Prep School BEHAVIOUR POLICY

Including Anti-Bullying

Introduction

Auckland College believes that in order to enable effective teaching and learning to take place, good behaviour in all aspects of school life is necessary. It seeks to create a caring and learning environment in the school:

  • Encouraging and acknowledging good behaviour and discipline.
  • Promoting self-esteem by encouraging students to value and respect themselves and others;
  • Providing a safe environment free from disruption, violence, bullying and any form of harassment;
  • Promoting early intervention;
  • Ensuring a consistency of response to both positive and negative behaviour;
  • Encouraging a positive relationship with parents and carers to develop a shared approach that involves them in the implementation of the school’s policies and associated procedures;
  • Encouraging children to take responsibility for their behaviour;
  • Explaining unacceptable behaviour.

Roles and responsibilities

The Head Teacher of Auckland College will establish, in consultation with the management, staff and parents, the policy for the promotion of good behaviour and keep it under review. It will ensure that it is communicated to pupils and parents, is non-discriminatory and the expectations are clear.

Parents will support the school in maintaining high standards of behaviour.

The head teacher, or designated staff member, will be responsible for the implementation and day-to-day management of the policy and procedures.

Staff, 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 all staff in the implementation of the policy is essential so that a high-quality learning environment is created in which students develop self-discipline and personal responsibility.

The proprietors, Headteacher and staff will ensure there is no differential application of the policy on any grounds, particularly ethnic or national origin, culture, religion, gender, disability or sexuality. They will also ensure that the concerns of pupils are listened to and appropriately addressed.

Parents and carers will take responsibility for the behaviour of their child both inside and outside the school. They will be encouraged to work in partnership with the school in maintaining high standards of behaviour and will have the opportunity to raise with the school any issues arising from the operation of the policy.

Pupils will be expected to take responsibility for their own behaviour and will be made fully aware of the school policy, procedures and expectations. Pupils also have a responsibility to ensure that any incidents of disruption, bullying and any form of harassment are reported.

Equality Impact Statement

We will do all we can to ensure that this policy does not discriminate, directly or indirectly. We shall do this through regular monitoring and evaluation of our policies. On review we shall assess and consult relevant stakeholders on the likely impact of our policies on the promotion of race quality, equality for disabled persons, gender equality and community cohesion using an appropriate Equality Impact Assessment. The policy may be amended as a result of this assessment.

Training

The Head Teacher will ensure that appropriate high-quality training on all aspects of behaviour management is provided to support the implementation of the policy.

Monitoring, evaluation and review

The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.

Interrelationship with other school policies

In order for the behaviour policy to be effective a clear relationship with other school policies, particularly equal opportunities, inclusion, and the use of force to control or restrain pupils, has been established.

Involvement of outside agencies

The school works positively with external agencies (e.g. educational welfare, health services etc.). It seeks appropriate support from them to ensure that the needs of all pupils are met by utilising the range of external support available.

Rewards and sanctions

Auckland College’s ethos of encouragement is central to the promotion of good behaviour. Rewards are one means of achieving this. They have a motivational role in helping pupils to realise that good behaviour is 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 and groups.

Sanctions are needed to respond to inappropriate behaviour. A range of sanctions and their use will be characterised 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 major offences.

We praise and reward children for good behaviour in a variety of ways:

  • Teachers congratulate children.
  • Teachers give children a variety of rewards agreed through department team meetings.
  • Pupils may be sent to another member of staff to re-enforce the praise and they may receive a sticker.
  • Children may receive a certificate in class or assembly, to celebrate good behaviour, attitudes and achievement.
  • The Headteacher actively encourages staff members to send children to her for good behaviour, improved attitudes to learning, and outstanding achievement.

Auckland College expects school rules to be followed to ensure a safe and positive learning environment and we review each situation on an individual basis. We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own. We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task, or complete it during playtime.

If behaviour is inappropriate, then a verbal warning is given to the child and the class teacher should explain to the child what he/she is doing that is not acceptable.

If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is able to work sensibly again with others.

There are Time Out opportunities for each class, where a child can be placed in another classroom in order to reflect on his/her behaviour.

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. The teacher may at this point seek further support from the Deputy or Headteacher.

If a child repeatedly acts in a way that disrupts or upsets others, the teacher will seek further support from the Deputy or Headteacher. 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.

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.

Racist incidents will not be tolerated in any form.

Age Appropriate Sanctions

  • All classrooms in the school have a behaviour log that is kept in the classroom to record negative behaviour.
  • Teachers need to ensure all staff, particularly TAs and midday supervisors know that a child is under sanction or has behaviour targets.

Foundation Stage

  • Teachers, TAs and other adults speak to the children about their behaviour, using age appropriate language and try to help the children build an understanding about behaviour that is appropriate at school.
  • During carpet sessions children are reminded about the expectations for behaviour. If they do not follow these then they are given a warning. If the behaviour continues then they are sent to another carpet in Foundation Stage.
  • During free flow sessions children are reminded about the expectations for behaviour. If they do not follow these then they are given a warning. If the behaviour continues then they are put on time out.
  • Any aggressive or violent behaviour results in a child being sent immediately to time out. If poor behaviour continues after the time out session, they will be sent to see the Assistant Head.
  • Staff meet daily to discuss children’s behaviours and agree strategies to be adopted by the whole staff team to meet the needs of the individual children. Adults will discuss any of their concerns regarding a child’s behaviour with their parents or carers. An individual support programme might be arranged in consultation with SEN support assistant, Headteacher and Parents/Carers.

Key Stage 1

  • Teachers warn children verbally if their behaviour is inappropriate.
  • Second warning and the child’s name is placed on the board
  • If behaviour does not improve they are sent to time out for 4 minutes. If calm, and returned to expected behaviour, name is removed. The time out table is where a pupil can be seated away from classmates for a chance to calm down, reflect or continue their work silently.
  • If the child is not calm and cooperative after some time at the table, then they can be sent the Assistant or Deputy Head.
  • If there are persistent behaviour issues or incidents with a child, the class teacher will speak or send a letter to the parents/carers to meet with the Deputy Headteacher or Assistant Head to talk through ideas for a solution.

Key Stage 2

  • Teachers warn children verbally if their behaviour is inappropriate.
  • If their behaviour continues the child receives a warning with their name going on the board. If they continue, they receive a tick which indicates 2 minutes off playtime. A 2nd tick will indicate 5 minutes off playtime. A 3rd tick will mean loss of the whole of playtime.
  • A child canbe placed on the time out table where they can be seated away from classmates for a chance to calm down, reflect or continue their work silently.If the child is not calm and cooperative after some time at the table, then they can be sent to the DHT.
  • If a child is sent out of the class twice in one week a phone call is made to the parent, then a letter is always sent home to invite parents and carers in to talk through how we can work together to change the behaviour.
  • The teacher might also decide to make the child stay in at playtime or remove their playtime as a sanction.
  • If a child continues to not follow the behaviour policy, an internal exclusion may be organised. A meeting will take place with the parent/carer to explain this decision. All information will be logged in the incident book.
  • In extreme cases each teacher has an SOS card which a child will present to a senior member of staff to signify that the teacher needs immediate assistance.
  • In cases of extreme violence, the parents are always informed either verbally, by letter, or phone call.
  • Children that are identified, because they regularly display negative behaviour, may be referred to the SEN support assistant and Deputy Head to identify problems and support them with a programme of strategies to manage their behaviour.

Playground Expectations

  • Expectations for playground behaviour are very clear to all staff and children.
  • Children are reminded about how to use each playground area and any equipment. Adults warn children verbally if their behaviour is inappropriate.
  • If the child receives a second warning, then they are asked to shadow the adult for 5 minutes. If inappropriate behaviour continues they are put on timeout for 5 minutes.
  • Any more serious incidents such as aggressive behaviour, both physical or verbal, are dealt with by the DHT and age appropriate sanctions applied, such as: review of expectations, written apology, behaviour targets, a period of playtime isolation, meeting with parent/carer.
  • Positive behaviour is rewarded with merits/dojo points.
  • Staff will be made aware if any individual child is having particular difficulties with their behaviour or are following an individual behaviour plan. Midday meal supervisors inform class teachers of any concerns.

Foundation Stage Monitoring / Playground Expectations

  • Positive behaviour acknowledged with merits, stickersand rewards.
  • Behaviour concerns are recorded on post-it notes and put in behaviour log by midday supervisors detailing: incident, responses and action taken.
  • Serious misbehaviours are reported verbally to class teacher.
  • Behaviour log (along with accident log) is brought to staff meetings and briefings, where information is shared and strategies agreed.
  • Persistent concerns and emerging behaviour patterns are monitored weekly

Behaviour Monitoring

The following systems are in place to monitor behaviour:

  • Each class has a behaviour log. A record of parental contact is included within the log. This log is to be kept in the classroom.
  • Children who are involved in incidents will have the incident recorded in the log detailing the incident, the child’s response and action taken.
  • Class teachers will have copies of letters that they can send home to parents/carers if they want to discuss a child’s behaviour. If a letter is sent home, this needs to be recorded in the log and the letter sent to the office for posting. The Headteacher must be informed if a letter is sent home. Any phone calls must also be logged.
  • If a teacher sends a letter home and receives no response from the parent/carer within two school days, the Headteacher or DHT should be informed. A second letter will then be sent to the parent/carer from the Headteacher or DHT or a phone call will be made.
  • Non-class based teachers should follow all the procedures in place and should communicate action taken to all relevant staff.
  • Serious incidents are recorded in an incident log in the Headteacher’s office.

Behaviour Triggers where children are immediately sent to Headteacher or DHT

The following behaviour triggers a child being sent immediately to the Headteacher or Phase Leader:

  1. physical violence or threatening behaviour
  2. swearing intentionally to cause offence
  3. racist, sexist or homophobic remarks
  4. repeated disobedience
  5. continued inappropriate behaviour after returning from Time Out
  • If a child refuses to go to the Headteacher or DHT, the class teacher will send the SOS card to the office. In the playground a Midday supervisor will send another child to inform the DHT or the Headteacher of the situation.
  • If sent to the Headteacher or DHT, a phone call will be made to parents/carers as soon as possible.
  • The Headteacher or DHT will log parent contact/incidents in the school behaviour log.

Further Sanctions

We do not wish to exclude any child from school, but sometimes this may be necessary. Therefore, when all reasonable strategies have been attempted and have failed (including internal sanctions and the application of any available support), exclusion is the next option for the school.

Exclusions will occur if:

  • Children repeatedly violate the Behaviour Policy
  • Children seriously assault children or staff
  • Children commit serious breaches of the Behaviour Policy
  • Exclusions from lunchtimes will also be considered if children are repeatedly violating the Behaviour Policy during this time.

Bullying

The aim of our anti bullying policy:

  • To assist in creating an ethos in which attending Auckland College is a positive experience for all members of our community;
  • To make it clear that all forms of bullying are unacceptable at Auckland College; To enable everyone to feel safe while at Auckland College and encourage pupils to report incidents of bullying;
  • To deal with each incident of bullying effectively, taking into consideration the needs of all parties and of our community, and, as a result, to reduce the incidents of bullying;
  • To support and protect victims of bullying and ensure they are listened to;
  • To help and support children displaying bullying behaviour to change their attitudes and understand why it needs to change;
  • To liaise with parents and other appropriate members of the school community;
  • To ensure all members of our community feel responsible for helping to reduce bullying.

The objectives of our anti-bullying policy

  • Our whole community can evidence ownership of the school anti-bullying policy;
  • To maintain and develop effective listening systems for children and staff within Auckland College;
  • To involve all staff in dealing with incidents of bullying effectively and promptly;
  • To equip all staff with the skills and information necessary to deal with incidents of bullying;
  • To involve the wider school community (e.g. midday supervisors, part-time staff/volunteers) in dealing effectively with, and if necessary referring, bullying incidents;
  • To communicate with parents and the wider school community effectively on the subject of bullying;
  • To acknowledge the key role of every staff member in dealing with incidents of bullying;
  • To ensure that all incidents of bullying are recorded and appropriate use is made of the information, where appropriate sharing it with relevant organisations;
  • To promote emotional health and wellbeing across the whole school/setting and for all members of our community to role-model this in all situations;

Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves.

Bullying can be:

Emotional: Being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)

Physical: pushing, kicking, hitting, punching or any use of violence

Sexual: unwanted physical contact or sexually abusive comments

Racist /racial taunts, graffiti, gestures

Homophobic: Because of, or focussing on the issue of sexuality

Verbal: name-calling, sarcasm, spreading rumours, teasing

Cyber: All areas of internet, such as email & internet chat room misuse; Mobile threats by text messaging & calls; Misuse of associated technology, i.e. camera &video facilities