Happisburgh CE VA Primary School
Behaviour and Discipline Policy
Aims and expectations
It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
The school has a number of school rules (the Golden Rules), but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
The school expects every member of the school community to behave in a considerate way towards others.
We treat all children fairly and apply this behaviour policy in a consistent way.
This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.
The school rewards good behaviour, as it believes that this will develop an
ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
Rewards and Sanctions
We praise and reward children for good behaviour in a variety of ways:
- staff congratulate children;
- staff reward children with appropriate stickers or Dojos
- certificates in Friday Celebration assembly
Our Golden Rules
I will take good care of the equipment and building.
I will walk inside the building.
I will talk quietly.
I will be friendly.
I will say “please” and “thank you”.
I will be helpful.
These are generated by each class but cover the above themes. We enforce the school rules in a consistent way, to ensure a safe and positive learning environment. If sanctions are necessary, they are applied appropriately to each individual situation.
Each teacher has high expectations and clear classroom routines which are regularly reinforced with the children.
If behaviour falls below expectations, a reminder of the school rules is given.
A warning is given if misbehaviour reoccurs.
Parents/carers are informed by the class teacher. The head teacher is also informed at this stage.
The class teacher and head teacher monitor the behaviour of the child concerned.
If inappropriate behaviour continues, the head teacher may issue the child with a Report Card .This is done in collaboration between home and school. The card is completed and signed by the class teacher, Midday Supervisors, head teacher and parents/carers each day. This reviews the child’s progress through the week, in order to assess next steps. The child is taken off the report card once behaviour improves.
The safety of the children is paramount in all situations. If a child’s behaviour was likely to endanger the safety of others, the class teacher would stop the activity and prevent the child from taking part for the rest of that session.
We revisit our Golden Rules regularly in class and in whole school assemblies. In this way, every child in the school knows the standard of behaviour that we expect in our school. Our Golden Rules are also displayed in school.
Our school does not tolerate bullying of any kind. We participate in Antibullying Week, and we discuss positive, responsible behaviour in our Personal Social and Health Education lessons (PSHE), as well as school and class council sessions.
We promote `Values for life’ which are Christian principles such as: hope, thankfulness, honesty, charity. These are introduced every term through assemblies and developed further within the wider curriculum.
Children are encouraged to adopt a `traffic light’ approach to solving problems i.e. stop, reflect and then think of the best way forward. By resolving their own conflicts through a process of peaceful problem solving, we encourage children to be responsible and take ownership of their behaviour. We do everything in our power to ensure that all children feel safe, happy and enjoy coming to school.
All members of staff are aware of the regulations regarding discipline and behaviour management. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.
The role of the class teacher
It is the responsibility of the class teacher to ensure that the children are familiar with the Golden Rules, and that the school rules are followed responsibly in their class.
The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.
The class teacher treats each child fairly with respect and understanding. In some cases, the class teacher may liaise with the SENCO and external agencies, as necessary, to support and guide the progress of a child.
The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.
The role of the head teacher
It is the responsibility of the head teacher, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the head teacher to ensure the health, safety and welfare of all children in the school.
The head teacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
The head teacher keeps records of all reported serious incidents of misbehaviour/alleged bullying incidents in behaviour incident folder held in office.
The head teacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head teacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.
The role of parents
The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.
We work with parents to support their child’s learning and development at school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.
We expect parents to support the school if sanctions are applied for misbehaviour. If parents have any concern about the way their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the head. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented with the governing body.
The role of governors
The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the head teacher in carrying out these guidelines.
The head teacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour.
Fixed-term and permanent exclusions
Only the head teacher (or the acting head teacher) has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The head teacher may also exclude a pupil permanently. It is also possible for the head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
If the head teacher needs to exclude a pupil, parents are informed immediately, and reasons for the exclusion are given. At the same time, the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.
The head teacher informs the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
The governing body itself cannot either exclude a pupil or extend the exclusion period made by the head teacher.
In the case of an appeal, governors would meet to consider exclusion and the circumstances in which the pupil was excluded. They would also consider any representation by parents and the LEA, and look at whether the pupil should be reinstated.
If the governors‟ appeals panel decides that a pupil should be reinstated, the head teacher must comply with this ruling.
Screening, Searching and Confiscation in schools
We follow the guidelines published by the DfE on screening, searching and confiscation in schools. The Headteacher, and staff authorised by the Headteacher, may search a pupil if he or she has prohibited items such as knives, weapons, alcohol, illegal drugs and stolen items. Items which they consider harmful or detrimental to the school may be seized as a result of a search.
Use of Reasonable Force
It is recognised that the pupils at Happisburgh Primary School behave and respond very positively to discipline, and this ensures the well-being and safety of all pupils here. (See Ofsted report May 2012)
Children are encouraged to be responsible, to “own‟ their behaviour and to solve any problems together peacefully.
In exceptional circumstances, staff may need to take action in situations which require the use of reasonable force. Some staff have received training in de-escalation skills, prevention strategies, risk assessment, and physical interventions – (NCC Step On training) We follow the advice published by the DfE on the use of reasonable force.
Force will never be used as a punishment. Reasonable force may be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.
When dealing with any challenging situation, account is taken of the child’s age, gender, the level of physical, emotional and intellectual development, special needs and social context.(see appendix for SEN pupils)
The headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
Any incidents that occur at break or lunchtimes are recorded if significant in the yellow folder in the office. Staff are informed of any matters relating to pupils in their class.
The headteacher keeps a record of any pupil who is suspended for a fixed term, or who is permanently excluded.
It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.
The governing body reviews this policy every two years. They governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.
Below is an outline of the steps to be taken by the school when a child’s behaviour falls below expectations.
ACTION AND BY WHO
- Reminder of school rules by Class Teacher / Teaching Assistant
If misbehaviour continues:
- Verbal warning by Class Teacher / Teaching Assistant
- Parents / Carers are informed by Class Teacher Headteacher also informed.
- Behaviour monitored by Class Teacher and Headteacher.
- Report card issued:this closely records a childs behaviour over a fixed period of time
Collaboration between school and home is paramount to achieve a successful conclusion.
Appendix: Special Educational Needs
We aim to include students with a variety of needs in all areas of school activity and maximise their achievements. Students with learning and behaviour difficulties will receive support that can take several forms: either within normal lessons, individual tuition or in small groups. Progress, including behaviour, is regularly assessed and monitored and reported to parents through Individual Education Plans whilst outlining strategies for students and staff to follow to enable progress in learning and behaviour.
SANCTIONS – See Rewards and Sanctions within ‘Behaviour and Discipline Policy’.
Other possible sanctions could include:
- short cooling off period outside the classroom (maximum 5 minutes) –use of calm box
- sent to a temporary alternate space (supervised by an adult)
Individual risk assessments will be carried out for pupils with a perceived additional risk to themselves or others.