Aims and expectations
- We expect every member of the school community to behave in a considerate way towards others.
- We treat all children fairly and apply this behaviour policy in a consistent way.
Respect – Our school rules are based upon Respect
- Respect yourself
- Respect others
- Respect property
Teaching & Learning
- We believe that learning how to behave is a process and as such is taught throughout school and tailored to support individual journeys.
- All new staff receive training from SLT in behaviour management.
- Behaviour management and policy is reviewed as a whole school at the start of each academic year during INSET.
- Behaviour is monitored in lesson observations and may be addressed through teachers planning.
- We teach good behavior through ‘Respect’. Each Class will have targets linked to an element of ‘Respect’.
- Good behaviour is taught explicitly.
- Foundation Stage use Dinosaur School to support work in class.
Promoting Positive Behaviour
- Positive behaviour is consistently reinforced and staff model appropriate behaviour.
- We provide an appropriately structured curriculum, through planning for the needs of individual pupils through differentiation.
- We encourage children to participate in setting targets for behaviour.
- All staff aim to praise at a ratio of 5:1.
- We actively seek children ‘doing the right thing’
- We believe good behaviour is necessary for effective teaching and learning to take place
- Anti-social behaviour is unacceptable.
- Children are expected, through their behaviour and manner, to be good representatives of themselves and the school.
- Our reward system celebrates achievement and endeavour throughout the school.
- Children are given choices to take responsibility for their own actions.
- Reward charts are displayed in all classrooms and explained to children.
- Team stars are recorded on SIMS.
- Awards are presented in assembly.
|Whole school Rewards||Team stars + Certificates||For good work / behaviour|
|Golden Book||Good behaviour / attitude to work / manners|
|Class of the Week||Good behaviour|
|Team of the ½ Term Reward||Most Team stars|
|Class Rewards||Stickers||Work / behaviour|
|Marbles / raffle tickets||Whole class work /behaviour|
|Table of the week||Listening, tidying, working|
|Class Dojo||Individual/ class rewards|
+’ve points (monitored weekly)
10 = Team Star Certificate in assembly
100 = Bronze badge awarded in assembly & letter home in the post
200 = Silver badge awarded in assembly & letter home in the post
300 = Gold badge awarded in assembly & letter home in the post
- Our sanctions are based on the principle that all children are in school to learn.
- For pupils who choose to disregard the rules of the school and interrupt their learning or that of others, a series of consequences are in place.
- We follow a structured system when dealing with unacceptable behaviour.
|Reminded of class code of conduct.|
Work on own for 5 minutes in class.
Work in link classroom. – 15min + work
SLT involved & Headteacher notified
Missed playtime/ work in link classroom/ parents contacted,
or a combination
Records of ‘warnings’ are logged by class teachers, kept in class and reviewed weekly by the Headteacher.
-‘ve points (monitored weekly)
10 – internal – meeting with SLT, letter sent home & internal report card managed by class teacher & monitored by SLT
20 – Letter home (unfortunately… since last letter…may lead to exclusions) invite parents / carers in for a meeting, set targets etc & place on report
Followed by review & report cycle
Headteacher may exclude at any point in this cycle.
- Staff will use a link classroom based upon the needs of the pupils – this may therefore be different classrooms for different pupils.
- Rewards and sanctions charts are displayed in all classrooms, explained to children and used as visual reminders.
- We do 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.
- A record is kept of all incidents of bullying on SIMS.
- We do not tolerate any racist, homophobic, biphobic or transphobic language. All incidents should be reported and recorded on SIMS.
Care and Control – Physical intervention techniques
- 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 or Restrain Pupils.
- Staff only intervene physically and restrain children to prevent injury to themselves or others, or if good conduct is threatened. Staff are Team Teach trained in behaviour de-escalation techniques and physical intervention.
- Members of staff may restrain children only if other sanctions are ineffective.
- Parents are informed and records are kept by the school for each occasion physical restraint is used.
- Additional support is available through the school’s SEN system for pupils with social, emotional and behavioural needs.
- Children who have dedicated TA support through a statement of additional need, receive dedicated time to develop emotionally and socially through a specific intervention program.
- As a staff we identify pupils in our school who may benefit from talking through emotional or behavioural issues in small groups or 1:1.
- Tree House (Th.Inc Room) Y3+
- Forest School YR-2
- Wild Crew
- Scrummy Crew
- Messy Crew
- Art Therapy
- 1:1 timetabled support
- Exclusions are used as a last resort after all other strategies have failed, or in response to serious incidents involving a pupil or pupils.
- Only the Headteacher (or the 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 exclude a pupil permanently.
- The Headteacher may convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
- The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.
- 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.
If behaviour is challenging and persistently disruptive, school may involve the support of outside agencies through the Pastoral Lead, SENCO or SLT.
- We work collaboratively with parents, sharing this policy through the school website and Headteacher presentations, so children receive consistent messages about how to behave at home and at school.
- We expect parents to support their child’s learning and behaviour 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 if we have concerns about their child’s welfare or behaviour.
- If parents have any concern about behaviour, they should initially contact the class teacher.
- The school may confiscate items which are deemed inappropriate for school. Items may be returned at the end of the school day, or returned to the child’s carer as appropriate.
- Class teachers inform parents of any concerns over poor behaviour.
- SLT hand out certificates in weekly reward assemblies.
- Parents receive ‘Bronze / Silver / Gold’ award letters through the post.
- SLT issue warning letters to parents and manage ‘Internal Reports’ when a pupil reaches 10 warnings.
- Parents will be notified if their child is at risk of further sanctions including exclusion.
The role of Governors
The governing body has the responsibility of supporting our guidelines on standards of discipline and behaviour, and of reviewing their effectiveness.
- The governors support the Headteacher in carrying out these guidelines.
- The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy.
- Behaviour is monitored daily by class teachers, rewards and sanctions are entered onto SIMS.
- Behaviour and attitudes are monitored and tracked each half-term, targets are set for each pupil through Assertive Mentoring and discussed with their class teacher on a 1:1 basis.
- Behaviour is monitored weekly by the Pastoral Lead & SLT, discussed each half-term at Pupil Progress Meetings and any interventions planned.
- This information also feeds into ‘Pupil Trawls’.
The SLT monitor the effectiveness of this policy and review it with staff at the start of each term.
The policy will be reviewed every two years, or in light of new regulations, or if the governing body or SLT receive recommendations on how the policy might be improved.
Signed ____________________ Headteacher
Signed ____________________ On behalf of the Governing Body