HAGBOURNE C.E. PRIMARY SCHOOL
‘Preparing each child for their future in an ever-changing world’
CARE - COURAGE - RESPECT - RESPONSIBILITY
Reviewed: March 2020
In the parable of the Good Samaritan Jesus teaches us to ‘Love your neighbour as you love yourself’. It is from this that we get 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'.
Following the example of the Good Samaritan we are an inclusive school, 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.
‘Church of England schools have at their heart a belief that all children are loved by God, are individually unique and that the school has a mission to help each pupil to fulfil their potential in all aspects of their personhood: physically, academically, socially, morally and spiritually. Our aim is that all may flourish and have an abundant life. Schools have a duty to try to remove any factor that might represent a hindrance to a child’s fulfilment. We want all pupils to willingly engage in learning in a safe and welcoming environment.’ taken from Valuing All God’s Children
It is with this in mind and our school vision that we nurture our children, within our Christian environment, to be caring, respectful, responsible individuals who have the 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.
Our school values/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.
Non negotiable expectations for our school community
We expect our staff to:
Establish and maintain good classroom routines and expectations for learning to enable children to know how to fulfil the four school values
Address the behaviour and not the child; and draw attention to and praise good behaviour – see rewards below.
Plan and teach creative, effective lessons to minimise the opportunity for inappropriate behaviour and anticipate places where some children may need support.
Be calm and relentlessly bothered.
Speak respectfully about all members of our school community
Keep records of all incidents of inappropriate behaviour on CPOMS following school protocol
Teach good behaviour through their own conduct
We expect our pupils to:
Come to school ready to learn (with the support of their parent/carer) e.g. have a good night’s sleep, breakfast and have all the necessary equipment to access the day and wear the correct uniform
Leave toys, and other inappropriate items that may disrupt their learning, at home
Be responsible for their own behaviour and act upon suggestions made
Take responsibility for discussing incidents of bad behaviour and reflect upon the choices they made and should have made through restorative practice
Respect the views, rights and property of others and behave safely in and out of class
Walk sensibly and quietly in corridors
Follow and use our four school values: care, courage, respect and responsibility
Develop a growth mindset and a ‘can do’ attitude
We expect our parents/carers to:
Speak respectfully about all members of our school community
Act as a positive role model for their child in their relationship with the school
Ensure their child comes to school ready to learn e.g. had a good night’s sleep, breakfast and have all the necessary equipment to access the day and be dressed in appropriate school uniform, and discourage inappropriate items being brought into school
Ensure that their child attends school regularly and arrives on time
Ensure that the class teacher is informed of any issues, incidents that have happened at home that may affect their child’s behaviour to enable us to support the child e.g the loss of a pet/ family member, separation of parents etc
Work with the school by reinforcing the four school values of care, courage, respect and responsibility
Attend planned meetings with teachers and show an interest and enthusiasm for school
Gold stars - years 1-6
For exceptional effort (going above and beyond)
These will be monitored on a chart in the classroom
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.
Recognition board and/or
For good behaviour for learning
Recognition board: TA/teacher to list children’s names on board as positive reinforcement of good behaviour for learning
Alternatively the children may be given a raffle ticket to go into a draw at the end of the week for a treasure box prize. Older children may gain other types of rewards like wearing non uniform for the day etc
Class reward charts
For positive behaviour for learning - this may be linked to the class improvement plan
Class teacher’s may choose to set up a class reward chart where the children work together to achieve a class reward.
For positive lunchtime behaviour and for moving around the school calmly and quietly (fantastic walking)
Dinner supervisors to reward general behaviour
Prefects to monitor fantastic walking
For growth mindset, hard work, improved attitude etc
Children to collect certificates in celebration worship. These children are then invited for a ‘hot chocolate’ with the Headteacher or member of SLT * this will need careful consideration during covid 19 to ensure ‘bubbles’ are not crossed
Certificates monitored by the class teacher to ensure fair distribution.
For demonstrating the school values
Children to collect certificates in celebration worship. Will usually be given a wrist band with the school values written on them.
Certificates monitored by the class teacher to ensure fair distribution.
Headteacher/ Deputy stickers
For exceptional work
Teachers may send some children to the senior leaders if they have worked really hard to celebrate their work. They usually receive a sticker as recognition.
WARNINGS AND SANCTIONS (Go straight to the 4th step if it is a serious incident) See appendix 3 for levels of behaviour
Children who break a school rule will be given chances to turn their behaviour around following these steps:
STEP 1 Remind the child of the rule, by referring to the 4 school values
STEP 2 A verbal warning will be given and the child will be told what to do to turn their behaviour around.
STEP 3 If the child continues to break the rule they will be moved from the situation to an alternative place in the room. The teacher will speak to the child individually and ask to see them at the end of the lesson.
STEP 4 If the child continues to break the rule then they will have time out from the classroom followed by a restorative conversation which may be discussed using the behaviour response form. This may be to a different classroom or to the deputy or headteacher depending on the severity of the incident.
All incidents which reach step 3 will be recorded on CPOMS and will be discussed with the child emphasising what is the expected behaviour. Parents will be informed by the class teacher if they feel it is needed.
A Behaviour Response Form (BRF - see below) will be filled in at step 4 and a consequence decided with the child at the teacher’s/ senior leader’s discretion.
If a child has 3 BRFs then a member of SLT will call in the parents to chat about the child’s behaviour and what needs to be done to help them improve.
A behaviour contract and sanctions will be used as appropriate.
Children who need support with their behaviour will be assessed and may be put on the SEND 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 on CPOMS 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.
SERIOUS LEVEL INCIDENTS (see appendix 3)
IF AN INCIDENT IS SERIOUS THEN PARENTS WILL BE INFORMED ON THE DAY IT HAPPENS.
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 the item is 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 (values) apply at all times.
The 4 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:
What went wrong?
What were you thinking and feeling at the time?
How are you feeling now?
Who else has been affected by your actions?
Draw a cross on the spiral where you think these people belong (the red parts are those most affected).
What do you think you need to help you move forward from this?
What is the solution to this problem? When shall we meet again to discuss it?
Come into the library to calm down
I can choose to walk away
I can stop myself
I am OK
I can choose to be calm
I have a bigger goal than this fight
Talk to an adult I am in control
Strategies for good behaviour management
Appendix 3 Behaviour levels
If I choose to not follow the school values, I will be given a reminder and then a warning. If I persist a consequence will be given.
If my behaviour is serious, I may not be given a warning before a consequence is issued.
*where behaviour persists treat as moderate
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
Appendix 4 - Covid-19 Behaviour Policy Appendix
Coronavirus (COVID-19): Modifications to existing behaviour policy due to potential wider opening of school from 1 June 2020
At Hagbourne Primary School we aim to maintain a secure, caring and stimulating environment in which children are encouraged to have respect for themselves and each other. Whilst expectations in our Hagbourne Behaviour Policy remain pertinent, in this unprecedented time of social distancing it is necessary to make temporary changes to our behaviour policy to ensure that the school environment remains a safe place for everyone. New routines will need to be established and classroom environments will be altered in line with the school risk assessment for potential school opening. Whilst our policy is to ensure that everyone in school is physically safe, we are also mindful to ensure that the emotional wellbeing of all students is a key aspect of the return to school. The appendix should be read in conjunction with the risk assessment for potential school opening May 2020.
Our plans for the return to school have considered the impact of the change to the classroom environment and the new social distancing rules in school. We want to ensure that each child is given the optimum environment to ensure that they are able to display consistent behaviour in line with our school values.
Our behaviour policy is based on the values or care, courage, respect and responsibility towards others and ourselves. These respectful relationships now have additional elements that need to be adhered to in order that school is as safe as possible and risks are minimised.
Arrival and departure routines:
Younger pupils will be supervised by one parent/carer until they reach the door where a member of staff will be waiting. Social distancing rules will be followed where possible whilst on the school site including before entering the classroom and when they leave at the end of the day. Staff will not be able to physically help children into the classroom and there will be no physical contact. Children will be reminded of this frequently during the return to school. The one way system to leave and enter the school site and building will be followed and children will have a designated entrance. There will be clear signs and markers. Parents need to social distance on the playground.
Movement around the school:
Movement around the building will be limited and accompanied by an adult. ‘Hagbourne Walking’, with hands together remains a safe and appropriate way to move around the school. Classes will need to follow clear instructions from adults and remain a safe distance from others. Activities will be incorporated to help children to understand what a 2 metre distance actually is in reality. Class bubbles of 15 will not mix with other groups. Playtimes and lunchtimes will be staggered to support children to maintain distance from other groups.
Handwashing and Hygiene:
Children will be expected to follow clear handwashing and hygiene routines while in school. Children will wash hands/use antibacterial gel before entering school, before and after eating and at regular intervals during the day. We ask children to follow the catch it, bin it, kill it, mantra when in school, if they need to cough or sneeze, they should use a tissue or crook of their arm. Children will be reminded not to touch their face, mouth, nose or eyes while at school. They will also be told not to share cups, drink bottles or food with others.
Children will use the toilets one at a time and we will encourage them to use the toilet at designated times in the day. We will then clean the taps after use to avoid cross contamination of groups.
Physical distancing with social connection:
Following our school values, we always encourage children at Hagbourne to be caring and kind to others. They will now need to be taught how to connect with others but from a distance.
Children will need to understand that during the time of social distancing we are not able to share resources with others. Children in years 1 and 6 and the key worker group will have an allocated desk/table space and movement within the classroom will be limited. This will be taught in a sensitive way and provide children with opportunities to talk about the ways that they can still demonstrate kind and friendly behaviours to others. We understand social distancing may be more difficult for younger children, they will be encouraged wherever possible to keep a distance from peers and adults, however, we understand this may not always be possible.
Break and lunches will be staggered and children will remain in their bubble. They will only socialise with children in their bubble and use equipment designated to them.
Unsafe behaviours in relation to the coronavirus risk:
Behaviours that risk spreading coronavirus are deemed to be unsafe in school, these include; spitting, biting, kissing, licking others, becoming physical with others, persistently disregarding the social distancing rules or leaving the classroom without permission. Unsafe behaviours in school will be reported to parents and if they persist the child will be sent home for the remainder of the day and we would then complete an individual risk assessment to determine if they could return whilst working under guidelines for social distancing. Parents will be consulted about this. We recognise that there will be a period of adjustment for some children, but the safety and welfare of staff and children is paramount.
Working together to ensure children feel safe at school:
We recognise that anxiety can affect behaviour. The lockdown situation is likely to have raised anxiety levels for some and coming back to school after a prolonged period at home will require adjustment. During the transition back into school personal, social and emotional development will have a high profile, to ensure that children feel safe, secure and ready to engage with their learning amidst new rules and routines. Children will be encouraged to ask questions and to tell adults if they are feeling worried, confused, scared or angry.
Pupil’s working from home:
If interacting with other pupils or staff online, students should always be kind and respectful to each other and staff. This includes when using Google Classroom and email. Any inappropriate comments to staff online, via email, or any other platform will be taken very seriously. This is also the case for any online bullying towards other pupils or peer-on-peer abuse that is disclosed to the school during this time.