Behaviour and Discipline Policy

Behaviour and Discipline Policy

 

Rationale

It is a primary aim of our school that every member of the school community feels valued and respected and that every person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. This policy is designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everybody feels happy, safe and secure.  The policy promotes good relationships so that everyone can work together with the common purpose of developing learning.

 

Aims and Expectations

The school expects everyone in its community to behave in a considerate way towards each other.

 

Children are treated fairly and this behaviour policy is applied in a consistent way

 

Children are encouraged in a safe and secure environment and to become positive, responsible and increasingly independent members of the school community.

 

The policy is designed to promote good behaviour rather than merely deter anti-social behaviour.

 

School Rules

Class teachers discuss school rules with each class continuously throughout the year. In addition, each class displays the agreed class code, which is the same throughout the school. In this way every child knows the expected standards of behaviour. Class teachers use “Circle Time” to discuss school rules and positive behaviour.

The school rules are:

  • Treat everyone in the way you would wish them to treat you
  • Be Polite. Remember to say “Please”, “Thank you” and “Excuse me.”
  • Be a good friend.
  • Look after our school and everything in it.
  • Say kind words to others.
  • Be proud of yourself and our school.
  • Set a good example.
  • Be helpful and hard working.
  • Enjoy your school day and be happy.

 

 

Good to be Green

If a child is breaking the school rules or classroom rules then they should be issued with a verbal warning as a signal that they are not behaving in an appropriate manner. If they continue to break both class or school rules they should then be physically given the yellow card or it should be shown on the classroom display so that it is a reminder that they are on a warning. It will depend where the child is when they are given the card. If it is out of their own classroom they will be given a piece of yellow card which they will take with them when they return to their own classroom and then the display will be changed accordingly.

 

There will need to be communication between the class teachers, support staff and lunch time supervisors when a yellow card is given. The systems will not work if there is no communication and continuity.

 

The children will be given one verbal warning then a yellow warning card. If a second one is given during the same day it is changed to red.

 

Some incidents will result automatically in a red card. It will be the judgement of the member of staff issuing the card as to which colour it is.

 

Appendix 1 explains the Good to Be Green system

 

Sharing Success

At Lord Blyton Primary School every opportunity to share success is made within the school community. A positive approach is employed when dealing with behaviour. We have a celebration assembly every Friday in school.

 

Rewards and Sanctions

It is important that teachers’ praise and reward good behaviour to reinforce what is expected of children. It is important that we use incentive systems constantly and consistently to achieve this. Children are rewarded and praised in a number of different ways:

 

·         Positive written comments in books, with shared future targets.

·         Teachers verbally congratulate children.

·         Teachers give sticker.

·         Have point systems in the classrooms. Children are rewarded for house points. 20 house points the children get a dip in the box, 50 house points attend a special event.

·         Children in Key Stage 2 are given roles of responsibility in school as monitors.

·         The school promotes positive behaviour through the Pupil Council.

·         Pupils act as mentors to support others during play sessions.

 

The school acknowledges all the efforts of the children both in and out of school. Reports are written for the children at the end of each year and a copy is kept in school. Parental Consultation Meetings are held each term along with SENCO Consultations for those children on the SEN register.

 

The school does employ a number of sanctions to enforce the school rules, and to ensure we create a safe and positive environment for the children. Where ever possible children are kept in the classroom to promote inclusion. Each sanction is employed appropriately to each individual situation.

 

·         Rules and expectations are agreed with the pupils at the beginning of each term.

·         Pupils make choices

·         We expect children to listen carefully to instructions in lessons. It they do not they are asked to move to a place nearer the teacher or to sit on their own.

·         We expect the children to try their best in all activities, if they do not they maybe asked to redo a task or stay in during their own time to finish it off.

·         If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly they may be moved within the class until he or she calms down, they maybe isolated within the class until he or she is in a position to work sensibly with others again.

·         The safety of children is paramount in all situations, if a child’s behaviour endangers the safety of others, the class activity will be stopped and the situation will be dealt with appropriately.

·         If a child threatens, hurts of bullies another pupil, the class teacher may record the incident and report the child to the Headteacher. If a child is repeatedly acting in this way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the child’s behaviour.

·         The school does not tolerate bullying of any kind amongst the school community. If an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. We do everything in our power to ensure that the school community is free from fear.

 

In some individual cases, certain aspects of behaviour need to be targeted for improvement. Together with the SEN Co-ordinator and the parents, the Headteacher and class teacher will manage a behaviour programme to bring about the desired change in a child. In such cases it is the behaviour of the child that is identified for change and not the individual child.

 

If a child’s behaviour continues to be a cause for concern the school will involve outside agencies such as the school nurse, education psychologist or children and young peoples services.

 

 

Acceptable Behaviour

We use a whole school approach to behaviour that is integrated into all aspects of school life. E.g. the curriculum, PSHE, lunchtimes, breakfast club, extra curriculum clubs and visits.

 

Unacceptable  Behaviour

The school acknowledges the impact that negative behaviour can have on both a perpetrator and a victim. The school has identified the following signs and potential impact that the different categories can have upon an individual.

 

  • Emotional Impact-Loss of confidence, self esteem, feelings such as guilt (It’s my fault), Shame (of being disliked), loss of identity (name calling), hopelessness (helplessness), displaced emotions (tempers, irritation, misunderstood), Trapped.
  • Physical Impact-bruising or other harmful signs, fear or timidity, flinching, etc.
  • Mental-low achievement, inability to concentrated.

 

The school employs a number of sanctions to enforce the school rules and to ensure a safe and positive learning environment. Sanctions are applied appropriately to individual situations. General guidelines are listed in the table below.

 

Pupil Focus

Sanctions

Listening carefully to instructions in lessons.

Pupil sits near the teacher or in a place on own.

Untidy presentation

Redo work at playtime.

Unfinished work

Redo at playtime and/or take home as catch up. Inform parents/carers

General disruption in class e.g. Throwing resources, distracting others.

Explain why the behaviour is unacceptable. Remove resources from child. Child to sit alone near the teacher.

Dangerous behaviour or harm others

Inform Headteacher or Senior Manager r who will contact parents. In severe cases exclusion will be used. Perpetrator to apologise to victim. Withdrawal from play sessions for a fixed period and a removal of privileges

Bad language and name calling

Explain why behaviour is unacceptable. Pupil apologises. Parents informed the day incident occurs.

Bullying

Investigation into triggers and causes of bullying. Perpetrators parents are informed. Withdrawal of play sessions or privileges. In severe cases the perpetrator will be excluded from lunchtime periods or for a fixed term.

Pushing and shoving whilst lining up

Pupil walks in front with the teacher. Pupil is escorted to cloakroom and supervised for fixed period or collects coat with a monitor.

Rudeness and cheekiness

Explain why the behaviour is unacceptable. Child apologises. Teacher informs parents. Repeated rudeness loss of play sessions.

Refusal to comply with adult requests and instructions

Explain the child has 2 choices

  1. Compliance
  2.  Withdrawal of playtime or other privileges.

Parents informed.

Running in the corridors/ running in the hall

Teacher to lead class into dinner hall. Most disruptive pupils to line up next to teacher.

Entering/exiting school at the start of morning sessions, playtimes and the end of the day.

Pupils line up when they hear the bell. Pupils walk into lines and wait quietly. Teacher collects pupils from the yard and lead class into school. Teacher delivers class into yard.

 

Use of Force

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: the use of force to control and restrain pupils. Teachers and people in our school community do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child or if a child is in danger of hurting himself. The actions that we would take are in line with government guidelines on the restraint of children.

 

Role of the Headteacher

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 the children in the school.

 

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour and 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 suspensions to individual children for serious acts of misbehaviour.  For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a child. Both these actions are only taken after the designated governors have been notified.(see exclusions policy)

 

 

Role of the Class Teacher

The class teacher discusses the school rules with each class.  In addition to the school rules each class has its own class rules, which are agreed with the children and displayed on the wall of the classroom.  In this way every child in the school knows the standard of behaviour that we expect in our school. If there is an incident of anti-social behaviour the class teacher discusses it with the whole class during circle time and the Headteacher addresses the school in assemblies when it is necessary.

 

It is the responsibility of the class teacher to ensure that the class rules are enforced in class, and that pupils behave in a responsible manner during lesson time.

 

Class teachers at Lord Blyton School have high expectations of the children in terms of behaviour, and they strive to ensure that all the children work to the best of their ability.

 

The teacher treats all children in their class with respect and understanding.

 

The class teacher deals with classroom incidents in the normal manner.  If a child repeatedly misbehaves in class the class teacher will keep a behaviour record and inform the parents.  If misbehaviour continues, the class teacher seeks help and advice from the Key Stage Manager or Headteacher.

 

The class teacher reports to parents about the progress of each child in their class, in-line with whole school policy. The Headteacher may also contact a parent if there are concerns about the behaviour of a child.

 

Home/School record books are kept in the reception class.  Parents and carers can communicate with the school using these books.

 

Teachers us the ‘Good to be Green’ charts in class to visually remind pupils about their behaviour.  Children are given a yellow card for unacceptable behaviour this card is then changed for a red card if their behaviour does not improve.  Children as a consequence then lose some of their freeplay/lunchtime.

 

Role of the Pupils

The school works hard to promote self-discipline amongst the pupils. Pupils are taught the skills that they require to do this through circle time and social, emotional and behavioural lessons.

 

Role of the Parents

School staff work collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

The school rules are explained in the prospectus to ensure parental support and understanding of expectations.

Parents are encouraged 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 school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

 

Exclusions

Only the Headteacher (or acting Headteacher) has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a child permanently. It is also possible for the Headteacher to convert a fixed term exclusion into a permanent exclusion of the circumstances warrant this.

 

If the Headteacher excludes a pupil, the parents must be informed immediately, giving a reason for the exclusion. At the same time the Headteacher makes it clear to the parent that they can, if they wish, appeal against the decision to the Governing Body. The school informs the parent how to make such an appeal.

 

The Headteacher informs the LEA and the governing body about any permanent exclusion, and about any fixed term exclusions beyond 5 days in any one term.

 

The governing body has a Discipline Committee, which is made up of between 3 and 5 members. This committee considers any exclusion appeals on behalf of the governors.

 

When an Appeal Committee meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation made by the parents and the LEA, and consider whether the pupils should be reinstated.

 

If the governors appeal panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.

 

Implementation

This policy has been shared with all adults working in school. There are many opportunities to promote the policy, including assemblies and collective worship, PSHE, circle time and as and when the need arises during the school day. All members of staff are expected to adhere to the policy and intervene when there is an incident.

 

Monitoring

The senior management team and Headteacher monitor the effectiveness of this policy on a regular basis.

 

Evaluations

The Senior Management team and governors use the evaluations to review and update the policy annually. If the government introduces new regulations the policy will be updated in light of these.

 

 

 

Appendix 1

Lord Blyton Primary School

 

Good to Be Green Behaviour Guidelines

 

These guidelines are for the use of the Good to be Green behaviour system in school.

It is a whole school system that needs to be used and applied by all for it to be effective.

 

If a child is breaking the school rules or classroom rules then they should be issued with a verbal warning  as a signal that they are not behaving in an appropriate manner. If they continue to break both class or school rules they should then be physically given the yellow card or it should be shown on the classroom display so that it is a reminder that they are on a warning. It will depend where the child is when they are given the card. If it is out of their own classroom they will be given a piece of yellow card which they will take with them when they return to their own classroom and then the display will be changed accordingly.

 

There will need to be communication between the class teachers, support staff and lunch time supervisors when a yellow card is given. The systems will not work if there is no communication and continuity.

 

The children will be given one verbal warning then a yellow warning card. If a second one is given during the same day it is changed to red.

 

Some incidents will result automatically in a red card. It will be the judgement of the member of staff issuing the card as to which colour it is.

 

The Good to be Green posters, school rules and actions taken will be displayed around the school to remind children how the system operates.

 

If a red card is issued the Headteacher will be informed and the pupil will miss at least 15 minutes of their time. Eg. Lunchtimes or playtime. During this time they will report to the office and be given a reflective task to complete about the behaviour that has instigated the red card.

 

If a red card is issued the parents will be informed either by the class teacher at the end of the day or by the Headteacher.

 

Records of incidents will be logged in the behaviour log books. These will be in each classroom, the Headteacher’s office and the lunchtime supervisors will have access to one stored in the general office and one stored in the dining hall. It is a corporate responsibility to ensure our children know what is expected of them at all times.

 

The school rules are displayed in various locations around the school and each classroom. If a teacher has their own set of classroom rules produced with the children please make sure they are displayed so the children can see them.

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