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BEHAVIOUR POLICY

 

 

Updated February 2022

Our mission statement is the cornerstone of our restorative behaviour policy:

“Following the teachings of Jesus, we challenge and support all members of our community to love one-another, make the most of their God-given gifts and care for everyone in friendship. Allowing all to flourish; enabling heart, mind and spirit to soar. “I can do all this through Christ who gives me strength.”

Love, Learn, Care.

Philosophy

We believe in positive behaviour management based on the good relationships fostered within the school community, where people are challenged to care for and support one another.  We have high expectations, and utilise a wide range of strategies to encourage and reward all children in taking responsibility for their own actions - allowing them to flourish.

Aims

  • To encourage a calm, purposeful and happy atmosphere within the school, inside and outside the buildings.
  • To foster positive, caring attitudes towards everyone, where achievements at all levels are acknowledged and valued.
  • To encourage increasing independence and self-discipline, so that each child learns to accept responsibility for his/her own behaviour.
  • To have a consistent approach to behaviour throughout the school with parental co-operation and involvement giving a common purpose.
  • To ensure safety through making the boundaries of acceptable behaviour clear.
  • To enable children to make positive choices to correct their behaviour
  • To accept and respect all, regardless of any protected characteristics

 School Rules

These simple rules can be interpreted at an appropriate level by every child and clearly understood by all.

1.  LISTEN to all the adults in school and to each other.

2.  RESPECT everyone in the school community and their property.

3.  TRY YOUR BEST at all times.

4.  BE POSITIVE and have a good attitude.

General Strategies

1.  Praise and encouragement.

2.  Awarding of incentives e.g. stickers, certificates, class rewards.

3.  Sharing successes.

4. Identify and model positive learning behaviours.

The Behaviour Triangle & Stars

Each classroom displays a Behaviour Triangle with gold at its peak, an amber section in the middle and red at its base.  Each child has a name card which begins each day in the gold section. 

Our aim is that children behave well and remain in the gold section or even move onto behaviour stars for consistently behaving well. 

The Behaviour Triangle operates for the whole school day, including break times and lunchtimes.

Further information around the use of the Behaviour Triangle and Stars is set out below:

The children are rewarded for positive learning behaviours.

Rewards

Each child in class is rewarded if they remain in the ‘golden’ section of the triangle. These children take part in ‘Golden Time’.

If the majority of children are in the golden section, the class may be given other appropriate rewards at the discretion of the class teacher.

The children can be rewarded further and move up to the ‘stars’ above the golden section. The stars are graded ‘Bronze’, ‘Silver’ and ‘Gold’. The children in the stars section may be presented with ‘Super Star Learner of the Week’ or ‘Super Star’ certificates in the Celebration Assembly. Children who reach the ‘Gold’ will be presented with an individual reward and Head teacher’s Award.

If the majority of the children continue to be in the golden section over the half term, the class can be awarded an extra reward e.g. extra playtime, ‘free’ time on iPads.

Children who consistently ‘reach the stars’ can be rewarded with the Super Learner or Super Star of the term award.

Examples of positive behaviours (green behaviours)

The following list (although not exhaustive) shows behaviours that are expected:

Politeness, responsibility, completing tasks, helping others, collaborating, co-operating, volunteering, being prepared.

Sanctions Strategies

Sanctions

If children do not follow the expectations highlighted above, the following sanctions should be adopted:

1. Verbal warning about behaviour - unless behaviour is a serious disruptive behaviour (red behaviour*).

2. If behaviour continues sanction according to class rewards/sanctions - amber for minor disruptive behaviours

3. If behaviour still continues (a second amber*) - isolate the child in the classroom for 5 minutes.

4.  Three repeated minor disruptive behaviours lead to red sanction and children are immediately sent to the Phase Leader’s classroom for 10 minutes isolation.

5. Further negative learning behaviour leads to the child discussing their behaviour with SLT member.

6. Parents will be informed of more serious disruptive behaviours (red*) behaviours.

*see section below for exemplifications of amber and red behaviours

Restorative Practice

  • The children’s name card starts in the Golden section each day. The names are moved down to the amber section of the triangle if minor negative behaviours are displayed, after being given a verbal warning.
  • The children can move back to the Golden section if they display positive learning behaviours and have acted upon feedback given. At the end of each day children who were in the amber section, begin again the golden section.
  • If the child does not act on feedback and continues to display minor disruptive behaviours three times, this leads to the red section. The child would be sent to the Phase Leader’s classroom for 10 minutes isolation for 3 amber behaviours recorded. A further 5 minutes would be missed for additional disruptive behaviours.
  • The children immediately move to the red section if the behaviours are more serious disruptive behaviours.
  • Each day is a new day, and every child begins each day on gold.

 

Red and Amber behaviours

Disruptive behaviours (amber behaviours)

Shouting out, talking, unprepared for the lesson, disturbing others, not listening

 Repeated Amber Misbehaviour

If the child is sent to the Phase Leader’s classroom three times in one half term, the parents will be informed by the class teacher. This would also involve the child having formal contact with the Phase Leader and/or Deputy Head.

Persistent misbehaviour will involve parents being called to speak with the Headteacher.  Further strategies will be put in place e.g. Home/School Link Book, or internal exclusion, and the situation monitored carefully.  In cases of extremely serious misbehaviour fixed term or even permanent exclusion will be considered.

More Serious Disruptive Behaviours (red behaviours)

Fighting, lying, intentional damage, refusal to do as asked by an adult, foul language, disrespectful to an adult, assault on a child or staff member

If the children display more serious disruptive behaviours (red behaviours), parents will be called and speak to the head teacher or member of the SLT. If the child displays a 'red' behaviour, this will be logged on the school reporting system (CPOMS) and the following, additional strategies must be considered:

Additional Strategies to consider for Red Disruptive Behaviours

Home/School Behaviour Chart

  • Home/school behaviour chart - the chart will separate the day into a number of sections, including breaks and lunch times.
  • Each section will be recorded as either positive (child learning, following expected behaviour principles) or negative.
  • For each positive, the child will gain 5 minutes of time to chose an activity agreed with the class teacher at the end of the school day (to a maximum of 20 minutes). 
  • If the child displays amber behaviours, they receive a negative mark. This results in them losing 5 minutes of their playtime. This time may be carried forward to following days.
  • If the child continues to display red behaviours, exclusion will be considered (see note below 'Exclusions').
  • The home/school behaviour chart will be signed off by a member of SLT each day and then sent home for parents to sign and comment upon.

Pastoral Support Plan

Pastoral support plans will be written for any child who is placed on a home/school behaviour chart. These could involve one or more interventions designed to support emotional/behavioural well-being. They encourage children to make positive choices. Interventions could include:

1) Working with the school's Pastoral Support Worker

2) Referral to Jenbys - emotional and mental well-being support group work.

3) Referral to cluster for counselling support

4) Referral to ABC or OASIS alternative provision for short term placements

5) Support from school for any medical referrals e.g. CAMHs

6) Referral to SENIT

7) Individual Pupil Risk Assessment written

This list is not exhaustive and each plan will be based on the needs of the individual child.

Exclusion

Exclusion is only ever used as a last resort and will be for the shortest time necessary. Internal and/or external exclusions would be considered on a case by case basis.

Exclusion must be considered for individual acts of unprovoked aggression or violence or a continual disruption of others' learning. Other considerations would be for any abuse around protected characteristics, e.g. homophobic abuse; racist abuse; serious damage to school property; theft; bringing a weapon into school; persistent bullying and indecent or sexualised behaviour.

It is likely that in the first instance this will be a fixed term exclusion of one to five days, depending upon the seriousness of the incident(s). 

If the additional strategies above, do not amend behaviour successfully, a permanent exclusion would be considered. Having reflected upon all the available evidence and on taking advice from relevant local authority officers and other professionals the SLT may decide to permanently exclude the child.  Parents have the right to a Governor Hearing where the permanent exclusion can either be declined or upheld.

Peer on Peer Sexual abuse

At our school, we have a zero-tolerance approach to sexual violence and sexual harassment; it is never acceptable, and it will not be tolerated. All incidents are met with a suitable response and are never ignored.

Our staff will follow our child protection policy and procedures, acting immediately when met by any concerns and ensuring that we support both the perpetrator and the victim.

Our pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be. The school’s response will be proportionate, considered, supportive and decided on a case by case basis.

When responding to an allegation, our staff will carry out a risk assessment to determine whether to: 1) Manage the incident internally 2) Refer to early help 3) Refer to children’s social care 4) Report to the police.

Children who have/may have sexually harmed others will be responded to in a way that meets their needs as well as protecting others within the school community through a multi-agency risk assessment management plan (RAMP).

The staff:

• Ask children outright if they’ve been harmed

• Listen and reassure

• Reflect back their language

• Make a written record as soon as possible

• Contact the DSL.

Staff do not:

• Dismiss the incident as banter

• Ask leading questions

• Promise confidentiality

• View videos or photos

• Share the disclosure with anyone other than the named person

We will ensure that children are taught about safeguarding, including online safety, and recognise that a one size fits all approach may not be appropriate for all children, and a more personalised or contextualised approach for more vulnerable children, victims of abuse and some SEND children may be needed.

As part of providing a broad and balanced curriculum, relevant issues will be addressed through the PSHE curriculum, including self-esteem, emotional literacy, assertiveness, power, relationship and sex education, online safety, online bullying, sexting, child exploitation (CSE/CCE), sharing nudes and semi-nudes, female genital mutilation (FGM), preventing radicalisation, peer on peer abuse, consent, online safety, anti- bullying, unhealthy and abusive family relationships. The curriculum will reflect the statutory Relationship Education, Relationship and Sex Education and Health Education

Closing Statement

All staff will make every effort to ensure all children are engaged in meaningful tasks which offer the appropriate level of challenge, with support where necessary.  Children are encouraged to concentrate, stay on-task and become increasingly independent learners.  Every child is valued and benefits from both public and private praise.  The importance of self-esteem is never underestimated.

Parents are asked to work in partnership with the school and support the implementation of the behaviour policy.  The school rules are displayed clearly throughout the school and are included in the Home/School Agreement.  We value the support and co-operation of parents in building a framework for the moral, spiritual and social education of all our children.

Appendix

Suggested strategies for Resolving Conflict

Let others listen with no interruptions.

Encourage to maintain eye-contact.

Stress the importance of telling the truth.

Each child has a turn to say:

     1.  What the other(s) has/have done to upset them.

     2.  How they feel about it.

     3.  How they would like them to behave in future.

Under adult supervision the children are encouraged to understand each other’s feelings, and to make peace and move on.

For the vast majority of children, this behaviour policy will prove effective in promoting a positive learning environment and behaviours.

However, as an inclusive school, we realise that additional strategies may need to be employed to support children's emotional/behavioural well-being so they achieve their potential in their learning.