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Behaviour Policy
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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.

  • Classroom environments are calm, positive, secure places in which all members of the school community feel valued and safe and can learn without disruption.
  • Safe spaces provide refuge and calm for children if dysregulated
  • Positive relationships between staff and pupils creates an open culture where pupils feel confident to discuss any issues and concerns, knowing that they will be listened to and taken seriously.
  • All incidents of inappropriate behaviour or bullying are dealt with immediately.
  • Pupils have a clear understanding of how their actions affect others. They are clear about the part they can play to consistently make correct choices.
  • Pupils are encouraged to think and reflect on their values and behaviour through Philosophy for Children.
  • The school curriculum provides for a deep and real understanding of the religious beliefs and culture of others and opportunities to tackle issues through P4C, PSHE, RE and assemblies, as well as addressing issues as they arise.
  • Pupils and the whole school community are encouraged to report instance of poor behaviour

This policy should be read in tandem with Tackling and Preventing Bullying and Care and Control

Our behaviour Vision and Aims

  1. We make good choices and we think before we act.
  2. We aim to do our very best every time.
  3. We look after our own, others’ and the School’s property.
  4. We keep ourselves and others safe by walking quietly inside the school building
  5. We behave appropriately at play times and are respectful to everyone we come into contact with
  6. We are always polite and have good manners.
  7. We are friendly, kind, share and take turns.
  8. We work together respectfully and thoughtfully to solve problems.
  9. We respect the rights of others to their own opinions, culture and beliefs and demonstrate this through our words and actions

Positive Behaviour Strategies

  1. Do as you are asked by all adults, at all times.
  2. Be in the right place, at the right time, doing the right thing.
  3. If lining up, please do so quietly and sensibly
  4. Move quietly around school.
  5. Try your very best in every lesson, even if it’s hard.
  6. Present yourself and your work beautifully.
  7. Please work without distracting other people.
  8. Keep all areas of the school tidy
  9. Always look after your own, the school’s and other people’s belongings.  
  10. Always say please and thank you.  
  11. Be good friends to each other: play safely and fairly, making sure no one is left out
  12. Never hurt anyone with your actions or words.
  13. Use everyone’s given name. Name calling can be very upsetting.
  14. Use playground equipment correctly and follow the instructions
  15. If there is a problem, talk about it and if it can’t be solved, ask an adult for help.
  16. During wet play, stay in classrooms and behave sensibly
  17. Ask permission to go to the bathroom, but ideally go at playtime and lunchtime

Incentives and Rewards

Incentives and rewards are used consistently to promote good behaviour, raise self esteem and celebrate outstanding work.

Class Rewards

  • Are decided by the class teacher and the children
  • Are recorded and displayed in the classroom
  • Are earned by working together as a class demonstrating:
  • Appropriate behaviour
  • Excellent work
  • Making appropriate choices
  • Resilience, independence and perseverance
  • Kindness, compassion and thoughtfulness
  • No green cards for any child all week will result in a whole class reward.
  • Are awarded by the class teacher or teaching assistant

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.  In these instances, sticker rewards or postcards sent home will be awarded to children for their hard work.

Star of the week:

  • Nominated by the class teacher
  • For outstanding behaviour or outstanding work that week
  • Celebrated in our online Star of the Week assembly
  • Children receive a Star of the Week certificate
  • Parents will be informed through a text message if their children are the week’s winners
  • All winners will be celebrated on our weekly online newsletter.

Team Points:

  • All children and staff are allocated a team either: Brook, Ford, Mill or Pool
  • Team Points are awarded to teams and individuals for excellence in all areas of school life
  • Team points are recorded each week by class teachers
  • Team Points are awarded for following the school rules
  • Team points can be awarded by all adults across school when instances of excellence are seen.
  • Team points are counted each week and the winners are announced in assembly

Outstanding Awards

  • Every child in school has an Outstanding Achievement card.
  • There are 6 stages on the card.  Each stage has 30 stars to complete.
  • Stickers can be awarded for excellent work or behaviour by any member of staff
  • When each stage is complete the children are celebrated in the following ways:

Stage 1 – Certificate

Stage 2 – Pen

Stage 3 – Bronze badge

Stage 4 – Silver badge

Stage 5 – Gold badge

Stage 6 – Billesley badge

  • Outstanding Awards are presented each term

Head Teacher Awards

At times, individual children will do so well, they may receive a Head Teachers Award. For example by:

  • Producing excellent work
  • Completing extra homework,
  • Demonstrating exemplary behaviour
  • Taking part in extracurricular activities
  • Head Teacher Awards are presented annually

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:

  • 1 tick indicates a child has made a poor choice. They are spoken to by their class teacher / TA
  • 2 ticks indicates a child has made a second poor choice . They are spoken to by their class teacher / TA
  • 3 ticks indicates a child has made a third poor choice. They are spoken to by their year group leader and may miss 10-15 mins of learning to reflect on their choices.
  • 4 ticks indicates a child has made a fourth poor choice.  They are spoken to by a senior leader and will miss their lunchtime play that day to reflect and discuss their choices.
  • 5 ticks indicates a child has made a fifth poor choice. They are spoken to by a senior leader and will receive a 30 minute after school detention.
  • In Y1 - they are spoken to by a senior leader and a meeting with parents/ carers will be arranged to discuss the details further and consider what support, if any, needs to be put in place.

Green card behaviours:

  • Interrupting learning (calling out, talking, getting out of seat, throwing resources)
  • Not following instructions (not listening, not paying attention)
  • Being disrespectful to others (pupils and staff)
  • Refusing to follow instructions (actively refusing, actively ignoring, saying no to adults)
  • Leaving the classroom/learning space without permission ( absconding)
  • Inappropriate behaviour (verbal or physical aggression to adults or staff, bad language, discrimination)

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.

  • Everyone makes mistakes and everyone deserves the chance to make amends
  • In every instance, disapproval is directed at the behaviour,  not the child.
  • Children are reminded of consequences and given the opportunity to put things right
  • Every day is a fresh start.
  • Restorative justice, accountability and reflection are our guiding principles.

Adults support pupils to make appropriate correct choices by:

  • Providing interesting and engaging learning opportunities
  • Providing learning opportunities which are appropriately challenging
  • Giving clear instructions and explanations
  • Giving clear reminders of expectations
  • Praising and re-affirming positive behaviour choices
  • Recognising and rewarding good behaviour
  • Adapting the learning environment where necessary
  • Clarifying behaviour details on a Green Card to support reflection
  • Providing individual behaviour plans for children where necessary
  • Open, honest and timely communication with parents and carers.

Senior Leadership will support teachers and pupils by:

  • Being available to support with serious behaviour incidents
  • Providing advice and support as needed for class teachers and support staff
  • Regularly communicating with class teachers about behaviour concerns
  • Communicating with parents and carers when necessary

Process of adults seeking support 

 Low level behaviour and playground disputes

  • Follow the green card system
  • At 4 ticks or in instances of inappropriate verbal or physical behaviour the child should visit SLT accompanied by an adult
  • If SLT are not available, contact a YGL

Significant behaviours (repeated refusal, absconding, verbal aggression, physical aggression)

  • If an IBP is in place, ensure all actions and sanctions are followed and completed
  • Send an adult to seek SLT support
  • If SLT are not available, seek Pastoral Team support
  • If the Pastoral Team are unavailable, contact a YGL

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:

  • Send an adult to seek SLT support
  • If SLT are not locatable make a brief phone call to SLT to request immediate attendance
  • During the interim of SLT arriving, Pastoral Team and a YGL can support

*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.  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.  Children may be referred to the Pastoral Team in different ways:

  • Behaviour concerns
  • Friendship issues
  • Parental request
  • Child request
  • Social care request or intervention

  • All mentoring programmes and pastoral support begin with completion of a ‘Three Houses’.
  • Mentoring records are maintained and monitored to measure impact.
  • Mentoring may take the form of informal chats, playing board games, art work, PE activities
  • Occasionally it may be decided that children would benefit from support from an external provider such as an art or play therapist to support their behaviour aims. In such instances, parents and carers would be contacted beforehand to discuss.

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:

  • Physical violence to pupils or staff
  • Property damage
  • Significant inappropriate behaviour
  • Inappropriate behaviour during educational visits or extra curricular activities

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:

  • Serious bullying incidents, including homophobic, racist incidents or sexist incidents
  • Bringing a weapon into school
  • Significant violence to children or staff
  • Persistent and repeated violence to others and/or property
  • Repeatedly and persistently refusing to follow the instructions of staff
  • Repeated or persistent behaviours which put themselves at harm or risk of harm

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.  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.

  • If a child’s behaviour escalates, staff use a range of de-escalation strategies to best calm the situation. Such strategies include
  • Distraction
  • Humour
  • Clear instructions
  • Limited choices
  • Physical space
  • Time in
  • Allowing a situation to calm before addressing any poor behaviour choices through debrief and guided reflection is an appropriate and advised strategy.

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.

  • ‘Reasonable’  means using no more force than necessary
  • ‘Reasonable force’ covers a broad range of actions involving a degree of physical contact to control or restrain children for their or others' safety. This may include:
  • Passive physical contact, such as standing between pupils or blocking a pupil’s path
  • Active physical contact such as leading a pupil by the arm out of the classroom.
  • Breaking up a fight by separating children
  • Restraining a child to prevent violence to self, others or property

  • Before using reasonable force, staff consider the risks carefully and carry out a dynamic risk assessment to ensure the most appropriate course of action. Our priority is always the safety of all concerned.
  • When it is decided that positive handling and reasonable force are going to be required, staff make clear their intentions to children offering them a chance to change their behaviour and stop putting themselves or others at risk.
  • When positive handling strategies and reasonable force are used, staff talk to the children about the reasons for the strategy (to keep them safe) and explain what behaviours would need to stop before the strategy  could be discontinued. Typically, positive handling strategies are employed for 5 minutes or less
  • After an event of positive handling, children debrief and reflect with a member of staff on the reasons for the strategy to support their reintegration and emotional well-being
  • All incidents of positive handling are recorded in a bound and numbered book, countersigned by the Principal. This information is also recorded on Myconcern and ScholarPack  - internal school systems
  • Parents and carers will be contacted to discuss the incident and next steps.

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.

  • Mobile phones
  • Smartwatches
  • Cigarettes / vapes
  • Weapons

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.