Behaviour Policy
Agreed by the Principal: | December 2024 |
To be reviewed: | December  2025 |
Aims |
Billesley Primary School aims to ensure exemplary behaviour and mutual respect at all times between all children. We recognise that all behaviour is communication and that children’s emotional health and well-being and their physical safety and well-being are necessary components of appropriate behaviour. If children feel valued, heard, respected and safe; if they are challenged educationally and love learning; if they feel part of the community and that they are cared for, then instances of poor behaviour are rare. Such considerations are the foundation of our behaviour policy.
This policy should be read in tandem with Tackling and Preventing Bullying and Care and Control |
Our behaviour Vision and Aims |
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Positive Behaviour Strategies |
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Incentives and Rewards |
Incentives and rewards are used consistently to promote good behaviour, raise self esteem and celebrate outstanding work. Class Rewards
Special recognition If children impress their teacher or teaching assistants with excellent effort, behaviour or work in lessons then they may be asked to show their work to the Senior Leadership Team as a celebration. Â In these instances, sticker rewards or postcards sent home will be awarded to children for their hard work. Star of the week:
Team Points:
Outstanding Awards
Stage 1 – Certificate Stage 2 – Pen Stage 3 – Bronze badge Stage 4 – Silver badge Stage 5 – Gold badge Stage 6 – Billesley badge
Head Teacher Awards At times, individual children will do so well, they may receive a Head Teachers Award. For example by:
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Sanctions |
Consequences for poor or inappropriate choices, alongside an opportunity to ‘put things right’, are consistently applied through ‘The Green Card’ system.  Green cards are used to support behaviour  from Reception  to Year 6. Parents are kept informed of green cards by either their class teacher, TA or a senior leader as deemed appropriate. Green card system:
Green card behaviours:
Guiding principles: Some children live in difficult circumstances and may need support to adjust to school life. These children are supported through mentoring, consistent expectations and where deemed necessary, individual behaviour plans.
Adults support pupils to make appropriate correct choices by:
Senior Leadership will support teachers and pupils by:
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Process of adults seeking support |
 Low level behaviour and playground disputes
Significant behaviours (repeated refusal, absconding, verbal aggression, physical aggression)
Emergency In very rare circumstances an immediate and emergency response may be needed*. This would typically involve children with an IBP and high level of need. If this is the case:
*Any emergency response will be debriefed and reviewed after the emergency has been dealt with to ensure systems are effective and identify potential safeguarding and system refinements. De-escalation (copied from positive handling strategies below) Staff are trained in de-escalation strategies to calm stressful situations and ensure problems are resolved quickly so that learning can continue. Â In the vast majority of instances, de-escalation is highly successful and provides time for children to calm and manage their emotions in a healthy manner with adult support. Allowing a situation to calm before addressing any poor behaviour choices through debrief and guided reflection is an appropriate and advised strategy. Reflection As an inclusive school, we have many children with differing behaviour needs, some with bespoke IBPs tailored to them as individuals and understood by staff coming into direct contact with the children. Please bear this in mind when witnessing any behaviour incidents. Additionally, in line with our Team Teach training please ask if a member of staff needs support, before becoming involved, as sometimes our best intentions can escalate or complicate a situation. |
Mentoring and Pastoral Care |
The Pastoral Team regularly mentors children who need a little extra care and support to make the right choices. Â Children may be referred to the Pastoral Team in different ways:
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Monitoring and Reporting |
All Green cards issued to children are monitored and recorded on a weekly basis by the Vice Principals. This enables any trends in behaviour to be identified and supportive measures to be put in place.  Where deemed necessary parents and carers will be contacted to discuss matters further Individual children’s developing trends of poor and challenging behaviour which are becoming a concern are recorded on Myconcern to enable further support, family engagement and early help through our universal offer. The Senior Leadership and Pastoral Teams review Myconcern logs on a daily basis and will meet to agree actions and next steps to address concerns logged pertaining to children’s behaviour. |
Parental Involvement |
Parental support is essential in securing high standards of behaviour for our children. It is rarely the case that instances of poor behaviour at school are not mirrored at home and because of this, we aim to work closely with parents to agree behaviour aims to improve children’s behaviour both at school and at home. Parents are involved as soon as a child's behaviour is deemed to be of a concern, for example increasingly disruptive or frequent . A discussion will take place where strategies to improve behaviour are agreed upon together. This may include an individual behaviour plan, behaviour chart, a behaviour log or pastoral mentoring. Sometimes parents may have a concern about how other children are behaving towards their child. Staff are always available to listen to parents and will ensure action is taken immediately to resolve the issue Under no circumstances must parents take action against another child or parent, either physically or verbally. Such behaviours could result in a site ban or if warranted, Police involvement |
Serious, persistent challenging behaviour |
Serious, persistent or challenging behaviour will trigger an initial meeting between parents and carers, and either: the Principal, Vice Principals, Assistant Principal,  Teacher or Learning Mentor.  Any such meeting is seen as a supportive measure to enable the child to improve their behaviour as quickly as possible. Behaviour Chart: To support children to improve behaviours such as disrupting learning or frequent playground disputes, behaviour charts are sometimes introduced. A child on a behaviour chart is met by a member of Senior Leadership or the Pastoral Team 3 or 4 times a day to reflect on their behaviour choices. This provides lots of opportunity for children to reflect on their choices and discuss how they are feeling.  It is also a fantastic opportunity to celebrate all the positive choices that have been made that day. Individual Behaviour Plans (IBP): It may be decided that to support a child to make improved behaviour choices, where a behaviour chart has not been successful, an Individual Behaviour Plan is required. An IBP is usually the result of persistent behaviour (ranging from low level to serious) that has not been rectified through the green card system nor a behaviour chart. Class teachers create IBPs with support of more senior members of staff and then finalise them at a meeting with parents and carers.  Once the desired behaviour aims have been met, then the IBP will be discontinued Behaviour logs To help us to better understand children’s behaviour choices and emotional dysregulation a bespoke behaviour log may be created and tailored to the child’s specific areas of need.  Logs are then maintained by identified members of staff to help us identify any pertinent trends that may be causing upset e.g. times of day, certain lessons, special events. This information better helps us tailor our support and ensure any disruption is addressed quickly and effectively, Internal suspension: An internal exclusion may be deemed necessary if a child has behaved inappropriately within school or on an educational visit.  Internal exclusions are designed to safeguard other children where necessary and to offer the child the opportunity to reflect in a safe environment. An internal exclusion demonstrates that as a school we feel it appropriate that the child is not with their class or teacher for a period of time. Rather they complete their work in another class outside of their year group and spend playtimes and lunchtimes reflecting with a member of senior leadership or the pastoral team. Fixed term suspension: Fixed term exclusions may be considered if a situation is deemed sufficiently serious. Fixed term exclusions are issued by The Principal but are discussed by all appropriate staff members involved  to ensure a broad, fair and balanced viewpoint.  In the event of a fixed term exclusion being issued, a return to school strategy will be written and agreed with parents or carers in a meeting on the return to school date.  Fixed term exclusions will always be confirmed in writing.  Fixed term exclusions may be issued for:
Permanent Exclusion: Permanent exclusion from school may be considered,  in line with statutory guidance, in extreme circumstances or significant breaches of the school’s behaviour policy. Consideration would be made whether allowing the pupil to remain in school would significantly harm or risk harming the education or welfare of the pupil or others in the school. Extreme circumstances may include:
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Positive Handling Strategies - Use of Reasonable Force |
Staff are trained in de-escalation strategies to calm stressful situations and ensure problems are resolved quickly so that learning can continue. Â In the vast majority of instances, de-escalation is highly successful and provides time for children to calm and manage their emotions in a healthy manner with adult support.
Sometimes it is appropriate and necessary for staff to use positive handling strategies and reasonable force to safeguard children from hurting themselves, others or causing property damage. All staff receive positive handling training to ensure that the best interests of the child are always put  first and the dignity and well-being of the child is paramount.
Further information can be found in the Safeguarding Policy, Government guidance can be found at https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools |
Searching pupils and property |
In exceptionally rare circumstances,  the Principal may consider it necessary and proportionate that a search of a child or their property is required to maintain standards of behaviour and/or  mitigate a potential safeguarding risk. Such items that may be deemed necessary to search a pupil or their property for are listed below.
All instances of a search of a pupil or property would be taken extremely seriously and would be conducted with careful consideration and in line with the DFE guidance here |
Child-on-Child Sexual Violence and Harrassment |
Billesley Primary school takes matters of sexual violence or harrassment very seriously. Such behaviours are unacceptable and will not be tolerated.  We are committed that no incidents or behaviours are ever deemed as simply ‘banter’, children ‘having a laugh’, or as ‘part of growing up’. Safeguarding children is our highest priority both inside and outside of school. Any reported instances of sexual violence or harrassment will be dealt with on case by case basis by three or more members of the senior leadership team with DSL status using their professional judgement and seeking the support of CASS (Children’s Advice and Support Service) and the Police as required. Please read Tackling and Preventing Bullying and Care and Control for further reference |
Monitoring and Reporting |
All Green cards issued to children are monitored and recorded on a weekly basis by Pastoral staff. This enables any trends in behaviour to be identified and supportive measures to be put in place.  Where deemed necessary parents and carers will be contacted to discuss matters further. Individual children’s developing trends of poor and challenging behaviour which are becoming a concern are recorded on behaviour charts, behaviour logs or Myconcern ( as outlined above) to enable further support, family engagement and early help through our universal offer. Instances of positive handling are recorded in the Bound and Numbered Book, Myconcern and ScholarPack The Senior Leadership and Pastoral Teams review Myconcern logs on a daily basis and will meet to agree actions and next steps to address concerns logged pertaining to children’s behaviour, emotional health and well being. |