Behaviour and Discipline Policy

Aims and expectations

To ensure that every member of the school community feels valued and respected, and to promote an environment where everyone feels happy, safe, stimulated and secure. To promote good relationships, so that people can work together with the common purpose of helping everyone to learn. To behave in a considerate way towards others and take responsibility for their actions Our school code:Always be: Considerate Careful Caring Courteous to everyone and everything We treat all children fairly and apply this behaviour policy in a consistent way To help children become positive, responsible and increasingly independent members of the school community. The school rewards good behaviour by using the Butterfly strategies 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 In a minority of extreme cases it may be necessary for staff to intervene by using positive handling strategies. Children will only be held if they are at risk of imminent danger, to themselves or others, which includes members of staff. The decision to use a physical hold on a child is made based on the Six stages of crises in the Team-Teach manual. See Appendix 1. All staff are Team-Teach trained

Positive Behaviour Management

We praise and reward children for good behaviour by using the Butterfly Programme techniques and strategies and other reward systems. See appendix 2 The school employs sanctions to enforce the school rules, and to ensure a safe and positive learning environment. Sanctions are appropriate to each key stage and are as follows:

Foundation Stage
Sanctions depend upon the behaviour and may involve some thinking time (1 minute) away from the situation. If the behaviour continues the pupil will be referred to the Foundation Stage Manager and parents will be informed.

Key Stage 1
1. Give warnings in line with Butterfly guidance. 2. Time out on thinking chair with a timer, outside of the classroom. Child re-enters the classroom and given praise for completing the time. 3. Miss a playtime and complete any unfinished work. 4. Child sent to the Head Teacher to sit outside the office to calm down. 5. For any child refusing to go to Head Teacher, the Head Teacher will be called. 6. Letter sent to parents. 7. Begin formal exclusion procedures.

Key Stage 2
1. At each step the child must know the reasons why the sanctions are being enforced and what the next steps will be. Discussions need to take place between staff and child and maybe the rest of the class to resolve an issue and for the child to realise that their behaviour is unacceptable. 2. The class teacher discusses the school code with each class. In addition to the school code, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. 3. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during circle time and may be passed on to the School Council.

Sanctions in the playground:

A warning to play appropriately Stand against wall for short period, given time to think Send inside to sit outside of HTs Office Record the number of times a child is sent inside. After 5 incidences this will trigger a letter to parents.

Bullying
The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. Our definition of bullying is: Bullying is a wilful conscious desire to hurt, threaten, or frighten someone else Actions to avoid bullying: Through our Christian ethos and Personal and social education Application of our school code Ensure all staff have the same expectations of the children and have a consistent approach Promote good relationships throughout school Dealing with bullying: We report to all staff concerned with the child Determine the cause of the bullying and form a plan to resolve the situation. This may vary depending on individual cases. Inform parents concerned Monitor progress made The action taken to prevent further bullying would depend on the incident and the children involved. It is important that the bully does not have any reason to feel that he/she is being bullied by the staff or parents dealing with the incident.

The role of the class teacher

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 and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding. If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the SENCO, KS manager or Head Teacher. The class teacher reports to parents about the progress of each child in their class. They will also contact a parent if there are concerns about the behaviour of welfare of a child. The class teacher will also promote positive communication with parents through the use of Ask me about.. stickers and certificates. In instances of continued inappropriate and extreme behaviour then an Individual Behaviour Plan will be put in place and shared with the parents. This will detail the strategies used to manage the individuals behaviour and any identified triggers that result in unacceptable behaviour.

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, 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. 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 expect parents to support their childs learning, and to co-operate with the 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 childs welfare or behaviour.

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

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. 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 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.

Monitoring
The school keeps a variety of records of incidents of behaviour. Class teachers keep behaviour logs and records of concerns. Lunchtime supervisors record incidents and report back to class teachers daily. The Head Teacher keeps a record of incidents depending on their severity. The Head Teacher 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.

Review
The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this, if the government introduces new regulations.

Appendix I: Butterfly techniques and strategies

Behaviour noticed is more likely to be repeated The Butterfly strategies support and empower school staff to encourage good behaviour. The techniques used: Create emotional well-being Help children learn Teach children the value of praise Help them to listen Use tangible rewards Each class in Foundation Stage and Key Stage 1 has its own accumulator and box of treasures or tokens. Every time children are seen doing the right thing they are rewarded with a token. When the accumulator is full the teacher draws a treat card out of a special bag, the whole class enjoys the treat. The tokens are emptied back into the box and the whole process starts again. Initially the teacher and support staff will flood the children with tokens but as time goes on it will not be necessary to do this as behaviour should be very good and tokens can be given at appropriate intervals. Along with the tokens the teacher and support staff will be continually using positive statements and reinforcing good behaviour for everyone in the class. The children who are always good and well behaved also get rewarded for their behaviour. Rewards are chosen by the children to go on card and involve such activities as 5 mins extra playtime or playing a class game together or some extra ICT activities. If the children do not comply with instructions they are told You need tothen you can do . If this does not work I can see you are thinking about .. and praise the child promptly, if this fails say I will help you and put your hands over the childs hands to help them tidy up etc. Planned ignoring may also take place and is used along with a clear, short and exact instruction. These techniques are used consistently throughout FS and KS1 by all staff. In KS 2 the Good to be Green system is used consistently by all staff to promote good behaviour. This is a card system.