Behaviour and Discipline
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Behaviour and Discipline Policy
Aims and expectations
1.1 It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school’s behaviour policy is therefore 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 everyone feels happy, safe and secure. [See also documentation relating to Peacemakers and SEAL]
1.2 The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way and therefore all children to be fully included in school life.
1.3 The school expects every member of the school community to behave in a considerate way towards others.
1.4 We treat all children fairly and apply this behaviour policy in a consistent way.
1.5 This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
1.6 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
Rewards and punishments
We praise and reward children for good behaviour in a variety of ways:
Teachers congratulate children.
We distribute merit stickers to children, either for consistent good work, to acknowledge outstanding effort in any area of school life and to reward good behaviour and manners.
These are counted weekly on a Team basis and a Whole-Team ‘star’ is awarded weekly. Non-uniform days are awarded termly to the team with the most number of ‘stars’.
Each week one child from each class receives a certificate in the school Achievement Assembly. This is posted home to parents.
All classes take turns to share their best work at the weekly Achievement Assembly
Certificates are awarded on a half-termly basis to those children who achieve all greens on their Tracker [See paragraph 4.7]
2.2 The school also acknowledges all the efforts and achievements of children out of school by encouraging them to bring medals/certificates into the weekly Achievement Assembly to share with the rest of the school.
2.3 The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.
We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down, and is able to work sensibly again with others.
The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
If a child threatens, hurts or bullies another child, the class teacher deals with the incident and the child is punished. If a child repeatedly acts in a 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 behaviour of the child.
Any adult in school may place a child in the lunchtime ‘Consequence’ room either to finish work to a good standard, which should have been completed in class, or as a punishment for poor behaviour.
Persistent incidents will come to the Coheadteachers who will call in parents to support the school in working to eliminate poor behaviour.
2.4 The class teacher discusses the school rules with each class in September. These ‘Golden Rules’ have been arrived at by the children through their School Council representatives. In addition to the Golden Rules each class also has its own classroom code, which is agreed by 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 are incidents of anti-social behaviour, the class teacher discusses these with the whole class during circle time.
2.5 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. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. (See Anti-Bullying Policy.)
Teachers in our school 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 him/herself. The actions that we take are in line with current government guidelines [See DfE website] on the restraint of children. Appropriate Restraint training is provided for named staff in the case of particular pupils when the need arises. [See separate documentation]
The role of MSA’s and TA’s and other staff
Teaching assistants are expected to work with staff in the classroom situation supporting the class standards and rules.
Around school all adults are aware of the behaviour policy and support it, especially as regards rewarding pupils for good behaviour, manners, kindness etc. Merits can be awarded by all.
Meal time assistants work with the playground rules worked out by pupils and theGolden rules. If children consistently break the rules the Coheadteachers will be informed.
4 The role of the class teacher
4.1 It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner during lesson time.
4.2 The class teachers in our school have high expectations of the children with regard to 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 teachers treat all children in their classes with respect and understanding.
4.4 If a child misbehaves repeatedly in class 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 Coheadteachers.
4.5 The class teacher and/or the Coheadteachers will liaise with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service (See SEN Policy)
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.
4.7 The class teacher completes an Attitude and Behaviour Tracker for each child each half-term which is sent to parents and displayed in class.
5 The role of the Coheadteachers
5.1 It is the responsibility of the Coheadteachers, 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 head teacher to ensure the health, safety and welfare of all children in the school.
5.2 The Coheadteachers supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.
5.3 They keep records of all reported serious incidents of misbehaviour.
5.4 The Coheadteachers have 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, they may permanently exclude a child. These actions are taken only after the school governors have been notified.
6 The role of parents
6.1 The school collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school.
6.2 We explain the school rules in the school prospectus and on the home-school agreement and we expect parents to read them and support them.
6.3 We expect parents to support their child’s learning, and to cooperate 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.
6.4 If the school has to use reasonable sanctions to punish a child, we expect parents to support the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher, then the Coheadteachers. If the concern remains, they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
7 The role of governors
7.1 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 Coheadteachers in adhering to these guidelines.
7.2 The Coheadteachers have the day-to-day authority to implement the school’s policy on behaviour and discipline, but governors may give advice to them about particular disciplinary issues. They must take this into account when making decisions about matters of behaviour.
8 Fixed-term and permanent exclusions
8.1 We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance [published 2008] from the DfE Website.
8.2 Only the Coheadteachers (or the acting head teacher) has the power to exclude a child from school. They may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances they may exclude a child permanently. It is also possible for them to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
8.3 If the Coheadteachers exclude a child, they inform the parents immediately, giving reasons for the exclusion. At the same time, the Coheadteachers make 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.
8.4 The Coheadteachers inform the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
8.5 The governing body itself cannot either exclude a child or extend the exclusion period made by the head teacher.
8.6 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.
8.7 When an appeals panel meets to consider exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LEA, and consider whether the child should be reinstated.
If the governors’ appeals panel decides that a child should be reinstated, the Cohead teachers must comply with this ruling.
Drug- and alcohol-related incidents
9.1 It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a child will need medication during the school day the parent or guardian should notify the school in writing and ask permission for the medication to be brought. This should be taken directly to the school office for safekeeping accompanied by written permission and dosage. Any medication needed by a child while in school must be taken under the supervision of two teachers or other adult workers.
9.2 The school will take very seriously misuse of any substances such as glue, other solvents, or alcohol. The parents or guardians of any child involved will always be notified. Any child who deliberately brings substances into school for the purpose of misuse will be punished by a fixed-term exclusion. If the offence is repeated, the child will be permanently excluded, and the police and social services will be informed.
9.3 If any child is found to be suffering from the effects of alcohol or other substances, arrangements will be made for that child to be taken home.
9.4 It is forbidden for anyone, adult or child, to bring onto the school premises illegal drugs. Any child who is found to have brought to school any type of illegal substance will be punished by a temporary exclusion. The child will not be readmitted to the school until a parent or guardian of the child has visited the school and discussed the seriousness of the incident with the Coheadteachers.
9.5 If the offence is repeated the child will be permanently excluded.
9.6 If a child is found to have deliberately brought illegal substances into school, and is found to be distributing these to other pupils for money, the child will be permanently excluded from the school. The police and social services will also be informed.
10 Monitoring and review
10.1 The Coheadteachers monitor the effectiveness of this policy on a regular basis. They also report to the governing body on the effectiveness of the policy and, if necessary, make recommendations for further improvements.
10.2 The Coheadteachers keep a record of any child who is suspended for a fixed-term, or who is permanently excluded.
10.3 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. The governing body will pay particular attention to matters of racial equality; it will seeks to ensure that the school abides by the non-statutory guidance The Duty to Promote Race Equality: A Guide For Schools, and that no child is treated unfairly because of race or ethnic background.
10.4 The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.