Behaviour & Discipline Policy

INTRODUCTION

The Behaviour and Discipline policy operates in conjunction with the following policies:

  • Anti-bullying policy
  • E-safety Policy
  • Exclusion Policy
  • Special Educational Needs (SEN)
  • Equal Opportunities Policy
  • Attendance Policy
  • Safeguarding and Child Protection Policy
  • Disability Discrimination Scheme.

This policy pays due regard to the Equality Act 2010 – including aspects of safeguarding and SEND. It relates directly to British Values and ourCode of Conduct which applies to all members of our school community.

AIMS

Our Mission Statement of ‘In God’s love we learn and succeed together’ is the basis of everything that we do. It encompasses the Gospel values of love, forgiveness, trust, care and consideration. We are guided by the example of Jesus Christ and know that God is always with us. We recognise the need for behaviour which enables each of us to reach our potential both within personal relationship and development and learning.

We endeavour to build relationships founded upon mutual trust, care and respect with all members of the school community. We want all members of our community to be proud of belonging to our special school family and that children feel safe at school.

We want to develop strong relationships with our neighbours in the local parish and community and uphold the reputation of the school.

At St Basil’s Catholic Primary School we seek to promote positive behaviour based on mutual respect between all members of the school community, the ethos of the school and the planning of the broad curriculum, promote attitudes. Thus ensuring that there is a consistent approach to behaviour management across school.

PRINCIPLES

  • Every child has the right to learn but no child has the right to disrupt the learning of others.
  • Everyone has a right to be listened to, to be valued, to feel and be safe. Everyone must be protected from disruption or abuse.
  • The fundamental approach is a positive one, drawing attention to, rewarding good behaviour and mutual respect.
  • Whole school approach to discipline with a clearly defined code of conduct.
  • It is expected that all adults (staff and volunteers) will set excellent examples to the children in all their work.
  • We will seek to give every child a sense pf personal responsibility for his/her own actions.
  • Effective communication systems.
  • Where there are significant concerns over a pupil’s behaviour we will share the strategies we use with parents; working on an active partnership to promote good behaviour.
  • Early support for developing problems.
  • Strategies may be recorded in an Individual Behaviour Action plan or where there is a high level of concern, a Behaviour Contract.
  • Bad language is considered to be unacceptable behaviour
  • We will seek advice and support from appropriate outside agencies.
  • Staff will keep abreast of current issues and initiatives.
  • As the staff of the school we will constantly seek to inform ourselves of good practice and strategies to further improve behaviour and attitudes.
  • Whole school approach but with due regard for individual circumstances
  • Opportunities for responsibility and recognition for personal development.
  1. A CONSISTENT APPROACH TO BEHAVIOUR MANAGEMENT
  2. For a positive behaviour system to be successful there needs to be consistency in the approach. This policy sets out that approach and all staff are expected to uphold the principles within. We believe in the importance of ‘negotiating’ i.e. offering choices to the child. This helps to encourage mutual respect and foster self –responsibility in the child; they are encouraged to choose from restricted choices so they do not feel that they have lost control over their actions.
  3. The phrase’certainty not severity’ should also be considered when dealing with behaviour.
  4. Our Golden Rules are shared with the children at the beginning of the school year and in PHSE sessions.

OUR GOLDEN RULES

The rule / What this means based on children’s ideas
We are gentle /
  • Be Friendly to everyone
  • Play games that are always safe, fun and fair
  • We watch what we say and use kind and positive words

We are honest /
  • Own up when you do something wrong
  • Always tell the truth first
  • Be honest

We listen /
  • Look at the teacher or child when they are speaking
  • Wait and take turns to talk

We work hard /
  • Get on with your work and produce acceptable amount of work
  • Work quietly so that everyone can concentrate properly
  • Make sensible choices when choosing where to sit and work

We are kind and helpful /
  • Be a friend to everyone
  • Welcome people who are visitors (new) to our school
  • Always say “please2 and “thank-you”

We look after property /
  • Use equipment properly and put things back where they belong
  • Keep the school safe and tidy up after ourselves

Your behaviour makes a difference to everyone’s learning so that everyone can love, learn & succeed together

  1. STRONG SCHOOL LEADERSHIP

St Basil’s Governing Body is committed to supporting high standards of behaviour. The children will be able to voice their opinions about behaviour in class / school council. The headteacher will have a high profile amongst the children and develop positive relationships which will enable a more personal approach to dealing with unacceptable behaviour. The headteacher will support all staff in maintaining good discipline and will keep staff, parents and governors up to date with Dfe and local guidance relating to behaviour in school. Unacceptable behaviour will be delay with promptly and effectively to ensure that learning is not disrupted and that children’s and staff’s emotional wellbeing is not compromised. Our approach to behaviour will have due regard to the Equality Act, Special Educational Needs and safeguarding procedures.

  1. CLASSROOM MANAGEMENT

Classroom management is key to promoting good behaviour and relationships. At St Basil’s we expect all classrooms to have:

  • A positive tone
  • Clear display of Golden Rules which have been agreed by the teacher and the class.
  • Traffic lights on display which will be‘re-set’ on a daily basis.
  • Clear expectations about work and work that is set at an appropriate level for the child
  • A visual timetable so children know what is planned for the day.
  • An attractive, tidy, well-cared for environment.
  • A well-planned environment so that children can move easily, can find resources, property respected etc.
  • As soon as it occurs, reward positive behaviour with attention and praise. ‘Catch them being good’.
  • Where possible, identify when behaviour problems are likely to arise and try to divert to modify the pupils’ behaviour before discipline is needed.
  • Avoid the use of sanctions when support strategies will suffice.
  • A time out area for children to ‘cool down’. In classroom and by arrangement with colleague.
  • Class lists and details of pupils (with due regard to information sharing principles) who are being supported with their behaviour available for cover/supply teachers so that consistency can be maintained.
  • Strategic seating arrangements for children when working on the carpet or at a table.
  1. REWARDS AND SANCTIONS

4.1 Rewardsare used to support class and team working as well as providing ideal means of rewarding notably good behaviour. Within the schools positive learning environment at St Basil’s children should expect to receive regular praise from all they come into contact with. Class teachers are encouraged to explore, explain and share Golden Rules and seek opportunities for children to love and succeed on a daily basis with their new classes and use a range of personally favoured strategies as incentives for the pupils to behave well. Such strategies include:

  • Opportunities for responsibility in class and across school.
  • Awards Newsletter
  • Positive written feedback - “Tickled Pink”
  • Verbal praise and encouragement
  • Non-verbal praise – e.g. thumbs up
  • Stickers
  • Sending children to another teacher or headteacher to share their work / good behaviour
  • Displaying pupils’ work and achievements
  • Whole school rewards include:-
  • Certificates to celebrate children’s success (for behaviour and academic achievement)
  • ‘Star of the Week’ Certificates, Golden Certificate (playground and lunchtime)
  • ‘Golden Time’

4.2 Sanctions. When a pupil’s behaviour falls below and acceptable standard, a range of sanctions will be enforced. Through working closely and openly with pupils and their families, it is our aim at St Basils, to resolve behavioural issues at the earliest possible stage. Behavioural concerns are logged by class teachers and monitored regularly by the SLT.

The purpose of a sanction is:

  • To ensure that children understand when their behaviour has been unacceptable
  • To show that action has been taken where another child, or children, has been hurt or upset as the result of another child’s behaviour

Whatever the sanction issued the behaviour will be discussed with the child so that they understand why the behaviour is acceptable. Staff are discouraged from punishing the whole group unless this is unavoidable or appropriate.

Behaviour Log

When a yellow card is given, the behaviour log should be filled in, giving details of incident for which card has been given, which member of staff has been given the card and what the consequence is, i.e. missed 5 minutes play time.

When a red card is given, again details of the incident should be recorded in the log, who gave the card and the consequence and sanction. When a red card is given, parents should be informed that day and told what the sanction is.

Parents need to be notified if more than 4 yellow cards have been given in one half term, as this indicates an issue with behaviour.

It is essential that the sanction be proportional to the behaviour. The table below sets out the range of sanctions we have to deal with unacceptable behaviours:

Low Level Behaviour
Parents may be notified if persistent / Serious Behaviour (Red Card)
Parents will always be notified
For example: swearing, deliberately hurting another child, wilfully breaking/damaging property, fighting
Verbal warning / Behaviour incident form will be completed – Appendix 4
Moving down the traffic lights / Refer to senior member of staff
Time out (may be self-elected) / Time out in Learning Zone
Partial loss of playtime or lunchtime or walking with an adult during these times / Internal exclusion – this is usually the SLT
Discussion with family / Exclusion

4.3Continual Behaviour Issues

The SENCo, SLT and Headteacher will assist with any persistent challenging behaviour in any context. An assessment of the child’s needs is undertaken and a meeting with school staff and parents is initiated. At this meeting the following will be discussed:

Action / Purpose / Possible Strategies
Placing the child on the SEN register.
Creating an individual behaviour support plan. / Focus on strategies which may provide a change in the child’s behaviour. / Time out (either in class or out) this must ba a safe space agreed with the child when developing their IBSP can include earning ‘point’ towards a negotiated reward.
Learning Mentor Support.
Referral to behaviour support / This could include other outside agencies or offering families support from our Family Liaison Officer. / Provide additional strategies and support to school and family beyond our expertise.
Implementing a more focused monitoring process / Records must be kept to gather a picture of the behaviour, including when things are going right. / Lunch/playtime book, log aggressive incidents

4.4Further Sanctions

Where a child’s behaviour causes significant concern and the range of strategies above have failed the Headteacher may impose further sanctions

  • Ask parents to
  • Pastoral support plan written
  1. BEHAVIOUR STRATEGIES AND TEACHING OF GOOD BEHAVIOUR (INCLUDING ANTI-BULLYING)

5.1Strategies are put in place to tackle low level distraction in class which are matched to the child’s particular circumstances. These are usually short-term, positive strategies which take into account the child’s point of view. Through our PHSE curriculum and assemblies children have the opportunity to discuss issues and voice concerns. Stories, images and songs are shared which children are encouraged to reflect upon.

5.2The school believes that nobody has the right to hurt other people by hitting or kicking them, calling names, spreading rumours about them or by doing anything else which is intended to be upsetting. All children have a right to learn in a supportive, caring and safe environment without fear of being bullied. The school has a clear policy on the promotion of positive behaviour. Bullying is wrong and it will not be tolerated at St Basil’s Catholic Primary School.

5.3To support this principle, all children are told regularly, through class PHSE and R.E. lessons and assemblies, that bullying may be verbal, physical or through the use of technology and will not be tolerated by the school in any for whatsoever. They are made aware that any repetitions or patterns of unkind behaviour will be treated as bullying and significantly, that speaking out is essential. Children are taught that being safe is the most important thing and that every child has the right to feel safe in our school. See also: Preventing and tackling bullying. Advice for headteachers, staff and governing bodies July 2013

5.4We adopt a supportive, pragmatic problem solving approach to enable children to behave In a more acceptable way. School does not always believe that sanctions are helpful. Although where there is indisputable evidence that bullying has taken place, sanctions will be agreed alongside the strategy. Parents will always be notified and involved. (see Appendix 2) – School advocates a Support Group approach to bullying.

5.5 Playtimes

  • Behaviour during break times is monitored by all staff on duty.
  • Lunchtime (Also refer to Guidelines for Midday Assistants)
  • Lunch times are the immediate responsibility of the midday supervisors.
  • The playground is zoned
  • We aim to reduce playground problems by ensuring staff are trained in playground games and positive behavioural management.
  • Pupils have access to school based approaches such as stickers, the Friendship Stops.
  • At lunchtimes the MDA’s report major problems to the MDA Supervisor who, in turn may choose to report to the SLT.
  • Minor incidents are reported directly to the class teacher by the MDA Supervisors.

6STAFF DEVELOPMENT AND SUPPORT

6.1Development

  • Part of the process of annually reviewing this policy involves all staff being reminded about practice and principles of promoting good behaviour whilst being able to contribute ideas to improving practice.
  • The headteacher will ensure that staff are kept up to date with Dfe publications and guidance.
  • The school will provide training for staff around the specific needs of pupils with continual behaviour problems. This will form part of our ‘package’ for support and intervention for that child usually organised by our SENCo.

6.2Support

  • It is the Governors and Headteacher’s responsibility to support staff, particularly when there is a child with challenging behaviour in their class. This can be done through offering advice, ensuring support with sanctions and paying due regard to staff health and wellbeing.
  • Where a member of staff has been accused of misconduct pending an investigation, employers should not automatically suspend that member of staff. The governing body should instruct the headteacher to draw on the advice in the Dfe ‘Dealing with Allegations of Abuse against Teachers and Other Staff’guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers.

7PUPIL SUPPORT SYSTEMS

7.1At St Basil’s we understand how a child behaves can be a sign of an underlying issue. Staff are trained to look out for changes in behaviour which could include:

  • A child who is withdrawn and unable to make friends
  • A child who is unable to concentrate on classwork
  • A child who may become disruptive and / or aggressive in class

7.2In such cases any emotional / behavioural difficulties should be determined. Pupils will be given the opportunity to express their thoughts and feelings with a chosen adult either individually or within a nurture group. We may also take the decision to refer to an outside agency for additional emotional support.

8LIAISON WITH PARENTS AND OTHER AGENCIES

8.1Working with parents is an important part of supporting children with their behaviour. At St Basil’s we make sure that parents are informed of incidents involving their child, especially where this behaviour has been of a serious or of a continuous low-level nature.

8.2Parents are actively encouraged to be involved in their childrens’ education at all times. They have a major influence on the development of their child’s personality and behaviour. The school acknowledges the importance of home school partnerships. This is strongly promoted through the schools’ home school agreement (Appendix 6, please note this will be reviewed annually) whereby parents are encouraged to sign to show a commitment to the ethos and work of the school.

8.3We have a number of agencies which are available to support children and families with behaviour either at home, at school or both.

8.4Additional support, where appropriate, may be given by the Family Support Worker through the Early Intervention Team.

8.5Our Family Liaison Officer is available to discuss issues or concerns that parents / carers may have.

9MANAGING PUPIL TRANSITION

9.1Entering Reception

We work closely with our pre-school providers and gather information from conversations and observations. Where necessary we will add in extra visits to a child’s induction if we feel this will help establish relationships with staff and make the transition into school a positive start for the child and parents.

9.2Mid-year joiners

If pupils join St Basil’s mid-year the headteacher will meet with the child and parents and share our approach and expectations of behaviour. We ask parents to be honest about any behaviour or friendship issues their child may have experienced.