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St Andrew's C of E Primary School

St Andrew's C of E Primary School

Behaviour Policy

The following is the full text of the school's policy on behaviour management.

A pdf copy of the policy is available as a download at the foot of this page.

Introduction
Pupils, parents, staff and governors contributed in various ways towards the Policy, which is given below.  It should be read in conjunction with the anti-bullying policy, the Aims for our Children document and the Teaching and Learning policy to establish the general ethos of the school.

Rationale
This policy provides a framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible people. It is written for all members of the school community to allow each one to understand the policy and to apply it consistently and fairly. It aims: 

  • To ensure appropriate behaviour and language throughout the school;
  • To encourage and praise greater effort in both learning and behaviour;
  • To ensure a whole-school approach to discipline which is used and approved by all the staff in the school;
  • To ensure that parents are informed and are aware of the disciplinary procedures;
  • To provide a system of rewards to encourage good behaviour and to try to reverse continuous and habitual offenders through a positive and assertive approach to discipline;
  • To ensure a happy, safe and caring school;
  • To promote good citizenship;
  • To promote self-discipline;
  • To prevent bullying (see Anti-Bullying Policy)

Principles
Every child has the right to learn; no child has the right to disrupt the learning of others. The establishment of a sound, positive and caring ethos is an essential prerequisite for learning. At St Andrew’s, we rely upon trusting relationships and a process of co-operative teamwork. We welcome the involvement of parents, carers, governors, the LA and others in the community.

We recognise our responsibility in helping children to learn the consequences of their behaviour. We accept and adopt the statements made within KCC’s paper (March 2001) on Positive Handling:

  • Every child needs security, stable and caring relationships and a dependable and predictable environment in order to develop self-discipline and control.
  • Behaviour management is the educational process which involves the use of authority to bring about change. Children are guided through their participation in this process towards socially acceptable, self-controlled and responsible behaviour.
  • When staff are sure that a pupil has the ability to understa nd what is required and the skills necessary to behave in a desired way, behavioural approaches are most relevant.  Change and enhancing social competency is much more than developing a strategy of rewarding actions to increase motivation towards desired behaviour.
  • Challenging behaviour is neither a new phenomenon nor restricted to a chosen few. It is a developmental rite of passage that impacts on individual children at different times and with differing levels of intensity. Testing boundaries should therefore be regarded as natural.
  • Each incident needs to be considered and understood in context i.e. the total picture of the child including their life experiences to date. Interventions or responses to behavio ur should be made following serious attempts at involving the child in the behaviour management process.

We do not excuse ‘poor’ behaviour but seek to understand the fact that some children have more loosely defined behavioural boundaries and little guidance in moral issues.

Responsibilities
All members of the school community – teaching and non-teaching staff, parents, pupils and governors – work towards the school aims by: 

  • Providing a well-ordered environment in which all are fully aware of behavioural expectations;
  • Treating all children and adults as individuals and respecting their rights, values and beliefs;
  • Fostering and promoting good relationships and a sense of belonging to the school community;
  • Offering equal opportunities in all aspects of school life and recognising the importance of different cultures;
  • Encouraging and praising good relationships, behaviours and work;
  • Rejecting all bullying or harassment in any form;
  • Helping to develop strategies to eliminate undesirable behaviour  both within and outside the classroom and applying these consistently;
  • Caring for and taking pride in the physical environment of the school;
  • Working as a team, supporting and encouraging each other.

Rules
These are simple, few in number, and are designed to cover any eventual ity. They are designed to enable our positive working atmosphere to be maintained, with a view to fairness for all.


KEY STAGE 1 BEHAVIOUR PLAN

Classroom Rules

  1. Do as an adult asks you
  2. Keep hands and feet to yourself
  3. Treat everything in school with care
  4. Speak kindly to others

These rules are shared frequently with the children, in classroom or assembly settings.

Positive Recognition

  1. Praise
  2. Stickers
  3. Inform parents of success
  4. Certificates – especially linked to the weekly values celebrated in our Friday Whole School Assemblies
  5. Super-star badges
  6. Send to Headteacher/Senior Manager

Consequences

Stage 1: Warning
Stage 2: Sit on cushion – 5 minutes
Stage 3: Miss 5 minutes playtime or choosing time
Stage 4: Send to Senior Manager to discuss behaviour (Classteacher completes Incident report, which is put in Class Behaviour file) Classteacher Informs parent at end ofol day.
Stage 5: Involvement of Headteacher, meet parents, consequence to be decided

Extreme Behaviour (physical, verbal or aggressive): Classteacher to write report

Send straight to Headteacher, parents contacted

(If at any point child refuses to comply with Behaviour Plan send for pastoral support T.A.)


 KEY STAGE 2 BEHAVIOUR PLAN

Classroom Rules

  1. Do as an adult asks you
  2. Behave in a way that does not upset or disturb others
  3. Treat everything in school with care

Positive Recognition

  1. Praise
  2. House-points
  3. Stickers
  4. Positive phone calls and notes home
  5. Certificates given out in Friday Whole School assemblies
  6. Send to another teacher
  7. Send to Headteacher

Consequences

Stage 1: Warning
Stage 2: 5 minutes isolation in the classroom
Stage 3: 5 minutes loss of playtime
Stage 4: Send to Senior Manager or a member of Leadership team for rest of session with work to be completed. (Classteacher completes Incident report, which is put in Class Behaviour file) Classteacher to inform parents
Stage 5: Involvement of Headteacher, inform parents, internal exclusion for half a day

Contact parents in consultation with Headteacher

Extreme Behaviour (physical, verbal or aggressive) Classteacher to write report

Send straight to Headteacher, meet parents, consequence decided

(If at any point child refuses to comply with Behaviour Plan send for pastoral support T.A.)


 Danger signs in the classroom that should lead to referral to SEN Manager: 

  • A sudden deterioration in the child's standard of work.
  • Restlessness and inability to concentrate.
  • Unprovoked aggression.
  • Irritability and sulkiness.
  • Delinquent acts, persistent stealing despite punishment.
  • Attention seeking.
  • Emergence of speech defect.
  • Excessive daydreaming.
  • Marked variety of moods fluctuating quickly from elation to depression and anxiety.
  • Clumsiness and lack of co-operation.
  • Failure to keep and make friends.
  • Hypersensitivity to criticism.

These comments are to help the referring teacher describe the behaviour of the child or children concerned. The SEN manager should be consulted and will place the child on the Code of Practice Register and discuss the child's behaviour with the Headteacher.  At this stage parents may be invited to share in the maintenance of a behaviour management plan.

The school employs a full time, Pastoral Care Manager (PCM) who has responsibility for supporting teachers and parents in managing severe and persistent challenging behaviour. Her role involves working closely with teachers and pupils in planning and monitoring programmes and strategies to manage very challenging behaviour. The PCM will sometimes work alongside the pupil in the classroom or may work on a one to one basis in the Unit. Any child whose behaviour prevents or prejudices effective teaching or learning will be removed from the classroom and will work with the PCM in the Unit. The PCM will then support the child towards successful re-integration into the classroom.

Her role also includes liaison with external support services and work with parents either on a one to one or as a parenting group.

The main focus of the PCM’s work is to reduce incidents of unacceptable behaviour, prevent classroom disruption and ensure maximum inclusion for pupils exhibiting emotional and behavioural difficulties. This then enables teachers to provide high quality learning opportunities for all children.

Liaison with Parents:
Parents will be kept informed about their child’s behaviour.  If it appears that this has to be monitored on a regular basis a home/school contact book will be set up.  This will be written in daily by the class teacher or learning support assistant and sent home.  This can be an onerous task; the aim will be to reduce the frequency over a period to, say, a weekly comment. The parent should write in it each evening and return the book to school.

Exclusion:
Section 52 of the Education Act 2002 and Regulations made under the Act, namely the Education (Pupil Exclusions and Appeals) (Maintained Schools) (England) Regulations 2002: SI 2002/3178 govern the exclusion of pupils from maintained schools. ‘Exclude’ means exclude on disciplinary grounds. Head teachers, teachers in charge of a Pupil Referral Unit (PRU), governing bodies, local authorities (LAs) and Independent Appeal Panels (IAPs) must by law have regard to this guidance when making decisions on exclusions and administering the exclusion procedure.  Although the Act defines ‘exclude’ as meaning simply exclude on disciplinary grounds (without specifying any degree of seriousness), the DCSF guidance states that exclusion is a serious step.  Exclusion should only be used in response to serious breaches of the school’s discipline policy.

Parents will be notified of the reason for exclusion. Before the child is re-admitted to school, a meeting between the parents and school will be arranged. The purpose of the meeting will be to discuss strategies and a way forward to ensure the risk of a repetition of the offending behaviour is avoided. A written record of the discussion will be made to include commitments to the agreed plan by both parents and school. Copies will be provided for the parents.

Procedures for providing children with opportunities to discuss appropriate behaviour:

  • a programme of PSHE set in a moral framework designed to promote mutual respect, self-discipline and social responsibility (see PSHE Policy)
  • a programme of religious education which includes ethical issues (see RE Policy)
  • Circle Time – open discussions held in class groups at regular intervals
  • The agreement of a set of in-class rules by each class at the beginning of the school year
  • Individual conferencing with a senior member of staff
  • Assemblies
  • School Council meetings