|12||Summer 2016||Amended, approved and issued||Summer 2017|
|11||Summer 2015||Amended, approved and issued||Summer 2016|
|10||Summer 2014||Amended, approved and issued||Summer 2015|
|9||Autumn 2013||Amended, approved and issued||Autumn 2014|
|8||Autumn 2012||Amended, approved and issued||Autumn 2013|
|7||June 2011||Amended, approved and issued||Autumn 2013|
|6||May 2010||Amended, approved and issued||September 2011|
|5||September 2009||Amended, approved and issued||September 2010|
|4||September 2008||Amended, approved and issued||September 2009|
|3||September 2007||Approved and issued||September 2008|
|2||September 2006||Approved and issued||September 2007|
|1||September 2005||First draft|
At St John’s we believe that a calm orderly environment is essential if children are to learn effectively. It is the responsibility of the whole school community to provide that environment in order that children and staff can make the most use of lesson time for the purpose of learning.
This policy aims to provide the framework to enable an orderly environment to prevail. It is worthwhile spending time setting out the ground rules and asserting the schools code of conduct as a pre requirement to curriculum delivery.
It also recognises that within a climate of inclusion there will be children who need a personalised approach to their specific behavioural needs. In some cases this will mean that the sanctions, stages and rewards are not always the most appropriate way of dealing with their behaviour and other programmes of intervention and support may be used in conjunction with external agencies.
- Principles: Why we need good behaviour
- To enable effective teaching and learning to take place.
- To foster mutual respect and understanding.
- To keep the school community safe and secure.
- To develop increased self esteem.
- To promote emotional well being and promote a culture of praise and encouragement in which all pupils can achieve.
- To give consistency and structure.
- To ensure equality and fairness of treatment for all.
- To develop good social skills.
- To create a relaxed and enjoyable climate for learning.
- To develop a positive reputation in the community and positive relationships with parents/carers.
The behaviour in our school should reflect the values we promote in encouraging good relationships, positive learning, respect and co-operation in a civilised society. It should also reflect the Christian character of the school. As a school we are committed to equal opportunities including race, disability and gender equality. Our behaviour policy also links with the anti-bullying policy.
This behaviour policy should:
- Identify the roles and responsibilities of members of the school community in relation to encouraging and promoting good behaviour.
- Eliminate unlawful discrimination, harassment and victimisation.
- Advance equality of opportunity and foster good relationships.
The chief aims of our approach to behaviour are:
- The maintenance, encouragement and promotion of good behaviour wherever possible.
- The shared and agreed identification of what we consider to be unacceptable behaviour.
- The establishment and shared understanding of class and school rules.
- The agreed sanctions where rules are broken.
- An opportunity at each stage for children to make amends and redeem themselves.
- The involvement of parents/carers at an early stage.
- A shared understanding of what will happen if…
- The involvement of children – encouraging children to take responsibility for their actions.
At St John’s children are sensitively taught, in an age appropriate way that they have the choice whether to follow a rule and enjoy the benefit, or not to follow a rule and face up to the consequences. They are taught that they have the ‘personal responsibility’ to make the right choices in school and life. They have the choice whether to behave or whether to misbehave.
- Key Roles and Responsibilities
- The Governing Board has overall responsibility for the implementation of the behaviour policy and procedures of St John’s CE (A) Primary School.
- The Governing Board has overall responsibility for ensuring that the behaviour policy, as written, does not discriminate on any grounds, including but not limited to ethnicity/national origin, culture, religion, gender, disability or sexual orientation.
- The Governing Board has responsibility for handling complaints regarding the policy as outlined in the school’s complaints policy.
- The Headteacher is responsible for the day-to-day implementation and management of the behaviour policy and procedures at St John’s CE (A) Primary School.
- All staff and volunteers are responsible for following the policy and for ensuring pupils do so also. They are also responsible for ensuring the policy is implemented fairly and consistently.
- All staff and volunteers will create a supportive and high quality learning environment, teaching positive behaviour for learning and implementing the agreed policy.
- Parents/carers are expected to take responsibility for the behaviour of their child/children inside and outside of school.
- Parents/carers are expected to take responsibility for promoting positive behaviour for learning and modelling acceptable behaviour in the home.
- Pupils are responsible for their own behaviour both inside school and out in the wider community.
- Pupils are responsible for their social and learning environment and agree to report all undesirable behaviour.
St John’s defines “low level unacceptable behaviour” as behaviour which may disrupt the education of the perpetrator and/or other pupils including but not limited to:
- low level disruption and talking in class
- failure to complete classwork
- lack of correct equipment
- incomplete homework
- disruption on journeys
“Unacceptable behaviour” may be escalated to “serious unacceptable behaviour” depending on the behaviour breach.
St John’s defines a “serious unacceptable behaviour” as any behaviour which may cause harm to self or others, damage the reputation of the school within the wider community and/or any illegal behaviour including but not limited to:
- Discrimination – not giving equal respect to an individual on the basis of disability, gender, race, religion, age, sexuality or marital status
- Harassment – behaviour which is unwanted, offensive and affects the dignity of the individual or group of individuals
- Vexatious behaviour – deliberately acting in a manner so as to cause annoyance and irritation
- Bullying – a type of harassment which involves persistent actions, criticism or personal abuses which humiliate, intimidate, frighten or demean the individual
- Cyberbullying – the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature
- Possession of legal or illegal drugs, alcohol or tobacco
- Presenting at school under the influence of drugs or alcohol
- Possession of banned items
- Refusal to comply with disciplinary sanctions
- Any illegal behaviour
- Training of Staff
At St John’s, we recognise that early intervention can prevent bad behaviour. As such:
- Teachers will receive training in identifying potentially at risk pupils.
- All staff will receive training on the behaviour policy as part of their induction and professional development, as well as regular ongoing training to ensure consistency of standards.
- Our School Rules for Pupils
- Be kind, polite and respect everyone in and around school.
- Always do your best.
- Use a quiet voice in school.
- Move safely around the school.
- Respond immediately to adults’ requests.
- Respect school property.
- Our School Values
In addition to these rules, we have some common sense rules to maintain high standards:
- We expect children to arrive punctually at school – the doors open at 8:45am and close at 9:00am to allow a gradual, calm start to the school day.
- We do not allow sweets or chewing gum in school.
- We expect children to wear smart uniform/appropriate clothing and bring reading book/
PE kit/complete homework.
- We do not allow the wearing of jewellery other than stud earrings (plasters cannot be used to cover earrings) and a watch, which must be removed for PE. No bracelets/wrist bands are allowed.
- Long hair should be tied back at all times and whilst hair styles are a matter for personal taste, certain styles of a more extreme nature can become a distraction to the pupil involved and other children in the school. For pupil and parental guidance the following are not acceptable in school:
- Closely cropped shaven head
- Dyed hair
- Gelled hair (where hair is spiked or styled into unusual shapes)
- Patterned styles where words or pictures or logos are shaven in.
- We expect children to respect school property and other people’s property. Necessary equipment pens, pencils, rulers etc will be provided. Personal equipment should be left at home e.g. pencil cases/phones/cards/items of value.
- Promoting Positive Behaviour
The first focus is on good behaviour, stemming from good teaching for all pupils and good classroom management, with positive comments for those behaving well being common place i.e. rewarding good behaviour. Each class will negotiate together their own class rules in language appropriate to the age of the children in that class and worded positively at the beginning of September and revisited as necessary. These rules will be reinforced regularly by all school staff through praise and rewards. These are displayed in each class using the Good To Be Green (G2BG) behaviour scheme. Some children may need a personalised approach to their specific behaviour needs and have other individual programmes devised by class teachers/other staff/outside agencies. We have a no shouting policy.
It is essential that staff refer to rules frequently and reinforce them through G2BG praise and rewards. We aim to develop a positive praise attitude through normal classroom teaching. There are many ways that staff can achieve this on a day to day basis. Ultimately, we want children to be satisfied with the inner sense of well being that comes from presenting good behaviour. However, many children need interim steps towards this, in the form of tangible rewards to recognise all forms of social and academic achievement.
Rewards used include:
- the Good To Be Green behaviour scheme
- verbal praise
- using the phrase ‘always green children’
- approving signs/acknowledgements
- class rewards/tokens
- special certificates
- postcards home from head
- team points/star pupil award/special award time
- sent to another teacher/Headteacher with work
- dinner staff awards
- written comments on work
- extra privileges
- displays in class
- praise wall
- opportunities to praise in assemblies
- juice and biscuits on a Friday
- rewards for our value champions (these are recorded on each classes chart and on the hall display)
Circle time and PHSCE are used throughout the school to raise self-esteem and to reflect on attitudes and behaviour. They are also used to communicate and co-operate as a group to help build good learning and relationships.
- Additional class rewards systems that build towards a treat by the class teacher, e.g. 5 minutes extra play/free choice activity.
- Use of privilege cards in class giving extra responsibilities or treats.
- The use of circle time to celebrate
- Awards in Friday’s celebration assembly for work, behaviour, lunchtime behaviour, individual achievement.
- Good behaviour visits.
- The maintenance of wall displays demonstrating work of which children are proud.
- Children are congratulated for particular achievements in the weekly newsletter.
- A special Y6 awards ceremony is held to celebrate Y6 achievements over the year with distribution of awards and trophies, performances by children of their work and a celebration and reflection of their time spent at St John’s.
- Musical performance and sporting performance awards.
- Value champion visits.
- Reward System
A further support to good behaviour will be an opportunity for all children to work their way through a succession of rewards including bronze, silver, gold, platinum and diamond certificates – this links to the G2BG Scheme. If a child has received either a yellow or red card due to behaviour issues they will not progress as quickly through the behaviour rewards system as those children with exemplary behaviour. The final certificate will be a school ultimate behaviour award and prize. Early Years has a separate, similar reward system.
We have a fresh start each day in the classroom
Poor behaviour will be minimised when expectations are clear and where other children are behaving well and encouraged/rewarded for doing so. This will also apply where class rules are internalised and acted upon by consistency in reinforcing them. Good classroom teaching and management, good classroom organisation and relevant differentiated learning tasks set will reduce the need for sanctions. Staff should make use of a range of strategies to focus pupils e.g. proximity praise, humour, verbal praise, instant rewards, distractions, time out area. The key is knowing all the children. The time out/thinking chair can be used at any stage to enable/help pupils to calm down – not as a punishment. The aim for all children is to get back to green as soon as possible. All staff need to remain calm if difficult situations arise and sometimes need to be aware of their own emotions.
If a pupil fails to follow the class rules the following hierarchy of sanctions will apply, with the teacher’s intention to help the child move back to green:
- verbal reminder to the class
- reminder to the individual – if you continue you will be given a yellow warning card
- yellow warning card given – pupil puts it in the G2BG chart
- warning of red consequence card
- pupil reminded of consequences (time out in own classroom/other area for reasonable time)
- red card given and pupil puts it on G2BG chart
- Staff to go out to speak to parents/carers on the same day
Key Stage Leaders will monitor and record red cards/persistent offenders:
- lists of red cards passed to KS leaders and recorded
- 3 or more red cards may result in missing after school activities, including discos. (This does not include Attendance discos.)
- At the end of each half term behaviour records will be analysed to identify patterns of behaviour. The SLT will also discuss behaviour will all the children who have received a red card during a playtime, lunchtime or lesson time.
- A personalised action plan will be put into place for those persistent offenders.
Further misbehaviour will be considered cumulatively and could lead to “serious unacceptable behaviour” if a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents in the class file. All adults employed by the school should record incidents in this file (the lunchtime team have their own file in the community room where incidents may be recorded).
In all disciplinary actions it is essential that the child understands fully that it is their behaviour which is not acceptable, not them as a person. Where applicable a child should be reprimanded privately in order to avoid a situation of peer group admiration or ridicule. Group punishments should be avoided as they breed resentment.
Where behaviour is causing a concern parents/carers will be informed at an early stage and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action. Additional help and support to address the behaviour and further disciplinary action will be discussed with parents/carers. Every effort will be made to bring about a combined responsibility between home and school.
Data is collected each half term so that the school is aware of patterns in behaviour, this is also analysed by the SLT.
- Serious Unacceptable Behaviour
At St John’s we take serious breaches of behaviour very seriously and will not hesitate to act in the best interest of the pupils within the school. Following an allegation of serious unacceptable behaviour the pupil will be put in isolation and supervised. If, following the investigation, an allegation is found to be true, the Senior Leadership Team has a number of disciplinary sanctions that they may use including:
- Withdrawal of break or lunchtime play for a longer period and sitting alone for lunch.
- Apologies verbal or written may be appropriate but these should be meaningful and sincere.
- Loss of school disco, attendance or extra-curricular activity.
- Being placed on report for behaviour monitoring.
- Isolation with a TA at St John’s.
- Isolation with a TA from another school.
- Inspire/alternative provision placement.
- A contract must be agreed between school, parents/carers and child.
In all cases:
- Parent/carer to be contacted and a letter sent home for all serious incidents.
- In more extreme cases a temporary or permanent exclusion may be used.
These sanctions will also apply to pupils on the SEN register for behaviour although these children will have a personalised approach to their specific behavioural needs.
Items Banned from School Premises
- Fire lightening equipment – matches, lighters etc
- Drugs and smoking equipment- cigarettes, solvents, drugs, electronic cigarettes, alcohol.
- Weapons and other dangerous implements – knives, guns (including replicas), laser pens, catapults, pepper sprays, fireworks.
- Other items – liquid correction fluid, chewing gum, caffeinated energy drinks, offensive materials (pornographic, homophobic, racist etc)
- Aerosols including deodorant and hair spray.
- Mobile phones (unless for a specific reason agreed with the Headteacher in which case phone to be kept in the school office.
The lunchtime staff give weekly lunchtime awards/privileges/passes and regularly praise good behaviour. This also links to the G2BG Scheme. Poor behaviour at lunchtime may lead to loss of privileges and pupils may be kept in and supervised for part of the time by the lunchtime team. This will not impact on normal classroom rewards/sanctions. A red card means a child misses break and spends the first 15 minutes of lunch time in detention.
If there are ongoing concerns about behaviour parents/carers will be contacted as soon as possible by class teachers to try and address concerns. Parents/Carers are given a copy of the school behaviour policy each September so discussion and parental support will help ensure positive behaviour. If there are further persistent issues parents/carers may be contacted by Key Stage Leaders.
- Special Needs
Some pupils may need a personalised approach to their specific behaviour needs and have further individual behaviour programmes devised by class teachers. A child whose behaviour is a concern and who does not respond to a range of measures may be placed on the special needs register and internal/external advice sought.
- Outside School and the Wider Community
St John’s has developed a good reputation over the years. Pupils at St John’s must represent the school in a positive manner. The guidance laid out in the schools behaviour policy, applies both inside the school and out in the wider community, particularly if dressed in school uniform.
- School Responsibilities
- Teachers have a legal power to put pupils in detention. St John’s uses detention as a sanction only during school hours – parental consent is not required for detention.
- The school acts reasonably when imposing a detention or any disciplinary penalty.
- Lunchtime detentions allow reasonable time for the pupil to eat and use the toilet.
Confiscation of Inappropriate Items
There are 2 sets of legal provisions which enable school staff to confiscate items from pupils.
- The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment and protects them from liability to, or loss of any confiscated items.
- Power to search without consent for prohibited items including knives, weapons, stolen items, drugs, tobacco, fireworks or any item which has been identified in the school rules as an item which may be searched for. Staff members may ask a pupil to turn out their pockets or backpack. This will be done in the presence of another staff member.
Power to Use Reasonable Force
Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, damaging property and to maintain good order and discipline in the classroom.
Review and Monitoring
This policy overlaps with other policies and should be reviewed in conjunction with these policies in accordance to the schools review cycle.
Behaviour Policy – Version 12 – Summer 2016