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Fox Federation Behaviour Policy
Updated automatically every 5 minutes

 

 

 

 

 

 

Statutory

Yes

Staff member

Ros Morgan and Polly Calvert

Governor

Jodie Terry

Committee  

Full

Full Governing Body

Yes

Last amendment date

12.05.24

Renewal date

12.09.25

 


1. Aims

The Fox Federation of schools aims to ensure the good behaviour of all pupils through a combination of high-levels of both nurture and structure. Our trauma-informed approach is embodied by our aspiration to build a nurturing, caring ethos which permeates our school environment. We aim to create a structured and safe environment through the use of strong routines, consistently high expectations and high aspirations for all our children.

Our approach:

Our approach rests on our acceptance that all members of our school community deserve to feel respect and to feel safe.

This behaviour policy draws upon the following documents, as well as resources from the Beacon House website. See these documents for further information and linked research.

2. Legislation and statutory requirements

This policy is based on advice from the Department for 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:

3. Definitions

Inappropriate behaviour is defined as or may include:

Serious inappropriate behaviour is defined as or may include:

4. 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:

There are different types of bullying, for example:

Type of bullying

Definition

Emotional

Being unfriendly, excluding, tormenting

Physical

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

Racial

Racial taunts, graffiti, gestures

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 policy.

5. Roles and responsibilities

5.1 The governing board

The governing board is responsible for reviewing and approving the written statement of behaviour principles (appendix 1).

The governing board will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation.

5.2 The Head of School

The Head of School is responsible for reviewing this behaviour policy in conjunction with the governing board, giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.

The Head of School will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure behaviour is dealt with consistently.

5.1 Staff

Staff are responsible for

5.2 Parents/Carers

Parents/Carers are expected to

6. Whole school behavioural expectations

We have high expectations for all our children. Staff model these expectations and take the time to discuss with children what these look like in practice. Our school expectations are displayed in every classroom and regularly referred to.

Our expectations for all children are the same, but we recognise that the level of support some children require to meet these expectations can vary. Just as we would differentiate the learning for children through the use of scaffolds, resources and adult allocation, we make similar modifications for children who are struggling with their behaviour.

We expect all members of our school community to be ready, respectful and safe.  This means that we try our best, we listen to each other, we are kind and respectful, we respect and celebrate our differences, we look after our environment and we keep others and ourselves safe. These expectations link fundamentally to our Federation values of respect, collaboration, resilience, inclusion and curiosity. This is our behaviour curriculum.  

7. Positive Behaviour Management

Strong relationships are fundamental to effective behaviour management and these are prioritised. We support all children to behave using a range of strategies to develop relationships and also to reinforce positive behaviour, both individually and communally. Children’s effort and embodiment of the values are recognised and rewarded.

8. Whole school rewards and consequences

8.1 Rewards

Across the Federation, a wide range of strategies are used to promote and reward outstanding behaviour and behaviour for learning. Regular and low-stakes reward systems are used, prioritising those which develop intrinsic motivation. Rewards can be individual or communal, and are intended to promote the continuation of excellent behaviour amongst all children.

8.2 What do we do if a child is showing inappropriate behaviour?

When a child’s behaviour does not meet our expectations, they will be reminded of the school expectations, and supported to meet them where necessary. Where the behaviour occurs during direct teaching, the first priority will be to maintain the flow of the lesson and engagement of all pupils.

8.3 Consequences

If a child is not responding to our positive behaviour management and reminder strategies, then consequences will be given as appropriate whether on the playground or in class.  These might include:

Children are given the opportunity to reflect on their actions and the impact this may have had on others.

Consequences and next steps are not in isolation and are paired with supportive strategies.

Consequences are proportionate and as closely linked as possible to the behaviours – the consequence should support the child in reflection and meeting the expectations in future.

8.4 Serious inappropriate behaviour

In all cases of serious inappropriate behaviour, a member of the leadership team will be involved and the parents or carers will be contacted. Appropriate support, reparation and consequences will be given.

8.5 Suspensions and Exclusions  

Serious inappropriate behaviour (see list above) may lead to a suspension at the discretion of the headteacher. A suspension can also be decided on by the head teacher in response to one serious incident - particularly where the behaviour has been very unsafe or highly disruptive for others.

Suspensions are important because they show the community what is not tolerated, maintaining safety and stability for all children. They provide time for the pupil who has been removed from school to reflect and then to return, aiming to avoid a repeat of the inappropriate behaviour.

A Reset and Reflect day is sometimes an appropriate measure, where the child stays with a staff member for the day working separately from their class. These days provide the child with some space and time before a return to the classroom, including an opportunity to reflect on strategies for meeting school expectations in the future. A Reset and Reflect day will be given at the discretion of the head teacher.

Parents will be notified by letter about any agreed suspensions or a Reset and Reflect day. After a suspension, the child and parents or carers will be invited to meet with the appropriate member of staff for a reintegration meeting, discussing ways in which their behaviour can be improved going forward.

8.6 Supporting children affected by the behaviour of others

All children deserve to feel safe in school. If a child has been hurt, physically or emotionally, by the inappropriate or serious inappropriate behaviour of another child, then staff will take proactive steps to comfort and protect the child from further impact.   Parents and carers of pupils directly affected by another child’s serious inappropriate behaviour will be contacted where appropriate.

8.7  Off-site behaviour

Children are expected to meet our school expectations when off-site on trips, visits and residentials and during before and after school provision (both on and off-site).  They will be supported to do so in line with the behaviour policy.

Consequences may be applied where a pupil has shown inappropriate behaviour in one of these settings, including missing the following club or trip.  

If a pupil has previously demonstrated unsafe or inappropriate behaviour or places themselves or others at risk, then a decision will be made regarding whether this child should be allowed to take part in off-site activities. This includes off-site residential trips. The school’s decision will be final.

Where a child is considered either at risk to themselves or to others when on the trip – at ANY stage - they are accompanied back to school with an adult and a decision is made by the Head of School regarding future trips premised upon whether or not this child will be safe or endanger other children on future trips. The school’s decision will be final.

9 Malicious allegations

Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the senior leadership  will deal with this behaviour in accordance with this policy. This would be considered as a serious incident. Such allegations might also be linked to safeguarding concerns.

Please refer to our Child Protection and safeguarding policy for more information on responding to allegations of abuse.

The senior leadership will also consider the pastoral needs of staff accused of misconduct.

10  Physical Intervention

(See physical intervention policy for more detail)

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

Physical intervention is

11. Confiscation

Any prohibited items (listed in section 3) 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 guidance.

12. Pupil support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage.

Our approach to challenging behaviour may be differentiated to cater to the needs of the pupil, on the basis of the understanding that all behaviour is communication. Pupils who might require a modified approach include children with Special Educational Needs; children who have experienced trauma; children who are looked-after or recently adopted, and children who are experiencing difficulties at home. Staff are trained annually in the specific needs of children who have trauma and attachment issues.

The school’s special educational needs co-ordinator (SENDCO) will also evaluate pupils who exhibit challenging behaviours to determine whether they have any underlying needs that are not currently being met.   External agencies or an educational psychologist may be involved to support this.

Reasonable adjustments will be made to support pupils with specific needs to meet school rules and expectations. This may include a regulation plan.

9.2 Regulation Plans

A regulation will be created for a child who is having difficulty managing their behaviour. This will be drawn up by school staff and shared with parents and carers and the child. The regulation plan will outline individualised provision and support, including rewards, for wanted behaviour appropriate to that child, focusing on supportive, proactive strategies, which aim to reduce the incidences of emotional dysregulation.

Where a regulation plan has been drawn up, support from an outside agency may be appropriate. We will review it on a regular basis.

13. Pupil transition

To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.

14. Parents and carers

Parents and carers are expected to behave respectfully and courteously at all times, whether it be via email, the phone or in person. Inappropriate conduct will result in school staff deciding that the conversation to be stopped and rescheduled for a different time. Multiple instances of inappropriate conduct may result in further action.

The Head of School, Executive Headteacher and Governing Body  has the authority to bar the parent from school premises and /or from contacting members of staff.   Where a parent’s behaviour is verbally or physically aggressive towards a member of the school community the police may be informed.

15. Training

Behaviour management is a central part of continuing professional development for all staff, reviewed annually.  This includes training on supporting children who have experienced trauma and supporting children with SEND.

16. Monitoring arrangements

This behaviour policy and the written statement of behaviour principles (appendix 1) will be reviewed at least every two years by the Heads of Schools, Executive Headteacher and Governing Body.

17. Links with other policies

This behaviour policy is linked to the following policies:


Appendix 1: written statement of behaviour principles

The purpose of this statement is to state the principles the Governing Board expects to be followed when the Executive Headteacher draws up the Behaviour Policy.

Behaviour management in the Fox Federation will always aim first and foremost to create a caring and safe environment where learning can flourish. The behaviour habits instilled should be those that will contribute to a child’s wellbeing and achievement into secondary school and beyond.

The principles:

The governing board 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 governing board every two years.


[1]  A person (A) commits an offence of sexual assault if: s/he intentionally touches another person (B), the touching is sexual, B does not consent to the touching and A does not reasonably believe that B consents. (Schools should be aware that sexual assault covers a very wide range of behaviour so a single act of kissing someone without consent or touching someone’s bottom/breasts/genitalia without consent, can still constitute sexual assault.)