Behaviour and Discipline Policy

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Aims and Expectations


 

 It is a primary aim at East Rainton that every member of the school community feels valued and respected and that each person is treated fairly. 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 community 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, 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, feel valued and safe. The 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. It is vital that we approach matters of behaviour management in a positive and considerate way. Our aim must be to avoid either provoking confrontations or backing students into corners which make further ill discipline inevitable. This does not mean that class teachers should tolerate any misbehaviour; it simply means that such incidents should be dealt with calmly and in a structured way.

 

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:

 

  • Teachers congratulate children.
  • Each week we nominate a child from each year group, who has shown a good attitude to learning and general school life, to be in the Golden Book.
  • Each child in the Golden Book receives a certificate and pencil; these are given out each Friday in a special celebration assembly.
  • Children are awarded for consistently bringing in their homework.
  • House points, smiley faces or raffle tickets are awarded throughout the week, in each class. These are awarded for a positive attitude to a variety of school activities. House points are added up by House Captains and shared with the whole school in Friday’s assembly. Within classes 5 names are drawn out of either smiley face or raffle ticket boxes those children can choose an item from the Star Box.
  • Mrs Mop (tidiest classroom), Spike (best class attendance) and Lunchtime Vegetables (best class at lunchtime) awards are given out each Friday in assembly.
  • We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
  • We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
  • If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he calms down and is in a position to work sensibly again with others.
  • The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
  • If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents to seek an appointment in order to discuss the situation, with a view to improving the behaviour of the child.
  • Each class has a traffic light system in place with clear instructions as to its implementation as follows:

 

Failing to follow instructions after initial warnings have been given results in the child’s name being moved on to amber.

 

The child must show a good level of improvement to return back to green. If they are still on amber at the end of the lesson they will have 5 mins. Removed from their playtime ( this can carry forward to the next day).

 

If poor behaviour continues their name will be moved on to red which will lead to 10 mins. taken from their playtime.

 


Sanctions and the Role of the Class Teacher and Support Staff


 

The following sanctions can be used, by teachers and support staff, in a hierarchical way to enforce the Code of Conduct:

 

  • Non verbal cues – silence and disapproving gestures.
  • Rebuke or reprimand.
  • Traffic light system as explained above.
  • Removal from classroom, for a short period, until the child has settled down.
  • Short period of detention, at break or lunchtime, to complete work missed. This will be in isolation from the rest of the class.

 

If all of the above fails:

 -Referral, by classroom teacher to senior member of staff.

 -Behaviour cards reporting to a senior member of staff at the end of the day and reported to parents.

 -Temporary internal exclusion/ isolation (set by head teacher).

 -Fixed term exclusions (including lunchtimes) (set by head teacher)

 -Permanent exclusion ( Governors set)

 

 It is the responsibility of the class teachers and support staff:

 -To discuss the school rules with their class and to ensure that they are followed.

 -To ensure that the above systems are used for children who display inappropriate behaviour.

 -To ensure that all children are treated fairly.

 -To be consistent in their approach to dealing with unacceptable behaviour.

 -To liaise with external agencies, as appropriate, to support and guide the progress of each child.

 

It is the responsibility of the class teacher to speak to parents with regards to their child’s behaviour. Any discussions with parents need to be recorded and kept in the child’s file.

 

 


Confiscation


 

 

The sanction of confiscation will be applied in reasonable and proportionate way. The head teacher delegates the right to confiscate property which is being misused in school as long as this is a proportionate response to the offence. The procedure for the safe storage of the property and its return to its owner should be made clear. The school can confiscate mobile phones but not search through a phone or access text messages without the child’s permission unless the head teacher feels it is justified. If cyber-bullying is suspected, then the child can be asked to reveal a message but if the child refuses parents will be contacted and will need to come into school. The child, can however, be punished for refusing to follow a reasonable instruction. The school will keep a record of valuable confiscated items which will be kept in the school office. A note should be written to alert parents if this is considered necessary.

 


Isolation


 

This represents an on the spot punishment for example for those guilty of fighting in school, ignoring school rules or for consistent misconduct in lessons which could lead to exclusion. It is to be used in those instances when the senior management team feel there is nothing will be gained by external exclusion. If it is for more than one day, then it is to be viewed as of equal status in terms of seriousness as a fixed term exclusion and therefore, parents must be informed by the senior management team.

 

School does not tolerate bullying of any kind. If bullying is discovered we act immediately to stop any further incidents. Whilst it is difficult to eradicate bullying entirely, we do everything in our power to ensure all children who attend school free of fear.

 

All members of staff are aware of the regulations regarding the use of force teachers, as set out in DfEE circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils.

 

Staff only intervene physically to restrain children to prevent him/herself or/and others. The actions that we take are in line with government guidelines on the restraint of children. Any incidents of restraint would be recorded in the incident file in the head teacher’s office.

 


The Role of the Head Teacher


 

 

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.
  • To report to governors, when requested on the effectiveness of the policy.
  • To ensure the health, safety and welfare of all children in school.
  • To support staff by setting the standards of behaviour.
  • To support staff in the implementation of the policy.
  • To keep records of all reported serious incidents of misbehaviour.
  • To have 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 may exclude the child. Both these action are only taken after the school Governors have been notified.

 

 


The Role of Parents


 

It is the role of parents:

 

    • To work collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

 

    • To be aware of the school rules and support them.

 

    • To support their child’s learning and to co-operate with the school, as set out in the home-school agreement. We try to build a supportive dialogue between home and school and inform parents if we have concerns about their child’s welfare of behaviour.

 

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents have any concerns about the way that their child has been treated they should initially contact the class teacher or a senior member of staff. If the concern remains they should contact the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

 


The Role of the School Governors


 

It is the role of the school Governors:

 

  • To set down generally guidelines on standards of discipline and behaviour and of reviewing their effectiveness.
  • To support the head teacher in carrying out these guidelines.
  • To advise the head about particular disciplinary issues. The head must take this into account when making decisions about matters of behaviour.

 

 


Fixed Term Exclusions


 

 

 

    • Only the head teacher (or 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. It is also possible for the head teacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. (under Governor agreement)

 

    • 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 appeal against the decision to the governing body. The school informs the parents how to make such an appeal.

 

    • The head teacher informs the LA and the Governing body about any exclusion.

 

    • The Governing body itself cannot either exclude a pupil or extend the exclusion period made by the head teacher.

 

    • The Governing body has a discipline committee that is made up of between three and five members. The committee considers any exclusion appeals on behalf of the Governors.

 

    • When an appeals panel meets to consider exclusion, they consider any representation by parents and the LA and consider whether the pupil should be reinstated.

 

    • If the Governor’s appeals panel decides that a pupil should be reinstated, the head teacher must comply with this ruling.

 

 


Monitoring


 

 

    • The head teacher monitors the effectiveness of this policy on a regular basis. S/he also reports to the Governing body on the effectiveness of the policy and if necessary makes recommendations for further improvements.

 

    • The school keeps a variety of records of incidents of misbehaviour. The class teacher records significant classroom incidents. The head teacher records those incidents where a child is sent to them on account of their inappropriate behaviour.

 

    • The head teacher keeps a record of any pupil who is excluded.

 

    • It is the responsibility of the Governing body to monitor the rate of exclusions and to ensure that the school policy is administered fairly and consistently.

 

 

The policy should be followed in line with the Child Protection/Safeguarding Policy.