BEHAVIOUR & DISCIPLINE (Pupils) POLICY
|Last Reviewed:||June 2019||Next Review:||June 2020|
|Committee Responsibility:||Finance & Strategic||Approved on:||June 2019|
|Approved By:||Trustees and Governing Body|
1. AIMS AND EXPECTATIONS
It is the primary aim at Barnby Road that every member of the school community feels valued and respected, and that each person is treated fairly and well. We always wish to be a caring community, whose values are built on mutual trust and respect for all. This behaviour policy is therefore designed to support the way in which all members (adults too!) 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 democratic code devised by the pupil council and staff; it is a code rather than an enforcement of rules. It is a positive thing. The code is a means of promoting good relationships, so that people can work together with a common purpose that supports a learning institution. We want all members of our community to feel valued and able to work in a co-operative, considerate and effective manner in order to attain our mission.
The community expects every member of the school to behave in a considerate way towards others it is never, "Do as I say, not as I do!" at Barnby Road.
We treat all children fairly and apply this behaviour policy in a consistent way in keeping with equal opportunity, inclusion, race and gender policies.
This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of our community.
The school rewards good behaviour and has sanctions for poor behaviour; this careful balance is determined in order to develop an ethos of kindness and co-operation. This policy is about promoting good behaviour rather than merely deterring anti-social behaviour. It is a proactive rather than a re-active policy.
2. REWARDS AND SANCTIONS
We praise and reward children for good behaviour in a variety of ways:
In addition children on a specific behavioural programme may be given scores, stamps, stars for improving behaviour.
- The school also attempts to celebrate performance outside school hours, children can and regularly do bring in certificates, medals and awards achieved in their own time these are noted in files and celebrated in Friday assemblies.
- The school employs a number of sanctions to enforce the school code, and to ensure a safe, positive and purposeful learning environment:
Four simple strategies:
a) Warning. This may be a visual or verbal warning by the teacher.
b) Time out. A child may have to spend no more than a couple of minutes carpet time to reflect.
c) A move. To another part of the classroom or supervised area.
d) A reprimand at the end of the lesson and the loss of five minutes playtime.
e) A reminder letter home: e.g. PE kit or homework
TRIGGERS FOR LEVEL ONE:
Missing one full break and completing a purposeful activity.
TRIGGERS FOR LEVEL TWO:
Always involves the head teacher and is recorded on an incident summary, letters to parents of all parties and recorded on file. Possible Parent interviews with child. Three Stages:
1. The child is sent to the head teacher for an interview and to explain his/her behaviour. The child may spend time in the heads office and endure an internal exclusion as well as losing breaks all day from the class as appropriate. An incident report will be typed out and will be sent home to those parents of parties concerned. This will clarify the behaviour and may request parental attendance the next day. The report will be held on file for a year.
2. If there is repeated bad behaviour. The child will be sent to the head teacher and will miss a series of playtimes conversant with the level and appropriateness of the behaviour. An incident report and a request to see parents will be sent. Behaviour registered in the behaviour book and the incident report held on file throughout the key stage. A behavioural monitoring card may be opened and breaks will be taken as appropriate. Outside Behavioural agencies may be involved, behaviour plans may be opened.
3. If there is continued bad behaviour. The child will be sent to the head teacher and a "fixed term exclusion" will be issued, parents informed immediately and asked to come to school. An incident report will be typed up and sent to parties concerned. This may be internal exclusion or external depending on circumstances and level of disruption or risk to others. Length of exclusion will vary in according with appropriateness. Monitoring record or card applied for two weeks after return. (NB. In certain circumstances, if the offence is particularly serious or a repetition of a previous serious incident, a fixed term exclusion may be imposed without stages one or two being undertaken).
TRIGGERS FOR LEVEL THREE:
Level four is the most serious option and will warrant instant and permanent exclusion.
TRIGGERS FOR LEVEL FOUR:
a. Teachers have a duty to promote good behaviour in classes. The School code should always be displayed in the classroom and discussed with teachers. It is vital that expectancies are always clear and shared. Some teachers like to draw up their own classroom code, this is very acceptable but must complement not replace the Pupil Council agreed code. Circle-time should be used in PHSE time to explore behavioural issues on a regular basis.
b. The school does not tolerate bullying (See bullying policy).If we discover that an act of bullying or repeated intimidation has taken place; we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. Listen to our children!
c. All members of the Barnby Road staff are aware of the Care/ Control and restraint policy which covers DFES Circular 10/98, relating to section 550A of the Education Act 1996.
3. THE ROLE OF THE CLASS TEACHER
a. It is the duty of a class teacher to ensure that the school code is enforced in their class, and that their class behaves in a responsible manner during lesson time.
b. The class teachers in our school are expected to have high expectations of children in terms of behaviour, and they strive to ensure all children can work to the best of their ability without hindrance.
c. The class teacher strives to treat each child fairly and enforces the school code consistently. The teacher treats all children in their class with respect and understanding in keeping with the "Rights of the Child".
d. If a child misbehaves repeatedly in class, the class teacher begins to record these incidents. In the first instance the class teacher deals with level one incidents him/self herself. If the behaviour is not modified share your concerns with your head of key stage or the head teacher. Don’t suffer in silence!
e. The class teacher must be prepared to liaise with outside agencies as and when appropriate. Social care services or behavioural unit support may be incredibly valuable in informing a fuller picture.
f. The class teacher should always liaise closely with parents; behaviour should be discussed at the three parents evenings or more regularly if a child is on a behaviour report.
4. THE ROLE OF THE HEAD TEACHER
a. It is the responsibility of the head teacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and 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.
b. 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.
c. The head teacher keeps records of all reported serious incidents of misbehaviour and shares incident reports with children, parents and staff as appropriate; at his discretion.
d. The head teacher has the responsibility for giving fixed term exclusions 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 consultation, notification with/of governors.
5. THE ROLE OF PARENTS
a. All parents are asked to agree and sign the "Home School Agreement" on entry. This contains an expectancy of support and the school code.
b. The school will always try and work collaboratively with parents, so children receive consistent messages about how to behave at home or school.
c. We expect parents to support their child’s learning, to co-operate with teachers and the school as an institution. We will always try to create a supportive dialogue between the home and the school, and we inform parents immediately if we have ongoing concerns about behaviour at level two onwards. Parents are regarded as essential partners in modifying inappropriate behaviours.
d. If the school has to use reasonable sanctions with a child, parents should be expected to support those actions in school. If parents have concerns about our judgements they should take those up, initially with the class teacher but for level two plus more likely the head teacher. If this is not resolved the Chair of Governors would be the next. If he/she is unable to satisfy the situation formal grievance procedures can be implemented.
6. THE ROLE OF GOVERNORS
a. The governing body must approve this policy for it to be implemented.
b. The governing body must then fully support this policy in its implementation by the head teacher.
c. The head teacher has the "day to day" authority to implement the school behaviour and discipline policy. The governors should be given termly report on its implementation and at annual review the head teacher should take care to ensure governors’ views are fully represented.
7. FIXED TERM AND PERMANENT EXCLUSIONS
a. Only the head teacher or acting head teacher has the power to exclude a pupil. The head teacher may exclude a pupil 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.
b. If the head teacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the head teacher makes it clear to parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make such an appeal.
c. The Head teacher informs the LA and the governing body about any permanent exclusions, and any fixed term exclusions beyond five days in one term.
d. The governing body cannot either exclude a pupil or extend the period made by the head teacher.
e. The governing body has a discipline committee, which is made up of between three and five members. This committee considers any exclusion appeals on behalf of governors.
f. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and LA, and consider whether the pupil should be reinstated.
g. If governors’ appeals panel decides that a pupil should be reinstated, the head teacher must comply.
a. The head teacher monitors the effectiveness of this policy on a regular basis, he also reports to the governing body making recommendations for further improvements.
b. The school keeps incident reports on file for the periods stated; these reports may include statements from pupils, teachers, mid-day supervisors and non-teaching staff.
c. The head teacher keeps a record of exclusions or fixed term exclusions.
d. It is the role of the governors to monitor rates of exclusions, and to ensure that the school policy is administered fairly and consistently.
The governing body will review the policy annually. It may be reviewed earlier if the government introduces new regulations, or the governing body receives advice from the LA on how it might be improved.