Kemble Primary School Behaviour Policy

Kemble School Policy on Behaviour and Discipline Purpose: The purpose of this document is to fulfil the aims of the school through a consistent approach to behaviour management. This policy should be read in conjunction with other related policies and procedures: safeguarding procedures and record keeping Anti-bullying policy Esafety policy Disability and equality scheme Whistleblowing policy Home school agreement

Aims and objectives 1.1 1.2 This policy is designed to promote positive behaviour 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's 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 in which everyone feels happy, safe and secure and where individual actions do not impinge upon pupils ability to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community. Rewards and punishments We praise and reward children for good behaviour in a variety of ways:

1.3 1.4

2 2.1

Staff congratulate children informally. Staff give rewards in the form of stickers and stamps. Children collect reward certificates after they have earned a multiple of ten stamps and the even multiple certificates are given in a golden assembly. All classes have an opportunity to participate in an achievement assembly where they are able to show examples of their best work. Each week two children from each class are selected by their teacher to receive a certificate. The certificate is received in a Golden Assembly. Sending good work to other staff members for reward or praise Children who behave well or produce good work visit the Headteacher and receive a headteachers award. Children are selected for positions of responsibilities.

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

2.2 2.3

The school acknowledges all the efforts and achievements of children, both in and out of school. Behaviour sanctions The school employs a number of measures to enforce the school rules, and to ensure a safe and positive learning environment. We aim to ensure that these are applied consistently and fairly across the school both inside the classroom and outside at playtime and lunch time. Classroom and school rules are discussed and agreed each term and are regularly reviewed throughout the year. The school rules are displayed in a prominent location in the school. The look Reminder of appropriate behaviour expected and praising of appropriate behaviour around the child The child may be asked to move or be sat on their own for a task if they are persistently demonstrating low level disruption If a child continues to misbehave they are given a strike, and their names recorded. If the child continues exhibiting the behaviour after a strike is given they will be given a second strike and will miss up to five minutes of a break time or lunch time. If the child receives a third strike they will be given a time out sheet which they will normally complete during break time or lunch time. If the child needs to be given time out immediately then they will make up the work that they have missed by filling out the time sheet. They will make the time up during a lunch time or break time. The headteacher will be informed if a child is given a timeout sheet. If the child is regularly receiving timeout sheets then the matter will be discussed with the childs parents Incidents of purposeful intimidation of violence will be recorded in a separate logbook which is kept in the headteachers office .

2.4 3 3.1

All members of staff are aware of the regulations regarding the use of force by teachers. The role of the headteacher It is the responsibility of the headteacher, 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 headteacher to ensure the health, safety and welfare of all children in the school. We believe it is important for the headteacher to take a proactive role in behaviour management by: monitoring consistent approach to behaviour throughout the school monitoring consistent approach to discipline throughout the school keeping records of all reported serious incidents of misbehaviour.

3.2

ensuring that any allegation of bullying is thoroughly explored as this behaviour is regarded as totally unacceptable. (see Anti-bullying policy) ensuring that all avenues have been explored and safety issues considered before the sanctions of fixed term exclusion or permanent exclusion are used. Only the Headteacher is able to exclude pupils or the deputy headteacher when acting in the headteachers absence.

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

4 4.1

The role of class teachers and teaching assistants We believe it is important for all class teachers and teaching assistants to take a pro-active role in behaviour management by: establishing clear routines and writing positive class rules with the children on the first day of the autumn term e.g. by using do rather than dont the first rule for classrooms, the playground or lunch times will be follow instructions displaying class rules in the classroom and frequently reminding the children of them creating a positive and safe classroom environment where behaviour is managed without raising voices or shouting using good classroom management to promote positive behaviour establishing clear expectations of appropriate behaviour in different situations / places (i.e. formal, social, with visitors, with younger children, in Church, on trips etc.) reinforcing desired behaviour through the PSHE curriculum e.g. in circle time and in general class time. reinforcing general school rules continually monitoring behaviour and identifying hot-spots in order to re-establish conditions for positive behaviour / eradicate opportunities for negative behaviour ensuring all children have access to the curriculum recording and monitoring behaviour employing strategies to build-up childrens self esteem. The class teacher liaises with colleagues, Head, SENCO and external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the LA's behaviour support service. The class teacher reports to parents and carers about the progress of each child in their class, in line with the whole-school policy. If a childs behaviour is particularly concerning e.g. if it is out of character or there is a prolonged period of unacceptable behaviour the class teacher will contact the parent after liaising with the headteacher. The role of MDS staff We believe it is important for mid day supervisors to take a proactive role in behaviour management by: following strategies outlined in this policy rewarding positive behaviour with stickers and stamps liaising with the headteacher (or duty headteacher) when incidents arise.

4.2 4.3

5.

5.1

6 6.1 6.2

communicating general concerns and individual behaviour problems to the class teacher and other MDSs on a daily basis. undertaking such training as is provided. attending MDSA meetings with their line manager

Parents and carers The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school. We expect parents and carers to support their child's learning, and to cooperate with the school, as set out in the homeschool agreement. We try to build a supportive dialogue between the home and the school, and we inform parents and carers immediately if we have

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

concerns about their child's welfare or behaviour. 6.3 If parents and carers have any concerns about how the behaviour policy has been applied child to their, they should initially contact the class teacher. If the concern remains, they should contact the headteacher. The role of governors The governing body and headteacher have the responsibility of the overall implementation of the behaviour policy The governing body is responsible for reviewing the effectiveness of the policy Fixed-term and permanent exclusions We do not wish to exclude any child from Kemble school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance, called Improving Behaviour and Attendance: Guidance on Exclusion from School and Child Referral Units (DfES, January 2003). We recognise the legislative changes which take effect from 1 September 2007, namely the new duty on schools and local authorities to make full-time educational provision for excluded pupils from day 6 of their exclusion, the duty on parents and carers to ensure their child is not present in a public place during the first five days of an exclusion, and the duty on heads to offer the parent a reintegration interview in respect of certain fixed-period exclusions. Only the headteacher (or the duty headteacher) has the power to exclude a child from school. The headteacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances, the headteacher may exclude a child permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. If the headteacher excludes a child, s/he informs the parents or carers immediately, giving reasons for the exclusion. At the same time, the headteacher makes it clear to the parents or carers that they can, if they wish, appeal against the decision to the governing body. The school informs the parents or carers how to make any such appeal. The headteacher informs the LA 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 child or extend the exclusion period made by the headteacher. The governing body will form a discipline committee, when needed, which is made up of impartial members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider an exclusion, they consider the circumstances under which the child was excluded, consider any representation by parents/carers and the LA, and consider whether the child should be reinstated. If the governors' appeals panel decides that a child should be reinstated, the headteacher must comply with this ruling. Monitoring and review The headteacher monitors the effectiveness of this policy on a regular basis. He also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

7. 7.1 7.2 8. 8.1

8.2

8.3

8.4 8.5 8.6 8.7

8.8

9 9.1

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

9.2

The headteacher records those incidents in which a child is sent to him on account of inappropriate behaviour. Lunchtime supervisors give written details of any serious incidents in the incidents book that we keep in the office. The headteacher keeps a record of any child 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 will pay particular attention to matters of racial equality; it will seek to ensure that the school abides by the non-statutory guidance The Duty to Promote Race Equality: A Guide For Schools, and that no child is treated unfairly because of race or ethnic background. 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, or if the governing body receives recommendations on how the policy might be improved.

9.3 9.4

9.5

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

Written 1.5.09

Major Revision 15.2.11

Next Review March 13

Kemble Primary School Behaviour Policy

Appendix 1 Kemble School Rules Follow instructions Look after each other Be polite Look after the school environment Walk around the school Try my best Appendix 2

Regulations regarding the use of force by teachers, as set out in DfES Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. www.teachernet.gov.uk/-doc/12187/ACFD898.pdf

Advice for Midday supervisors: 1) When disputes arise, all children should be given a chance to explain their case without interruption form other children involved. 2) Children should be asked to apologise for their actions although not to make friends. 3) Children should be given options other than go back and play nicely such as join in with another game. 4) School rules should be applied consistently and children reminded of them regularly. 5) If a child misbehaves he/she to be given a strike card and the class teacher informed at the end of the lunch hour. 6) If a child threatens, deliberately hurts, or intimidates another child the incident should be reported to the headteacher or duty headteacher and be recorded in an incident book. 7) If in any doubt about how an incident should be dealt with, the headteacher, deputy or other member of the teaching staff should be called for. 8) If any child needs to be sent inside because of their behaviour then they need to be accompanied and if there has been an incident between two children then they should not be left unaccompanied. 9) All staff should maintain high expectations for good behaviour and set an example of calm polite and friendly relationships. The most powerful determinant of behaviour management is the example we set particularly in the way we manage conflict.

Written 1.5.09

Major Revision 15.2.11

Next Review March 13