HAGBOURNE C.E. PRIMARY SCHOOL
‘Preparing each child for their future in an ever-changing world’
CARE - COURAGE - RESPECT - RESPONSIBILITY
Reviewed: September 2018
Hagbourne Church of England Primary School is inclusive, serving equally those of all faiths or none through the provision of an education of the highest quality within the context of Christian belief and practice.
‘Jesus Christ is the same yesterday and today and forever’. From His teachings we get our our key Christian values of Respect, Responsibility, Care and Courage. These provide a stable and caring environment where we are 'preparing each child for their future in an ever- changing world'.
At Hagbourne CE Primary School we nurture our children, within our Christian environment, to be caring, respectful, responsible individuals who have courage to take risks and make the right choices. We want our children to get the most from school life and this policy ensures a consistent approach from the whole school.
Consistency is essential among staff when implementing the school’s policy and procedures around behaviour. When children don’t know where they stand there is a problem, If there is a rule that children don’t wear their coats indoors, for example, but one teacher lets them, then that teacher causes a problem for everyone else.
When dealing with behaviour it’s vital justice is felt to be done by the children, and assumptions aren’t made. An incident may occur where a child has grabbed another, don’t automatically assume they’re the only one in the wrong. The child who has been grabbed could have been saying something horrible about the other child’s mother. Children never forget injustice so you must give a child a chance to explain.
Our 4 Golden Rules
At the beginning of each year each class will recap the rules and the acceptable behaviour linked to each rule. This will be age appropriate for each year group. The children will be reminded of the rewards and sanctions as listed below.
ACHIEVEMENT REWARD AND CERTIFICATES FOR EFFORT
Children can be awarded GOLD stars for exceptional effort, example of growth mindset or following the school values (not homework).
Names on board to show children who will earn a gold star ‘Star Children’.
Reception children gain stickers to wear with pride and to show parents and other children/staff.
Yr 1 to Yr 6 children will be given a gold star to go on reward charts which will be monitored by the teacher and TA. List of certificates monitored.
Once the children have received a certain number of stars they will then be given a Head Teacher Award:
10 stars = Bronze Headteacher award, 20 stars = Silver Headteacher award, 30 stars = Gold Headteacher award, 40 stars = Platinum Headteacher award and 50 stars = Diamond Headteacher award.
Headteacher Awards will be handed out each Friday.
RAFFLE TICKETS FOR BEHAVIOUR FOR LEARNING
When children show the good behaviour for learning in class they will be given a raffle ticket. They will put their name on the ticket and it will be placed in a box. At the end of the week a ticket will be pulled and the child will choose a reward from the class treasure box.
Children will be awarded good lunchtime behaviour stickers by the Mid-day supervisors. These will then be celebrated in class by the teacher/ TA where appropriate.
TEACHER’S CERTIFICATES and VALUES CERTIFICATES
One or two children are chosen to be presented with a ‘teacher certificate’ for the week. These are given to children who have worked hard or behaved well. One child from each class will be given a certificate for displaying one (or more) of the school values.
Certificates should be monitored on a class list to ensure that all children receive at least one certificate in the year.
WARNINGS AND SANCTIONS (Go straight to the 3rd step if it is a serious incident)
Children who break a school rule will be given chances to turn their behaviour around following these steps:
STEP 1 A verbal warning will be given and the child will be told what to do to turn their behaviour around.
STEP 2 If the child continues to break the rule they will have their name written on the board as a visual reminder and if appropriate the child to be moved from the situation to another table or sit on the floor.
STEP 3 If the child continues to break the rule then they will have time out from the classroom. This may be to a different classroom or to the deputy or headteacher depending on the severity of the incident.
All incidents at step 3 will be recorded on a Behaviour Monitoring Form (click here BMF on google drive.) and will be discussed with child emphasising what is the expected behaviour. Parents will be informed by the class teacher if they feel it is needed.
After 3 occurrences in the BMF the child must be sent to see the headteacher or deputy to discuss their behaviour. A Behaviour Response Form (BRF) will be filled in and a consequence decided with the child.
If a child has 3 BRFs then the headteacher will call in the parents to chat about the child’s behaviour and what needs to be done to help them improve.
Persistent bad behaviour will result in a report system which will go home each day informing parents how their child has behaved in each session as well as play and lunchtime. Sanctions will be put in place after a discussion with parents and the child e.g. no playing on the field until they make the right choices/ no after school clubs.
Children who regularly choose unacceptable behaviour will be assessed and may be put on the SEN register. An Individual Behaviour Plan or Pastoral Support Plan can help plan appropriate strategies to meet the needs of the child. Help or advice can be sought from external agencies such as the Behaviour Support Service and Educational Psychologist. A risk assessment should be completed for children whose behaviour is a risk to themselves or others.
REPORTING AND MONITORING INCIDENTS OF INAPPROPRIATE BEHAVIOUR
All incidents need to be written in the BMF so that the Class Teacher, Deputy and Headteacher can analyse and look for any patterns that may need addressing. The Class Teacher will monitor regularly and let the Headteacher know of any patterns. The Headteacher and Deputy will analyse all forms at the end of the term.
IF AN INCIDENT IS SERIOUS THEN PARENTS WILL BE INFORMED ON THE DAY IT HAPPENS.
The following are deemed serious incidents although the list is not exhaustive. Children should be taken straight to the head teacher and parents will be informed by phone call. Consequences will be discussed with the child and parents. Involvement of appropriate outside agencies if necessary. Exclusion may also need to be considered if the incident is severe (see Exclusion advice below).
Teachers have the right to confiscate items from children when:
Screening and searching pupils will only happen if the child has any of the above and they refuse to hand it in for safekeeping, permission from parents will always be sought. Child will sit in the office until item safely stored.
All confiscated items will be returned at the end of the day either to the parent or the child depending on the item unless it is illegal then it will be handed to the police.
The 4 rules apply at all times.
The 4 golden rules apply at all times.
The 4 golden rules apply at all times.
Report this to parents at the end of the club or Headteacher to inform parents If this happens 3 times in a term the child will not be allowed to attend the club.
BULLYING – see the Anti-Bullying Policy (which follows LA recommendations)
The DfE definition of bullying is ‘behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’
SEAL definition ‘ Bullying means one child deliberately (usually) using his or her power over another to make them feel bad. Bullying is not having a single argument or fight with someone. It isn’t saying something bad to someone once you are angry. Bullying goes on deliberately (on purpose) over a period of time.
‘A prejudice-related incident is any incident which is perceived to be so by the target or any other person.’
Teachers and other school staff need to challenge homophobic language every time they hear it and to explain why it is not appropriate. There needs to be a consistent approach from all school staff with a clear understanding of why language needs to be challenged and clear guidelines for how to challenge it.
See Appendix 2
“A racist incident is any incident which is perceived to be racist by the victim or any other person”. (Stephen Lawrence Inquiry – The McPherson Report 1999)
The school is opposed to all forms of racism and xenophobia, including those forms that are directed towards religious groups and communities. Racist behaviour includes: isolation because of someone’s race, name calling, teasing, comments about family members, offensive humour, inciting others, graffiti, handling racist material.
All staff at the school must challenge racist behaviour. Incidents of racist behaviour are dealt with by the headteacher and parents of both the victim and offender are informed. A record is made of all incidents and they are reported to the governing body. The seriousness and unacceptability of racist behaviour should be explained to all those involved including bystanders and witnesses. See Appendix 2
Adults should not physically control or restrain children except in extreme cases where the child or another child is at risk of being hurt, there is a risk of damage to property or the breakdown of discipline and then should be “conscious, self-aware, reasonable and justifiable” DfE guidance:
“School staff have a legal power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action. Senior school leaders should support their staff when they use this power.
Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.
‘Reasonable in the circumstances’ means using no more force than is needed.
Control means either passive physical contact, such as standing between pupils or blocking a pupil's path, or active physical contact such as leading a pupil by the arm out of a classroom.
Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.
Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder
The decision on whether or not to physically intervene is down to the professional judgement of the staff.
Incidents of physical or verbal abuse of staff will be reported to the LA using online reporting. Staff MUST inform the headteacher on the day of the incident so that it can be reported immediately and where necessary a photo taken of the injury.
A decision to exclude a pupil permanently should be taken only in response to serious breaches of the school's behaviour policy and if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.
A decision to exclude a pupil for a fixed period should be taken, on a balance of probabilities, only in response to breaches of the school’s behaviour policy, including persistent disruptive behaviour, where these are not serious enough to warrant permanent exclusion and lesser sanctions such as detention are considered inappropriate.
Only the Headteacher (or, in the absence of the Headteacher or teacher in charge, the Acting Headteacher or teacher in charge) can exclude a pupil.
Improving behaviour and attendance: DCSF 2008
The school must follow DfE guidance and seek support from the LA. Governors will be fully informed of all exclusions and will be involved in appeals when appropriate.
This policy is supported by:
Behaviour Response Form
Name : Date:
THINK about your behaviour…
Which Golden School Rule have you broken?
What did you do?
How do other people feel because of what you did?
What should you have done instead?
What can I do to make it right?
RESPONDING TO HOMOPHOBIC / RACIST LANGUAGE
The incident must be reported to the Headteacher for monitoring purposes and report to relevant personnel if appropriate
CHALLENGING PREJUDICIAL LANGUAGE – a ‘palette’ of responses