BLACKWELL PRIMARY SCHOOL
"Unlocking Potential, Providing Opportunities, Achieving Goals"
Our behaviour policy pays due regard to the Equality Act of 2010 – including aspects of Safeguarding and SEND. It relates directly to our Safeguarding Policy, E-Safety Policy and our Behaviour Statement which applies to all members of our school community.
At Blackwell Primary School, we seek to promote positive behaviour based on mutual respect between all members of the school community. The ethos of the school and the planning of the broad curriculum promote the attitudes and values necessary for individual children to contribute positively to their personal development and so to that of the school.
This policy use the ’10 key aspects of school practice’ as identified in the DfE guidance ‘Behaviour and Discipline in schools’ February 2014.
A School Behaviour Policy in maintained schools. What the law says (from Behaviour and Discipline in Schools: A Guide for Headteachers and School Staff. DfE February 2014):
1. The Headteacher must set out measures in the Behaviour Policy which aim to:
Promote good behaviour, self-discipline and respect;
Ensure that pupils complete assigned work;
Regulate the conduct of pupils.
2. When deciding what these measures should be, the Headteacher must take account of the Governing Body’s Statement of Behaviour Principles. The Headteacher must have regard to any guidance or notification provided by the Governing Body which may include the following:
Screening and searching pupils;
The power to use reasonable force and other physical contact;
The power to discipline beyond the school gate;
When to work with local agencies to assess the needs of pupils who display continuous disruptive behaviour
Pastoral care for staff accused of misconduct.
3. The Headteacher must decide the standard of behaviour expected of pupils at the school. The Headteacher must also determine the school rules and an
1. A Consistent Approach to Behaviour Management
1.1 For a positive behaviour system to be successful there needs to be consistency in approach. This policy sets out that approach and all staff are expected to uphold the principles within. We believe in the importance of ‘negotiating’ i.e. offering choices to the child. This helps to encourage mutual respect and foster self-responsibility in the child; they are encouraged to choose from restricted choices so they do not feel they have lost control over their actions.
1.2 In all disciplinary actions it is essential that the child knows that it is the behaviour which is unacceptable, not the child themselves.
1.3 Our rules have been developed with the children, School Council and staff.
2. Our Rules At Blackwell Primary School, we endeavour to keep to a set of Golden Rules which guide the ethos of our school and and provide a framework for promoting positive behaviour.
The Golden Rules are:
Do be kind and helpful; Don’t hurt peoples’ feelings
Do be gentle; Don’t hurt anyone
Do listen; Don’t interrupt
Do work hard; Don’t waste your or other people’s time
Do be honest; Don’t cover up the truth
Do look after property; Don’t waste or damage things
3. Strong School Leadership Blackwell Primary School Governing Body is committed to supporting high standards of behaviour. The children will be able to voice their opinions about behaviour in the school and help to create school policy. The Headteacher will have a high profile amongst the children and develop positive relationships which will enable a more personal approach to dealing with unacceptable behaviour. The Headteacher will support all staff in maintaining good discipline and will keep staff, parents and governors up to date with DfE and local guidance relating to behaviour in schools. Unacceptable behaviour will be dealt with promptly and effectively to ensure that learning is not disrupted and that children’s and staff’s emotional wellbeing is not compromised. Our approach to behaviour will have due regard to the Equality Act, Special Educational Needs and Safeguarding procedures.
4. Classroom Management
Classroom management is key to promoting good behaviour. At Blackwell Primary School we expect all classrooms to have:
A positive classroom tone;
Clear classroom rules displayed which have been agreed by the teacher and the class;
Sanctions system on display which will be re-set on ‘orange’ every day;
Clear expectations about work and work that is set at an appropriate level for each child;
A visual timetable so children know what is planned for the day;
An attractive, tidy, well-cared for environment;
A well-planned environment so that children can move easily, can find resources, property respected etc.
A time out area for children to ‘cool down’ in class and by arrangement with partner class;
Class lists and details of pupils whon are being supported with their behaviour available for supply teachers so that consistency can be maintained;
Strategic seating arrangements for children when working on the carpet or at the table.
5. Rewards and Sanctions
5.1 Rewards Rewards are used to support class and team working as well as providing ideal means of rewarding notably good behaviour. Within the established positive learning environment at Blackwell Primary School, children should expect to receive regular praise from all they come into contact with. Class teachers are encouraged to agree rules with their new classes and use a range of personally favoured strategies as incentives for the pupils to behave well.
Such strategies include:
Verbal praise and encouragement
Non-verbal praise e.g. thumbs up
Written remarks about good work
Sending children to another teacher or Headteacher to share their work/good behaviour
Displaying pupils’ work and achievements
Certificates to celebrate children’s success (for behaviour and academic achievement)
Star of the week
5.2 Sanctions When a pupil’s behaviour falls below an acceptable standard, a range of sanctions will be enforced. Through working closely and openly with pupils and their families, it is our aim at Blackwell Primary School, to resolve behavioural issues at the earliest possible stage. Behavioural concerns are logged by class teachers and monitored regularly by the Headteacher.
The purpose of a sanction is:
To ensure that children understand when their behaviour has been unacceptable
To show that action has been taken where another child has been hurt as a result of unacceptable behaviour
5.3 Continual Behaviour Issues The Headteacher will assist with any persistent challenging behaviour in any context. An assessment of the child’s need is undertaken and a meeting with school staff and parents is initiated.
At this meeting the following will be discussed:
Any special educational needs
The child’s behaviour in the home
Creating an individual programme of support for the child possibly with school based interventions
Referral to the Behaviour Support Service
5.4 Exclusion Where a child’s behaviour causes significant concern and the range of strategies outlined above has failed, the Headteacher may decide to exclude a child for one or more fixed periods. In extreme circumstances, the Headteacher may exclude a child permanently.
6. Behaviour Strategies and teaching of good behaviour (including antibullying)
6.1 Strategies are put in place to tackle low level distraction in class which are matched to the child’s particular circumstances. These are usually short-term, positive strategies which take into account the child’s point of view. Through our PSHE curriculum and assemblies children have the opportunity to discuss issues and concerns. Stories, images and songs are shared which children are encouraged to reflect on.
6.2 The school believes that nobody has the right to hurt other people physically or by calling names, spreading rumours or by doing anything which is intended to upset others. All children have a right to learn in supportive, caring and safe environment without fear of being bullied. The school has a clear policy on the promotion of positive behaviour and bullying will not be tolerated at Blackwell Primary School.
6.3 To support this principle, all children are told regularly, through class PSHE lessons and assemblies, that bullying may be verbal, physical or through the use of technology and will not be tolerated by the school in any form whatsoever. They are made aware that any repetitions or patterns of unkind behaviour will be treated as bullying and significantly, that speaking out is essential. Children are taught that being safe is the most important thing and that every child has the right to feel safe in our school. See also: Preventing and tackling bullying: advice for headteachers, staff and governing bodies. July 2013.
6.4 Where there is evidence that bullying has taken place, parents will be notified and involved.
6.5 Playtimes Behaviour during morning and afternoon break times is monitored by the staff on duty.
Lunchtimes are the immediate responsibility of the Play Leader, Play Workers and Midday Supervisors
We aim to reduce playground problems by ensuring staff are trained in playground games and positive behavioural management
A log of incidents is kept
Any sanctions implemented at lunchtime in line with the sanctions system are reported directly to the class teachers.
7. Staff Development and Support
Part of the process of annually reviewing this policy involves all staff being reminded about practice and principles of promoting good behaviour whilst being able to contribute ideas to improving practice
The Headteacher will ensure that staff are kept up to date with DfE publications and guidance
The school will provide training for staff around the specific needs of pupils with continual behavioural problems.
It is the Headteacher’s responsibility to support staff, particularly when there is a child with challenging behaviour in their class. This can be done through offering advice, ensuring support with sanctions and paying due regard to staff health and wellbeing
Where a member of staff has been accused of misconduct pending an investigation, the member of staff should not automatically be suspended. The Governing Body should instruct the Headteacher to draw on the advice of the DfE ‘Dealing with Allegations of Abuse against Teachers and Other Staff’ guidance when setting out the pastoral support school staff can expect to receive if allegations are made against them.
8. Pupil Support Systems
8.1 At Blackwell Primary School we understand that how a child behaves can be a sign of an underlying issue. Staff are trained to look out for changes in behaviour which could include:
A child who is withdrawn and unable to make friends
A child who is unable to concentrate on classwork
A child who may become disruptive and/or aggressive in class
8.2 In such cases any emotional/behavioural difficulties should be determined. Pupils will be given the opportunity to express their thoughts and feelings with a chosen adult or individually or within a small group intervention e.g. Nurture Group, Sound/Art Therapy. We may also take the decision to refer to an outside agency for additional emotional support.
8.3 Support Systems for staff School will support all adults working with pupils to ensure they are achieving. It is school practice to discuss behavioural issues in order that the staff feel supported and the school is working together to provide a cohesive approach to supporting individual needs. This will be achieved following the schools safeguarding policy. All staff have copies of this policy in order that behaviour management is consistent throughout the school. 8.4 Support Systems for parents/carers School has an open door policy where parents and carers are encouraged to visit to discuss any relevant issues. However, it would be appreciated if appointments could be made where possible to ensure the availability of a member of staff and to give parents/carers the time needed. Likewise, when school needs to discuss anything with parents/carers, they will be contacted to arrange an appointment.
9. Monitoring and Review Behaviour management will be under constant review throughout the school on a class and individual basis. This policy document was produced in consultation with the entire school community, including pupils, parents, school staff, Governors, LEA representatives, school community nurse and local Healthy Schools programme representative. This document is freely available to the entire school community and is published on the school website.