Behaviour Policy. developing successful children, achieving high standards. Kender Values: Kindness and responsibility. Empathy and resilience

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1 Behaviour Policy developing successful children, achieving high standards Kender Values: Kindness and responsibility Empathy and resilience Nurture and reflection Diligence and being ready Encouragement and resourcefulness Respect and reasoning Approved Spring 2016 Review Spring

2 Introduction Kender Primary School is a culturally rich and fully inclusive community school and committed to ensuring that each member of our 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 and committed to providing high standards of learning for all children in an inspirational, stimulating and supportive environment. This Behaviour Policy is designed to support the way in which all members of the school can work together in a supportive way. We aim to promote an environment where everyone feels happy, safe and secure so that people can work together with the common purpose of helping everyone to learn, actively involving all community members in our children s learning and developing successful citizens for the future. Rationale or statutory requirements This Policy takes account of the guidance in DfE publication Behaviour and Discipline in Schools: a guide for Headteachers and school staff (January 2016). This policy also takes account of the Equality Act 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. Principles At Kender Primary School we believe the following are our guiding principles when considering the behaviour in our school community: Every child has the right to learn but no child has the right to disrupt the learning of others; Everyone has a right to be listened to, to be valued, to feel and be safe and everyone must be protected from disruption or abuse; Kender Primary School is an inclusive school; all members of the school community should be free from 2

3 discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010; It is expected that all adults staff, volunteers and governors will set excellent examples to the children at all times and, in dealing with all children, will consider their prior experiences; We seek to give every child a sense of personal responsibility for their own actions; Where there are significant concerns over a child s behaviour, the school will work with parents to strive for common strategies between home and school; The school will seek advice and support from appropriate outside agencies where concerns arise over a child s behaviour; This Policy will clearly reflect the school s approach to exclusions; Kender Primary School will fulfill its legal duties under the Equality Act 2010 in respect of safeguarding, children with special educational needs and all vulnerable children. Kender Primary School will keep abreast of current issues and initiatives with regard to Health and Safety at Work Act 1974 and related regulations. Our Vision and Values We believe that all members of our school community should be responsible for their actions. We also believe that behaviour at Kender Primary School should reflect our core values, which are: Readiness Resilience Respect Children's responsibilities To work to the best of their abilities, and allow others to do the same To treat everyone with respect To follow the instructions of all the school staff 3

4 To take care of property and the environment in and out of school To co-operate with other children and adults. Staff responsibilities To make clear our expectations of good behaviour To treat all children fairly and with respect To raise children's self-esteem and develop their full potential To provide a challenging, interesting and relevant curriculum To create a safe, pleasant, stimulating environment, physically and emotionally To use rewards, rules and sanctions clearly and consistently To be a good role model To develop a class and playground charter with children so that children are very clear about how they are expected to behave To form a good relationship with parents so that all children can see that the key adults in their lives share a common aim To deal with any incidents promptly and inform parents when necessary To recognise that each child is an individual and to be aware of their needs To offer a framework for social education. Parents' responsibilities To make children aware of appropriate behaviour in all situations To encourage independence and self-discipline To show an interest in all that their child does in school To foster good relationships with the school. To be aware of the school rules and expectations and to support the school in the implementation of this policy To alert the school as soon as there are any concerns. Strategic aims and objectives 4

5 The aims and expectations of Kender Primary School are as follows: To promote good behaviour and positive relationships between members of our school community. To create a learning environment in which children feel safe, cared for and respected. To promote positive attitudes to gender equality, cultural diversity and all learning needs. To help children to recognise the implications of one s own and others actions. To ensure that staff use the same language consistently to describe learning behaviours. To ensure a consistent approach to dealing with low-level disruptive behaviour and challenging behaviour. To enable each child to develop habits and behaviours to promote successful learning. To share our values with the school community and set out our expectations in relation to how we expect children to behave towards others in the school environment. To create a quiet working atmosphere with children demonstrating a sense of responsibility for and pride in their school. Encourage children to have high expectations of their own behaviour To emphasise that everyone has rights and responsibilities and to encourage children to take responsibility for their actions Encourage increasing independence and self-discipline so that each child learns to accept responsibility for his/her own behaviour Foster positive caring attitudes towards everyone where achievements at all levels are acknowledged and valued Have a consistent approach to behaviour throughout the school Make boundaries of acceptable behaviour clear and ensure safety Raise awareness about appropriate behaviour and promote it through positive reinforcement. 5

6 Our practice Behaviour for learning Strategies Developing Positive Learning Environments: We have three school mantras to help our children develop habits and behaviours to promote successful learning. At Kender we let our good manners shine out for all to see. At Kender we are resilient learners. At Kender we help each other to learn. Using Positive Language Our focus is to ensure that all children are given praise and encouragement when they demonstrate good behaviour, the school values or mantras, so that they feel valued, respected and come to associate these behaviours with the success they make in learning. For example, I noticed that because you really tried hard and had a go when you were struggling with your writing, you completed the task. Well done, you are a resilient learner What we do to encourage positive behaviour? We make clear our expectations of good behaviour and discourage unsociable behaviour by promoting mutual respect We encourage children to take responsibility for their own actions and behaviour We praise good behaviour and effort We encourage children to make the right choices and consider the consequences of their actions House team points are awarded to recognise those children with consistent good behaviour Regular PHSE lessons or circle time Lunchtimes: stickers for good manners, behaviour, helpfulness at lunchtime Visiting Headteacher or senior management team for praise. 6

7 What we do to reward positive attitudes We celebrate and reward children for good behaviour in a variety of ways, which are: Instant verbal praise or written comment on work where appropriate Praise assembly we award house points and certificates are awarded in assembly to celebrate good work, good manners and to those who strive to show our Kender values. Call in parents to show good work or to report good behaviour or postcards are sent home to let parents know children have done well. The star(s) of the week are displayed in or outside of the classroom Positive acknowledgements for achievement, effort, attitude and all other positive aspects of behaviour Displaying the children s work in the classroom to acknowledge their achievements A weekly newsletter names those children who show good manners and are resilient learners. We are always looking for innovative ways of rewarding good behaviour and positive attitudes. What we do if a child makes the wrong choice? We raise the issue with them using clear and consistent language Where necessary we discuss incidents with the children involved Where possible, we encourage children to try to resolve disagreements themselves We encourage children to take responsibility for their own behaviour. What are the consequences for persistent or serious wrong choices? Verbal warning and request for or reminder of appropriate behaviour. Withdrawal from class for time out. 7

8 Referral to another teacher or, when necessary, referral to the Assistant Head Teachers Playtime or lunchtime exclusion when the child will make up for wasted time finishing their work. In some instances children have a behaviour plan, which details the actions that particular staff should take where more individual approaches are necessary. All staff are informed about behaviour plans in advance. In some instances, children will receive either internal or external exclusions. An exclusion will always be followed up by a behaviour plan and a risk assessment to be prepared by the relevant Assistant Headteacher in conjunction with the child s class teacher. The principles governing our approach are set out in Appendix 1. What are our Zero Tolerances? Rudeness/swearing towards staff Refusal to follow instructions Striking a member of staff Physical aggression Fighting Bullying Racism Homophobic language Vandalism/Damage to property Theft Where one of these occur the following consequences will apply: Involvement of Headteacher/Deputy Head Phone call with parents followed by letter Exclusion lunchtime/temporary/permanent Personal support programme Involvement of any appropriate outside agencies. What we do when reporting incidents of behaviour in the playground: Give children time out on the red spots. 8

9 When a child has calmed down, insist that they apologise or make amends for their poor behaviour Restraint is used if a child poses a threat to him/herself or to others. It is the responsibility of all staff to complete an incident report form of any incidents of serious playground behaviour that they have seen. The class teacher and parent will be informed. Head Teacher is always informed. Letters are sent home. Meetings are held with parents/carers. Our monitoring, evaluation and reporting Senior Leaders monitor the behaviour of children on a daily basis. Data on incidents is reported to Governors on a termly basis via the Assistant Headteachers sections of the Headteachers Report. Links to other policy documents The Behaviour Policy operates in conjunction with the following policies: Anti-bullying policy Special Educational Needs (SEN) Equal Opportunities policy Attendance Policy Safeguarding and Child Protection Policy Restraining Policy Access to this policy document This policy is available via the school office, is available on the school website or on request. 9

10 Principles Appendix 1 Kender Primary School s approach to exclusions 1 Exclusion is a sanction used by the school only in cases deemed as serious breaches of the School Behaviour Policy. A child may be at risk of exclusion from school for: Verbal or physical assault of a child or adult; Persistent and repetitive disruption of lessons and other children s learning; Extreme misbehaviour which is deemed outside the remit of the normal range of sanctions. 2 A Fixed Term Exclusion from the school can only be authorised by the Headteacher or one of the Deputy Headteachers acting on their behalf. If none are available to authorise the exclusion a decision should be deferred until the opportunity for authorisation is available. 3 The school seeks to reduce the number of incidents leading to exclusions by promoting a positive atmosphere of mutual respect and discipline within the school. 4 The school regularly monitors the number of Fixed Term Exclusions to ensure that no group of children is unfairly disadvantaged through their use and that any underlying needs of individuals are being fully met. Notification of an Exclusion 1 Parents will be notified as soon as possible of the decision to exclude a child and the reason for the exclusion. This will be done on the day of the exclusion being authorised by either direct phone contact or a face-to-face meeting. A written confirmation of the reason(s) for the exclusion will be sent to parents the same day. 2 A child who has been excluded will have the reason for his/her exclusion explained to them by a member of staff so that they understand the nature of their misbehaviour. 3 The school will also work to put in place a programme for the child on his/her return. This will include input from staff at the school, parents, if appropriate, and any other appropriate bodies eg School Home Support Practitioner, Attendance Service or the Local Authority. Should it be decided for whatever reason that the matter 10

11 needs to be put in the hands of another agency i.e. the incident leads to the discovery that there is a child protection issue, the school will continue to monitor the situation and work closely with that agency. It is hoped that in most cases following an exclusion, the child will be able to return to school and that further input will promote in him/her a more positive attitude and a subsequent improvement in behaviour. 4 The Chair of Governors, LA Inclusion Officer and relevant school staff will be notified of all Fixed Term Exclusions the same day of the production of the exclusion letter, which they will receive a copy of; it will clearly outline the reasons for the exclusion. Children Returning from a Fixed Term Exclusion All children returning from a Fixed Term Exclusion are required to attend a reintegration meeting, accompanied by a parent. This meeting will seek to establish practical ways in which further exclusion can be avoided and behaviour modified to acceptable standards in partnership between child, parent and school. Appeals All correspondence regarding an exclusion from the school will inform parents of their right to appeal to the Governing Body against the decision to exclude. This procedure is clearly set out in the statutory guidance. The person who should be contacted to initiate an appeal is the Clerk to the Governors. 11

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