Richard Heathcote Primary School / September 2016
Aims
The aim of the policy is to improve the social, emotional and behavioural skills of children and young people, raising their standards of achievement and enhancing educational inclusion. We desire that all children should be taught effectively and have the opportunity to learn. It is our intention that children should be safe and happy throughout the day. To enable this to happen we believe that all members of the school community, children, all staff, parents and governors should:
- We are kind, polite, helpful, and aware of others’ feelings.
- We listen carefully to others without interrupting them.
- We look after our own and others people’s belongings.
- We try our best, work hard, and learn from our mistakes.
- We treat other people the way we would like to be treated.
- We always tell the truth.
These are achieved in the framework of a relaxed, pleasant atmosphere, in which children are encouraged to give their best, both in the classroom and in extra-curricular activities and are stimulated to fulfil their potential.
Whole School Rules
The core expectations of behaviour are based on the school vision of:
- To care for each other
- To share with each other
- To learn new things
These rules are further explored with the pupils and class rules are generated based on the core expectations. It is expected that everyone in the school community will follow and adhere to the school behaviour policy. All adults are required to model the behaviour we expect from children.
The School Behaviour Scheme
The school will use a scheme called ‘Good to be Green’. The approach uses coloured cards to indicate the appropriateness of a child’s behaviour. Green cards are for good behaviour, yellow indicate that a child has had up to three warnings for inappropriate behaviour and a red card indicates the child has displayed unacceptable behaviour which has required a removal from class.
Our Approach to Rewards
The school rewards appropriate and good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
All staff will offer praise in various ways, verbal praise, stickers, certificates, wristbands, texts homes, postcards, celebration assembly awards, Head Teacher award for good work.
Children who have stayed green all week will receive a ‘Good to Be Green’ sticker before celebration assembly on a Friday. Children will also have an extra five minutes playtime on Monday mornings.
Children who have stayed green all over the half term will receive a ‘Consistently Good to Be Green’ certificate at the end of term behaviour assembly.
Children who have not received a red card during the half term, will take part in a rewards day on the last day of each half term.
Our Approach to Unacceptable Behaviour
Every child has 3 cards behind their name which are used alongside positive reinforcement of the ‘Good to Be Green Code’.
1. Green card
The majority of children will have a green card displayed by their name. This is because they have been following the code consistently.
2. Yellow card
Occasionally children will need a reminder of behaviour expectations in school. If a child needs reminding 3 times of our expectation they will be told to change their card to yellow.
3. Red card
If a child continues not to follow the code, they will be requested to change their card to red. There will be rare occasions where a child’s behaviour will take them straight to red e.g. physical fighting and verbal abuse. Once a child has received a red card they will miss a break. The red card is recorded and parents will be informed by receiving a red letter. If a child received 3 red cards during one half term, parents will be asked to attend a meeting with the class teacher and head teacher.
If a child receives three yellow cards in the same week a red card will be issued on the third occasion.
Unacceptable behaviour and sanctions
Stage 1: non-verbal warning (a glance, a light touch on the shoulder)
Stage 2: verbal warning
Stage 3: Yellow card
Stage 4: Red card: miss a break, name recorded on behaviour file.
Stage 5: Remain on Red card: Visit the Head Teacher or Deputy Headteacher.
Unacceptable behaviour / Step and SanctionBeing rude or unkind to another child. / Warning – move up the steps of sanctions.
Racist comment made to another child or adult. / Red card – Sent to Head Teacher
Low level use of inappropriate language to another child or adult. / Yellow card – asked to apologise.
Failure to follow an instruction set by an adult. / Warning – move up the steps of sanctions.
Low level disruption e.g. talking inappropriately, fidgeting, roaming, shouting out, etc. / Warning – move up the steps of sanctions.
Walking away from an adult when being spoken to. / Warning – move up the steps of sanctions.
Damage to property, vandalism or theft. / Red card – red letter sent home to parent. Miss a break.
Use of extremely bad language directed at another child or adult. / Red card – red letter sent home to parent. Miss a break.
Fighting. / Red card – red letter sent home to parent, sent to Head Teacher or Deputy Head Teacher. Miss a break.
Deliberate spitting towards another child. / Red card – red letter sent home to parent. Miss a break.
High level unwanted physical contact e.g. punching, slapping, stamping, kicking another, etc. / Red card – red letter sent home to parent, sent to Head Teacher or Deputy Head Teacher. Miss a break.
Children who consistently misbehave and interfere with teaching and learning of others:-
Parents are informed.
A behaviour contract will be put in place, following discussion with parents.
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.
The role of the class teacher:-
It is the role of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.
The class teachers and teaching assistants in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.
The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.
If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the Headteacher.
The class teacher reports to parents about the progress of each child in their class, in line with the whole school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.
The role of the Headteacher
The Headteacher liaises with external agencies, as necessary, to support and guide the progress of each child. The headteacher may, for example, discuss the needs of a child with the education social worker, Young Minds or LA behaviour support service.
It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.
The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
The Headteacher keeps records of all reported serious incidents of misbehaviour.
The Headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of behaviour. For repeated or very serious acts of anti-social behaviour or injuries to other children/staff, the Headteacher may permanently exclude a child. Both these actions are only taken after the Chair of Governors has been notified.
The role of parents
The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.
We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home-school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.
If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Headteacher and/or the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
The role of Governors
The Governing Body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The Governors support the Headteacher in carrying out these guidelines.
Fixed Term and permanent exclusions
Only the Headteacher has the power to exclude a pupil from school. The Headteacher may exclude for one or more fixed periods, for up to 15 days per term or 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into permanent exclusion, if the circumstances warrant this.
A lunchtime exclusion is equivalent to ½ a day.
If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the Governing Body. The school informs the parents how to make any such appeal:
The Headteacher informs the LA and the Governing Body about:-
*Any permanent exclusion totalling 6 or more days in a term.
*Any fixed term exclusions of five days or less.
*Lunchtime exclusions – more than 10.
The Governing Body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.
The Governing Body has a discipline committee, which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the Governors.
When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LA, and consider whether the pupils should be reinstated.
If the Governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.
Monitoring
The Headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the Governing Body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The Headteacher records those incidents where a child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incidents in the Incident Log that is kept with Mrs Jacques.
The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded which is collected by termly electronic transfer.
It is the responsibility of the Governing Body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.
Review
The Governing Body review this policy every two years. The Governors may, however, review the policy earlier that this, if the government introduces new regulations, or if the Governing Body receives recommendations on how the policy might be improved.
Signed:
Date:-
Review Date:- November 2015