Behaviour Policy

Previous :                   January 2012
Revised :                     February 2014

We aim for our school to be a happy, well-ordered place where all individuals are valued.  To this end, decisions concerning school rules and discipline need to be known and shared by everyone enabling all to flourish in a secure and safe environment.
Specifically, Behaviour Management should ensure that each child:

  • learns to value the dignity of every individual
  • is encouraged to work towards a level of self-discipline which is appropriate to their age
  • is helped to become a valued member of the school community
  • is taught social responsibility and the effects of their actions on themselves, other children, adults and property
  • is taught respect for other people’s beliefs and opinions
  • is taught about relationships and how to promote positive relationships
  • has good behaviour acknowledged- is entitled to be publicly praised and where possible privately admonished
  • understands the importance of reconciliation and forgiveness as expressed in the gospel.

Methods
All children should be involved in the making and keeping of school rules. These should stress positive action based upon gospel values.
Each class teacher is responsible for discussing their classroom code of conduct.  This will take place at the beginning of each academic year.  The class code will then be displayed in the classroom, as a witness to our aims and expectations.  Children who join the class through the year should be made aware of this code.
Codes of behaviour for other areas of the school have been devised with the children and should be referred to regularly. Pictorial or written reminders will be displayed in prominent positions.
It is very important that all members of staff follow codes consistently.  Likewise all members of staff need to be aware that they are role models and should be an example to the pupils. Their manners, reliability, timekeeping and relationships with others, all influence the children’s behaviour.  Staff must always be aware that all children need to be valued. Praise and appreciation of children’s efforts and contributions, is an essential part of this policy.
Reward Systems
We operate reward systems to praise and encourage pupils for good conduct, and actions, which show that they are responding to the school’s behaviour policy. A house system operates within class to motivate and reward pupils.  Team points are allocated to reward good behaviour or work.   Every week the team points are counted and the winning team receive a cup at the end of term.  Furthermore gold cards are issued for especially good effort.  In KS1 three gold cards, or in KS2 five gold cards, are rewarded with a small prize from the head. In addition to this, the whole school celebrates achievement at a weekly assembly.  Two pupils per class are named as “stars” and their achievements are identified publicly by staff.  Golden time is also used to promote good behaviour. Star of the Day is similar to the assembly stars of the week but is used in class on a daily basis.
Dealing with Behaviour Problems
When positive methods have not influenced appropriate behaviour, staff need to act consistently.  Sanctions for children who show disregard for school discipline will normally begin at class teacher level.  An apology will be expected within a reasonable time scale. The usual sanctions are listed below as informal. The headteacher or a senior teacher may become involved if class teachers feel that a situation is not improving or when a more serious incident has occurred.
Parents should be involved if children are persistently behaving in an inappropriate way. Staff should enlist their support and assistance to alleviate problems.
Graded Sanctions
Informal

  1. Request pupil to amend problem behaviour
  2. Move the pupil to a different place within the classroom
  3. Professional knowledge – talk to other staff
  4. Discuss the problem behaviour with the parents
  5. A red card will be issued for the following: bad language, name calling or a “put down”.  Three red cards issued within two weeks will result in a visit to the head.
  6. Pupils who physically hurt others will have “timeout” during lunchtime the following day

Formal

  1. Use of behaviour monitoring sheet for two weeks and inform the headteacher or other senior teacher and discuss problem behaviour
  2. Teachers use of visual reminders e.g. sunshine chart
  3. More formal discussion with parents
  4. Register the pupil for School Action (Behaviour) and agree clear targets with the child.
  5. Review targets
  6. Weekly report by head and class teacher-shared with parents if necessary
  7. In-school exclusion-child may work in head’s office or in another class for a specific amount of time
  8. Exclude from playground – lunchtime
  9. Fixed term exclusion
  10. Ultimately permanent exclusion

When sanctions are employed they derive from a desire for reconciliation and forgiveness.

The Use of Force by Staff to Control or Restrain Pupils
Introduction
This policy provides a framework for the use of Physical Intervention within our school and takes into account information provided in DCSF guidance ‘The use of force to control or restrain pupils’ 2007and the relevant legislation in the Education and Inspections Act 2006,  as well as the DfES ‘Guidance on the ‘Use of Restrictive Physical Interventions for Staff Working with Children and Adults who Display Extreme Behaviour in Association with Learning Disability and/ or Autistic Spectrum Disorders’ July 2002.
This policy should be read in conjunction with other policies and forms part of the suite of polices on attendance and Child Protection. It also takes account of the RBWM policy and guidance on the use of force to control or restrain pupils.
Central to this policy is the understanding that any Physical Intervention used by staff must be in accord with the idea of ‘Reasonable Force’ and used only as a last resort once all other strategies have been exhausted.
There is no legal definition of reasonable force. The use of force can only be regarded as reasonable if the circumstances of the particular incident warrant it and the degree of force employed is proportionate to the level of challenging behaviour presented or the consequences it is intended to prevent.
Objectives
It is essential that any discussion of Physical Intervention is set in the wider context of education and behaviour management: it should not be seen as an isolated technique.
The key objective is to maintain the safety of both pupils and staff, prevent serious breaches of school discipline and serious damage to property.
Legal Framework
Section 93 of the Education and Inspections Act 2006 enables school staff to use such force as is reasonable in the circumstances to prevent a pupil from doing, or continuing to do, any of the following:
a)             Committing any offence (or, for a pupil under the age of criminal responsibility, what would be an offence for an older pupil);
b)             Causing personal injury to, or damage to the property of, any person (including the pupil him/herself); or
c)             Prejudicing the maintenance of good order and discipline at the   school or among any pupils receiving education at the school, whether during a teaching session or otherwise.
Physical Intervention may also be used by authorised staff when a pupil from another visiting school is on the premises or elsewhere in the lawful control or charge of the staff member, for example on a school visit.
Minimising the need to use force
Physical Intervention should be seen in an environmental context. If an appropriate curriculum is in place and there is an emphasis on a total communication environment then the necessity for Physical Intervention will be reduced.
Strategies implemented in this school are;

  • Creating a calm environment that minimises the risk of incidents that might require force arising
  • Using Social and Emotional Aspects of Learning (SEAL) approaches to teach pupil how to manage conflict and strong feelings
  • De-escalating incidents if they do arise
  • Ensure that all staff are aware of possible reasons for challenging behaviour
  • Risk assessments and positive handling plans for individual pupils
  • Taking practical steps to avoid situations where incidents are more likely to occur, e.g. if a pupil is constantly hitting someone else then we need to aim for them to be sat in their seat (if they are sat in their seat they can’t be hitting someone).

Staff Authorised to Use Force
All staff are legally able to use physical intervention when necessary.
Deciding whether to use force
Any act of physical intervention must be an act of care and not of punishment. Deliberate use of physical contact to punish a young person, cause pain, injury or humiliation is unlawful, regardless of the severity of the young person’s behaviour or the degree of provocation.
Physical Intervention is never seen in isolation at our school. It is but one strategy available to staff and should always be seen as a last resort when all other strategies have failed. Physical Interventions can be placed in two broad categories:
1)             Emergency Interventions;
This will occur when an unexpected incident occurs and all other strategies have been exhausted or the incident requires a rapid physical response (for example a child running onto a road).
2)             Planned Interventions;
These involve staff employing, where necessary, an intervention that has been agreed as a response to an identified behaviour. This will be documented in a Positive Handling Plan and will be reviewed half termly. Permission of parents/ guardians will be sought before initiating this as an accepted response. The Positive Handling Plan will list the accepted strategies to be used, as well as strategies that may be used beforehand. A risk assessment will also be completed identifying the risks involved in the procedure as well as the risks involved if a planned Physical Intervention is not used.
Where there is a high risk that physical intervention and potential physical harm may occur other strategies should be considered. For example where there is a suspicion that a pupil may be carrying an offensive weapon consideration should be given to calling the police to assist if the pupil is likely to resist a search.
Using force
Staff should use only the minimum force required to achieve a safe outcome. A calm, considered approach to the situation is needed. A clear oral warning should be given that physical force may be used.
When circumstances justify, staff can:

  • Physically interpose between pupil
  • Lead a pupil by the arm
  • Move a pupil away by placing a hand in the centre of the back
  • Take any necessary action consistent with the concept of reasonable force

Wherever possible force should not be used unless or until another responsible adult is present to support, observe and call for assistance.
Physical actions such as holding a pupil around the neck, by the collar or in any other way that might restrict their ability to breathe, slapping, kicking or punching are not permissible.
Types of incident where the use of resonable force may be necessary fall into three broad categories:
1)      Action due to imminent risk of injury
2)      Action due to developing risk of injury or significant damage to property
3)      Action where a pupil is behaving in a way that is compromising good order and discipline

Examples of 1 and 2

  • A pupil attacks a member of staff or another pupil
  • A pupil is engaged in or on the verge of starting to damage property
  • A pupil is running up and down a corridor in a way that could cause injury
  • A pupil is absconding (NB this only applies if the child is at risk if they leave the room/building).

 Examples of 3

  • A pupil persistently refuses to leave the room
  • A pupil is behaving in a way that is seriously disrupting the lesson

Risk Assessment
In the case of emergency interventions staff will make a risk assessment at the time, comparing the risks associated with intervention against the risks of not intervening.
In the case of planned interventions staff involved with the child will meet with the member of staff responsible for Physical Intervention in the school (currently the Headteacher). A risk assessment form will be filled out prior to a Positive Handling Plan.
Any Physical Interventions used will need to take account of age, cultural background, gender, stature and medical history of the student involved.
Reporting and Monitoring of Incidents
Reporting and monitoring is of paramount importance for a number of reasons:

  • Protection for staff and pupils
  • Keeps a record of number of incidents so times/ areas that most incidents occur can be tracked
  • To ensure that policy guidelines are followed
  • To inform parents
  • To inform future planning as part of school improvement
  • To prevent  misunderstanding or misinterpretation of the incident
  • To provide a record for any future enquiry
  • Identifies frequency, staff and pupils involved
  • Advice and training may be offered to staff in the light of this experience. Modifications may also need to be made to the behaviour plans of some young people following the monitoring of reported interventions.

Recording can be split into two categories:

  • Pre incident
  • Post incident

As in other incidents should an injury occur you will need to complete an accident form and return it to Human Resources as is the usual process.
Post Physical Intervention Procedures
When both the staff and the child involved are calm then a debrief needs to take place between them. This should include (if appropriate) a discussion about strategies that the child could use in the future. As soon as is reasonably possible and within 24 hours after an incident staff need to write a report on the incident. The form should be given to the head who will provide a debrief for the staff and check the welfare of both staff and pupil, where this has not already taken place.
Forms are kept in the main office. Details from completed forms are entered onto a database. This information is monitored at least half termly by the Governing Body along with positive handling plans.
Complaints
Should there be any complaint about physical intervention procedures these should be addressed to the headteacher in the first instance, who will attempt to resolve your complaint. The headteacher will seek further advice from the Local Authority Designated Officer. If you are not satisfied with the way the headteacher has dealt with your complaint or if the complaint is against the headteacher then you should contact the chair of the school’s governing body who will arrange for an investigation into the complaint. The name of the chair can be obtained from the school office.
If you feel that neither the headteacher or the governing body have satisfied you, the next step is to write to the Complaints Officer in the Education Directorate at the Town Hall. You should explain your complaint in full and enclose copies of any correspondence if possible.  The complaints officer will investigate your complaint. Your letter will be acknowledged within 3 working says and you should receive a detailed reply within 10 working days. If you are dissatisfied with the outcome of this, you can complain to the Director of Education at the Town Hall.
Monitoring and review
This policy is reviewed by the governing body. The number and level of incidents are monitored through the use of incident forms and are used to inform practice.

School Codes

Dismissal from Class Code

1.          Litter free -     “I know it’s not your litter but please…………………….”
2.          Chairs in or up or stacked
3.         Small groups dismissed
4.         Teacher is responsible for monitoring cloakroom and ensuring it is tidy
5.          KS1 dismissed when parents arrive
6.          Children not collected go to the entrance hall

For “Going Home Code” see Behaviour Booklet

Gaining Attention Code          

Stop, look and listen
Clapping in rhythm

Toilet Code

  1. Key Stage 1 – during class time: when necessary children should be permitted to go to the toilet one at a time. Staff need to monitor such requests so as to try to establish whether the request is merely a time wasting tactic.
    Key Stage 2 – during class time:  in general children should be asked to wait until break time. Children with known medical conditions should obviously be permitted to leave the room on request. Teachers need to alert other staff as to the children with known medical conditions.
  2. All children should be encouraged to go to the toilet in break and lunchtime and should be permitted to enter school to do so. In cases where children abuse the system a member of staff should assist the lunchtime staff or teacher on duty to try to solve such problems.
  3. Children should be encouraged to always wash their hands after using the toilets and to keep the washroom clean and tidy. Picture reminders of this will be displayed.
  4. Children should be taught respect for other people’s privacy and dignity in the toilets. This includes teaching children that there should only be one person  in a cubicle at a time and that they should not attempt to look under or over the cubicles.

Door Code

  1. Children should allow adults through the door first.
  2. Children should be encouraged to look to see if someone else is following them through the doorway and so hold the door open for them.
  3. Children must say thank you when a door is held open for them.
  4. In the mornings and at the beginning and end of break and lunchtime children should use their designated door.  The main entrance should not be used.

Assembly Code

  1. Start in the classroom – lined up quietly boy, girl, boy, girl etc and be reminded: no talking, one behind the other, walk, until this behaviour becomes established.
  2. Generally lines of pupils should walk on the left.  Try to keep your class in view as much as possible.
  3. Children should walk in silence supervised by a member of staff.
  4. Staff should wait with the class until assembly begins.
  5. Generally assembly is a listening time, so children need to be taught to sit   silently, cross-legged, facing the staff member conducting the assembly. If children are asked questions they should put their hands up to answer.
  6. At the end of assembly children should be taught to stand and lead out maintaining the silence until either back in their classroom or in the playground. Teachers need to supervise the dismissal from assembly in much the same way as the entrance and must maintain a presence in the corridors.
  7. The staff on duty should go straight out to the playground with the children, a colleague will bring them out a drink.

Playtimes

  1. Children should be taught respect for other people.
  2. Children should be taught respect for property.
  3. Children should be encouraged to play safely.
  4. Children should play within the known boundaries of the playground or field.
  5. Children should be made aware of and to trust in the fact that the adult supervisor is there to help them.
  6. At the end of playtime:

Key Stage 1
Whistle signals the end of playtime. Children are then expected to stop immediately and follow teacher’s instructions to line up silently by class at the relevant spot.  Classes will be sent in by the teacher on duty.
Key Stage 2
Once the whistle is blown, children are to stop immediately and walk to their designated door.

7.       Staff need to be in the playground promptly at the start of break.

8.       At the end of break time the bell monitor needs to advise the staff room of the       time.  Staff  are expected to be prompt at the end of break time

9.       If a child is inside the building during a break time the following may apply: The parents may have requested an arrangement for their child during break. Such children may be permitted to have a friend stay in with them at the discretion of the teacher.  If there are adverse weather conditions for particular children i.e. extreme hay fever sufferers, asthmatics, such children should be in the entrance hall. At lunchtime the Junior children are the responsibility of the controllers. At break time they are the responsibility of their class teacher who will have sanctioned the privilege with parents.

 Children working in classrooms are the responsibility of their class teacher who should be present if a group is in the classroom.

Dining Hall Code

  1. Children should be encouraged to observe good table manners.
  2. Lunchtime is a social time and so children are allowed to eat with their friends irrespective of whether they are eating a school lunch or a packed lunch.
  3.  The noise level in the hall should be controlled but trying to shout above this is not often successful. The most effective way is often to walk around the tables and speak calmly to noisy, over-excited children.
  4. General manners and respect is a two-way thing – children most often respond in the same manner as they are addressed. Children should be encouraged to treat staff and one another with the respect that they have been shown.

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