand the work they are doing,
Extra action for continuation of behaviour e.g. parents called in/work sent home, 1st or 2nd warning letters etc
See attached flow chart : Appendix 1

Extreme Behaviours:

  • If a pupil leaves the classroom and refuses to return the following protocol will be followed:

Whereanti-social,disruptiveoraggressivebehaviourisfrequent,sanctionsaloneareineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, andwholeacademyproceduresshouldtakeplacetoeliminatetheseascontributoryfactors.Additional specialist help and advice from the Teacher Advisor for Behaviour and/or Educational Psychologist may be necessary. This possibility will be discussed at the academy’s weekly Pastoral Support meeting and more personalised plans and support may be put inplace.

Vulnerable Pupils

During their time at school some pupils will require extra support in managing their behaviour. At these times the behaviour strategy may need to be adapted to support vulnerable pupils and we recognise this. The Inclusion Deputy Headteacher will provide an overview of the child’s behaviour log. This will enable targeted support for vulnerable pupils. This information will contribute towards:

•Individual Support Plans

•Pastoral Support Programmes

•Support from the Multi-Agency Behaviour Support Service (MABS)

Isolation

Isolation involves being isolated from the academy community for a set amount of time.

Fixed-TermExclusion

Fixed-term exclusion means that the pupil is kept at home for 0.5 or more days. Excluded pupils will receive a work pack to complete, provided by the class teacher. This work must be completed and returned to the academy for review.Theoffenceslistedbelowwilllikelyleadtofixed-termexclusion(orisolation,dependingonthe nature of the incident). In exceptional circumstances, they may lead to permanentexclusion.

aSeriously disruptive behaviour including refusal to followinstructions.

bThreatening or confrontational behaviour towards another member of thecommunity or fighting/assault towards a community member.

cAggressive derogatory and/or discriminatory insults/speech towards another member of the community.

d Disruptive behaviour whilst on isolation in theAcademy.

e Racial/sexual/homophobic harassment.

fBullying.

gTheft.

hDrug abuse or possession of drugs or the use of any illicit substances or materials(including pornography).

iSmoking on the academy site or when wearing Academyuniform.

J Graffiti or propertydamage.

kPersistent refusal to obeyrules.

lLeaving the academy withoutpermission.

mBehaviour likely to bring the Academy intodisrepute.

Permanentexclusion

Thedecisiontoexcludeastudentpermanentlyisaseriousone.Therearetwomaintypesofsituation in which permanent exclusion may beconsidered.

aThe first is a final, formal step in a concerted process for dealing with disciplinary offences following the use of a wide range of other strategies, including fixed-term exclusion, which has been used without success. It is an acknowledgement that all available strategies have been exhausted and is used as a last resort. This would include persistent and defiant misbehavior including bullying (which could include racist or homophobic bullying) or repeated possession and or use of an illegal drug on academy premises.

bThe second is where there are exceptional circumstances and it is not appropriate to implement other strategies and where it could be appropriate to permanently exclude a student for a first or ‘one off’ offence. These might include:

i.Serious actual or threatened violence against another pupil or a member of staff.

ii.Sexual abuse or assault.

iii.Supplying an illegal drug.

iv.Carrying a weapon.

v.Arson.

vi.Criminal offences committed on the Academy site, whilst representing the Academy or whilst on the way to or from the Academy, whilst in uniform.

vii.The Academy will consider police involvement and other agencies for any of the above offences.

viii.These instances are not exhaustive but indicate the severity of such offences and the fact that such behaviour seriously affects the discipline and well being of the academy and its pupils and staff.

Exclusion protocol

Exclusions will be conducted in accordance with the Department for Education’s exclusion guidelines. The school will issue 2 warning letters to parents to inform them of their child’s behaviour and that they are at risk of Exclusion. With more extreme behaviours they may receive a fixed term exclusion without warnings.

On their return to the academy following an exclusion, the pupil and parent/carer will have a reintegration meeting with a Senior Leader and will then be supported as they go back into class.