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Behaviour Policy
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Behaviour Policy

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All Saints C of E Primary School, Newton Heath

Manchester

Behaviour Policy

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Through the Christian values of perseverance, respect and love, we can all be Healthy, Happy and Confident.

‘From Him the whole body joined and held together by every supporting ligament, grows and builds itself up in love, as each part does its work.’ - Ephesians 4: 16

    Contents

  1. Aims (Including legislation and Statutory Responsibilities)

  1. Principles

  1. Roles and Responsibilities

  1. Implementation

  1. Bullying

  1. Zero Tolerance Approach to Sexual Harrassment and Sexual Violence

  1. Work matched to needs / promoting self esteem

  1. Positive Behaviour Management

  1. Behaviour Modification

  1. Dealing with and Consequences of Poor Behaviour

  1. Malicious Allegations

  1. Pupils’ conduct outside the school gate

  1. Confiscation of inappropriate items

  1. Use of Physical Restraint

  1. Rewards

  1. consequences

  1. Stages of Intervention

  1. Process and Record Keeping

Appendices:

  1. Statement of Behaviour Principles

  1. Home/School Agreement

  1. Stages of Intervention

1. Aims (Including legislation and Statutory Responsibilities)

This Behaviour Policy operates in conjunction with other school policies including:

This policy is based on advice from the Department of Education (DfE) on:

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

At All Saints C of E Primary School, we are committed to enabling all children to access education successfully.  Part of this commitment is concerned with establishing a high standard of behaviour throughout our school.  The way in which pupils and adults behave has a profound effect on all the work that goes on.

We:

2. Principles

At All Saints C of E Primary School, we have certain principles and values that we follow relating to the way everyone in school behaves. All Saints C of E Primary School is a Church of England School and has a Rights Respecting ethos which underpins the values within this school. We believe that good behaviour is the foundation to a successful education and is based in love, compassion, nurture, a sense of positive attachment and a sense of belonging for everyone. We work to create learning environments where everyone feels valued, secure and motivated to learn. We believe that every member of our school community has an opportunity as well as the support of observing and modelling exemplary behaviour, embedded in the rights of everyone, creating rights respecting citizens.

The children’s rights relating to this policy:

We will also ensure that:

3. Roles and Responsibilities

The Head Teacher

The Governing Body

All Staff

Staff are responsible for:

The senior leadership team will support staff in responding to behaviour incidents.

In order to assist with the implementation of our Behaviour and Discipline Policy, all staff in school should:

To promote good discipline within the classroom, all staff should aim to:

The use of rules are in place in all classes in the school. This is based on the principle that everyone has a right to learn and a responsibility to allow others that right also. Classroom rules are drawn up at the beginning of the year with the children. The children agree to abide by these rules and understand that if they do not adhere to them there is a procedure that is followed fairly and consistently for everyone. Rules are also in place for unstructured times so that staff and children all know the expectations placed on them.

Parents

Parents are expected to:

Parents can help in the following ways:

We value our partnership with parents/carers and encourage involvement in all aspects of school life including behaviour and discipline. We aim to:

Children

Our school has six main rules. These are revisited regularly at school level (usually during collective worship), class level and with children on an individual basis. These rules are:

  1. We arrive at school on time every day.
  2. We wear full and proper school uniform.
  3. We walk quietly around school at all times.
  4. We always work hard and try your best.
  5. We will be polite and helpful towards all others in school.
  6. We will look after and care for each other in and around school.

On the playground…

In the classroom …

In and around the school …

In the dining room …

The following behaviour is considered to be unacceptable:

4. Implementation

It is recognised that the quality of learning experiences in the classroom will have an impact on behaviour. High expectations from staff delivering a curriculum matched to children’s varying needs will help to motivate pupils promoting self-esteem and confidence, leading to order and self-discipline.

It is also recognised that external influences on children must be taken into account and related to the expectations of the school. The development of good relationships with parents will assist in the encouragement of support and understanding.

Finally, it is important to reward those who behave well.  Most children respond well to praise. However, it is important that children accept responsibility for their own actions through clearly defined behaviour principles understood by all. (Appendix 1)

IN ANY DISCIPLINARY ACTION, IT IS ESSENTIAL THAT THE CHILD KNOWS IT IS THE BEHAVIOUR WHICH IS UNACCEPTABLE, NOT THE CHILD AS A PERSON.

We aim to encourage the children to exercise self-discipline and develop their ability to:

Through praise, encouragement and by seeing great role models in the school staff, we aim to emphasise the following qualities in our children.

5. Bullying

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

Bullying can include:

TYPE OF BULLYING

DEFINITION

Emotional

Being unfriendly, excluding, tormenting

Physical

Hitting, kicking, pushing, taking another’s belongings, any use of violence

Prejudice-based and discriminatory, including:

  • Racial
  • Faith-based
  • Gendered (sexist)
  • Homophobic/biphobic
  • Transphobic
  • Disability-based

Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)

Sexual

Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying strategy.

6. Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

Please refer to our safeguarding policy for more information.

7. Work matched to needs / Promoting Self Esteem

As a staff, we aim to promote positive self-esteem by:

8. Positive Behaviour Management

There are a number of behaviours that may signal need for special provision. Most obviously these include: bullying; disruptive behaviour; anger issues and poor concentration.

The most significant cause of behavioural difficulties in children is their limited self-esteem. Children often have life experiences that make them feel that they are not loved, cared for, valued or seen as special by others. This can inform their behaviour patterns, which may have a negative influence on the way others react to them, which ultimately reinforces their low self-esteem. A vicious circle is established, which many pupils lack the insight or the power to break.

Pupils with low self-esteem may display their insecurities by:

Dealing with emotional and behavioural difficulties in school:

Behavioural difficulties in school may, sometimes, need to be dealt with by the use of consequences. In the short term, consequences can stop inappropriate behaviour. However, they must be used sensitively, and the emphasis should be on supporting pupils. We do this through the use of ‘Zones of Regulation’ where students are then supported in modifying their own behaviour and being able to regulate themselves and their external behaviour.

Pupils with low self-esteem can be very demanding and many of their behaviours can alienate those who are trying hardest to support them.  However, the need to adopt positive behaviour management strategies is central to helping them acquire more appropriate patterns of behaviour.

Concentrating on pupils’ failings is likely to damage their self-esteem and have a negative effect on their development. Reinforcing good behaviour or celebrating achievements by giving pupils your time, approval and attention is likely to have a positive influence on their global development within and beyond their school years.

9. Behaviour Modification

This process can be used with individual groups of children, classes or year groups as appropriate. All members of staff involved with the target group should work corporately and consistently.

Intervention Techniques:

The following intervention techniques can be used in the development of individual programmes for specific children with behaviour problems after consultation with the Senior Leadership Team and SENDCo.

10. Addressing Poor Behaviour

Teachers can act in situations where pupils' conduct falls below the standard that could reasonably be expected of them. This means that if a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a consequence for that pupil. To be lawful, the consequence must satisfy the following three conditions:

  1. The decision to give a pupil a consequence must be made by a paid member of school staff or a member of staff authorised by the Head Teacher.
  2. The decision to give a consequence to the pupil and the consequence itself must be made on the school premises or while the pupil is under the charge of the member of staff.
  3. It must not breach any other legislation (for example in respect of disability, Special Educational Needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.

A consequence must be reasonable. In determining whether a consequence is reasonable, the consequence must be proportionate in the circumstances and that account must be taken of the pupil’s age, any special educational needs or disability they may have, and any religious requirements affecting them.

The Head Teacher may limit the power to apply particular consequences to certain staff (Senior and Phase Leaders).

Corporal punishment is illegal in all circumstances

School will consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff will follow the schools’ safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school SENDCo will work alongside staff to support appropriately.

11. Malicious Allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer, where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our Safeguarding Policy and our Dealing with Allegations against Staff Policy for more information on responding to allegations of abuse against staff or other pupils:

12. Pupils’ conduct outside the school gate

Consequences may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:

Consequences may also be applied where a pupil has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:

Consequences will only be given out on school premises or elsewhere when the pupil is under the lawful control of the staff member (e.g. on a school-organised trip).

13. Confiscation of inappropriate items

Any prohibited items (listed below) found in pupils’ possession will be confiscated. These items will not be returned to pupils.

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

There are two sets of legal provisions, which enable school staff to confiscate items from pupils: The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment and protects them from liability for damage to, or loss of, any confiscated items. And the power to search without consent for ‘prohibited items’ including:

14. Use of Physical Restraining

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

Incidents of physical restraint must:

Parent Note: Parental consent is NOT required to restrain a pupil where the above applies.

Staff training:

The Head Teacher will consider whether members of staff require any additional training to enable them to carry out their responsibilities and should consider the needs of the pupils when doing so. Many Staff have been trained in using Team Teach and this covers training on positive handling techniques.

If the use of force has been applied to a child then a record will be made and the parents/guardians will be informed. In deciding what is a serious incident, teachers should use their professional judgment and also consider the following:

15. Rewards

We aim to reward positive rather than emphasise negative attitudes to behaviour and work. It is important to keep the philosophy in perspective. We aim to give targeted and worthy rewards so that they do not lose their impact and children can recognise their achievements through either their attitude or learning that is being rewarded.

For the majority of incidents this approach will work, consequences should be needed only for a minority of incidents.

It is essential that the main focus for rewards and consequences should be within the classroom, extending to The Senior Leadership Team where necessary. They should be applied in a fair and consistent manner with appropriate parental involvement.

These can be given to individual children, small groups, classes, year groups or key stages as appropriate by:

Rewards can include the following:

House System:

The House system operates consistently throughout the School as follows:

16. Consequences

The following consequences can be imposed by the Class Teacher:

Further consequences:

In addition, the Senior Leadership Team can seek the involvement of the Head Teacher, who can impose further consequences including:

Prior to the exclusion of a child is considered these steps must be taken.

  1. Full consultation with parents well before the stage of considering exclusion is reached unless in response to a serious incident.
  1. Full consultation with all relevant staff about the child’s problems.
  2. Involvement of the child (if appropriate) including reasons for action taken.
  3. Discussion with the Educational Psychologist and/or outside agencies.
  4. An opportunity for parents to present their case.
  5. Pastoral support plan written.

17. Stages of Intervention

See Appendix 3

18. Process and Record Keeping

Appendix 1: written statement of behaviour principles

At All Saints Church of England Primary School we, the Governing Body and Senior Leaders, will ensure that:

The governing body also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the full governing body annually.

Appendix 2: Home / School Agreement

https://docs.google.com/forms/d/e/1FAIpQLSe-Z75B_9nkSoYetNgwvm-BKRei0tiiq8ehrXqSf0Zo8zU13w/viewform?usp=sf_link

Appendix 3: Stages of Intervention

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