Behaviour Policy

Draft

Policy date: December 2017 Review date: December 2019

Reviewed by the Resources Committee

Introduction

The staff are concerned, not only for the educational progress, but also for the Personal and Social Development of every child. Good behaviour and discipline in our school is essential to successful teaching and learning.

Good behaviour is influenced by certain factors, such as:

  • good relationships at all levels throughout the school;
  • teachers’ high expectations and a consistent approach to standards of behaviour;
  • a curriculum appropriate to the child;
  • the nurturing of pupils’ growing maturity and self esteem;
  • consideration of others and of property;
  • an awareness in all of the Christian values that underpin our school ethos.

Aims and Principles

Our aim is to encourage children to respect themselves and others and uphold the values promoted by the school. In order to do this, the definitions of acceptable and unacceptable behaviour are shared with children, parents and staff, as outlined in the Home School Agreement. We believe an atmosphere of awareness and caring is vital for good behaviour and respect for others.

We wish to encourage self discipline in our pupils but, for a school to function effectively, there must be an acceptable code of behaviour, where punishment is in proportion to the offence and applied consistently and fairly. A few specific rules are related to safety within school. We aim to work in partnership with parents to promote good behaviour. We expect parents to inform us if there is any reason why a child might behave differently.

We will be proactive in raising awareness amongst our children about bullying. We will take swift action to prevent bullying and to support children who are bullied. See school policy on Bullying.

It is expected that all staff in school will lead by example, setting models for the children to follow in terms of developing acceptable respect and consideration for people and property.

Our Behaviour Policy helps to ensure that the following are upheld for all members of our school community:

-the right to safety,

-the right to learn,

-the right to be treated with respect.

Promoting Good Behaviour

Good behaviour will be encouraged and developed by the school’s PSHE policy, through the implementation of the RRR initiative and through assemblies. It is also promoted by each class compiling a class charter at the start of each academic year.

Polite behaviour is encouraged throughout the school. This is modelled by all staff and regularly discussed with the children.

Children respond better to systems which recognise their strengths. It is very important that the positive aspects of praise and rewards should have great emphasis within our school

Good behaviour is rewarded by methods appropriate to the age and development of the child. These could be stickers and stamps, marbles, smiley faces, certificates, housepoints or class points but, above all, praise and encouragement.

We use behaviour rockets to enable children to understand. See Appendix for a copy of our behaviour section from our school handbook. This has specific steps for managing behaviour.

Achievements are recognised in regular Celebration assemblies and by informing parents.

Teachers may also send children to their colleagues for praise, to the Deputy Head or to the Head Teacher. Responsibility to the community is encouraged by our Young Governor system and the use of monitors (e.g. Guardian Angels, Reception Buddies)

Responding to Inappropriate Behaviour

Adults should be sensitive when dealing with a behavioural incident. Children must be listened to. They must be questioned carefully and not coerced in any way. Staff must be wary of stereotyping children. It is essential to deal calmly and rationally with the children in our care, and to avoid confrontations. It is also important to follow incidents through and listen to a child’s explanation of her/his involvement. Adults dealing with incidents will make it clear that they disapprove of a child’s behaviour, rather than the child him/herself. Relevant staff will inform supply staff about expectations of behaviour in class and throughout the school, and the sanctions available to them. This information is also included in the Staff Handbook. When discussing behaviour staff will, as appropriate, refer children to the school values.

A number of strategies can be used by staff :

  • Circle time - opportunities for children to discuss their feelings and thoughts about behaviour - general and specific.
  • A review of the curriculum offered to the child, i.e. is there appropriate challenge, balance and variety?
  • Supporting colleagues within the school. On occasions a child may be asked to discuss their behaviour with another teacher (e.g. previous class teacher, SLT). Staff must feel that they have the genuine support of all their colleagues when dealing with the behaviour of children individually, in a group, within the class or the school as a whole. Relevant training may be given to staff.
  • Peer group opinion/or approval.
  • Parents may be involved with recurring or more serious incidents.
  • Relevant problems with a particular child may be shared with other staff, but care must be taken with the issue of confidentiality.
  • A child’s behaviour may be monitored and targets set accordingly.
  • Children are encouraged to take responsibility for their actions and apologise to those affected.

Inappropriate Behaviour

At our school we do not tolerate inappropriate and unacceptable behaviour. We expect that the behaviour of the children will be of a high standard. There will be occasions when children test the boundaries of acceptable behaviour. In such cases it is best to avoid confrontation, to listen, to establish the facts, to judge only when certain and to use sanctions appropriately. The majority of children conform and are co-operative, but we ensure that we deal immediately and effectively with the few who present problems so that inappropriate behaviour does not happen again.

The following are examples of inappropriate and unacceptable behaviour:

-Physical aggression towards another person (e.g. hitting, punching, kicking, scratching, spitting).

-Object aggression (e.g. throwing objects, breaking objects, kicking over furniture).

-Verbal aggression: any language (verbal or non-verbal) directed at someone in a threatening or harmful manner. This could include obscene gestures.

-Disruptive behaviour. Actions which substantially or repeatedly interfere with the conduct and learning of the class.

-Theft.

It is the judgement of the Head teacher as to how each individual incident is punished and sanctioned. Factors that will be considered include:

-Severity of the incident,

-Level of provocation leading to the incident,

-Intent to harm,

-Age of the children concerned,

-History of similar incidents or warnings.

Sanctions

It is the role of all staff to ensure that the standards of behaviour outlined in the Home School Agreement are consistently applied throughout the day, including the lunch time. The children should show equal respect to all members of staff (both teaching and non-teaching) and act courteously.

In cases of inappropriate behaviour, the following sanctions will be applied:

  • disapproval by a member of staff;
  • a reminder of required behaviour;
  • a verbal warning to indicate next sanction;
  • exclusion from an activity after a warning;
  • loss of a privilege;
  • removal from a situation for protection of self or others;
  • child sent to appropriate member of staff, e.g. Deputy Head;
  • child sent to Headteacher. If deemed serious enough the child’s name and misdemeanour will be noted in the Incidence File, kept in the Head teacher’s office.
  • parents will be informed by a senior member of staff if considered appropriate.
  • ‘Name on the Board’ is a sanction used in the school:

-verbal reminder / warning (up to 2 or 3, depending on situation)

-if inappropriate behaviour persists ‘name on the board’

-if inappropriate behaviour persists name is underlined. Each underline deducts an allotted time from the child’s break or reward time.

In our school, sending a child to ‘stand outside the room’ is not an appropriate sanction.

Systems for children who find conformity difficult

For these children the following should be considered, depending on the severity of the case:

  • Staff will keep a behaviour diary for those children whose behaviour is consistently inappropriate. This will be analysed to see if there is a pattern to the behaviour.
  • Advice from SENCO / SLT.
  • Partnership with parents.
  • IEP or Behavioural Contract giving clear guidelines / expectations of behaviour.
  • The use of a home/school log, charts, stickers, rewards, etc. to promotesuccess.
  • Educational Psychologist involvement.
  • Advice from HIAS or Surrey Support Service.
  • Involvement of the EOTAS service(Education Other Than At School)
Exclusions and Temporary Exclusions

If a child’s poor behaviour cannot be modified, despite moving through all the steps identified, then temporary exclusion procedures may be considered. This would start with temporary in-school exclusion. If safety (of children or staff) or learning of others is compromised by continued inappropriate behaviour, then action for exclusion will be taken in line with the guidelines published by Hampshire County Council. The school, parents, Governors and the LA will be involved at this stage.

Behaviour on Residential Visits and Offsite Activities

We have the same high expectations of children’s behaviour off the school premises. If any child misbehaves, sanctions will be taken that are appropriate to the child and the misdemeanour. As well as the sanctions that are normally applied, non-inclusion on the next school outing may be considered, particularly where a child’s behaviour compromises his/her own safety or the safety of others.

Monitoring and evaluating the success of the policy

The policy will be monitored and evaluated by:

  • Senior Leadership Team (SLT)
  • Advisors, inspectors and governors

The policy and/or procedures will, where necessary, be revised in light of these evaluations.

This policy should be read in conjunction with all other school policies including Safeguarding and Child Protection and the Single Equality Scheme

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