Crosslee Community Primary School

Transcription

1 Crosslee Community Primary School Behaviour and Anti-Bullying Policy 1

2 Aims and Vision It is the primary aim of Crosslee 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 where values are built on mutual trust and respect for all. The school Behaviour and Anti-Bullying Policy is therefore designed so that all members of the school can live and work together where all can learn without anxiety. Measures are in place to reduce the likelihood of bullying. We aim to create a positive environment with realistic expectations in which staff and parents work together for the welfare of the children and to make all those connected with the school and beyond aware of our opposition to bullying. At Crosslee children are expected to adopt certain standards of behaviour and values to develop a sense of self-discipline and an acceptance of responsibility for their actions. The Behaviour and Anti-Bullying Policy reflects our Rights Respecting Schools status. We aim to create a school community where the rights of all are respected and everyone understands the responsibilities that go alongside their rights. Praise As a school, we recognise that praise is one of the most effective means of positive recognition. Effective use of praise highlights good behaviour and teaches pupils that they receive attention through good behaviour choices. Our positive Behaviour and Anti-Bullying Policy is divided into two areas; Recognising and rewarding good behaviour and Responding to inappropriate behaviour. The emphasis on praise and reward is fundamental to the ethos of our school, fostering a rich and celebratory atmosphere in which children will thrive. Roles and Responsibilities Teachers and Support Staff All adults have responsibility for setting an example of respectful behaviour, encouraging good behaviour and to use rules and consequences consistently. Adults use positive corrective language to encourage, support and prevent inappropriate choices. We always use a calm and controlled voice with appropriate body language, e.g. no shouting at children. All adults have the responsibility to respond to and recognize that each person is an individual and to be aware of their specific social and emotional needs. All adults actively seek to prevent bullying and encourage good behaviour through a range of strategies these include, P.S.H.E. 2

3 Circle Time - P4C Rights Respecting Schools Agenda SEALs Our Curriculum Drivers Positive Ethos Key staff support programmes P.S.P.s, C.A.F.s and individual behaviour plans We take all forms of bullying and poor behavior seriously, and seek to prevent it from taking place. Staff record incidents on Behaviour Logs which are passed to the Headteacher. If teachers witness an act of bullying; they will either investigate it themselves or refer it to the Learning Mentor, Home School Liaison Officer, Phase Leader, Deputy or Headteacher, dependent on the level of the problem. Teachers and support staff do all they can to support the child who is being bullied. Parents/Carers of the victim and the perpetrator are informed as appropriate. When any bullying has taken place between pupils, the teacher will deal with the issue immediately; this may be on an individual basis but may also include class circle time, discussion and other PSHE work such as self-esteem work. This may involve counselling and support for the victim, and consequences/support for the perpetrator. If a child is repeatedly involved in bullying behaviour, a child s parents/carers are invited into school to discuss the situation in order to achieve a resolution. Further support and action may include a support programme from a Learning Mentor, involvement of the Community Police or additional support from other agencies. There are files of Behaviour Logs in which staff record all incidents of bullying and poor behaviour that occur both in and out of class. These files are kept in the Headteacher's and Inclusion Leader's offices. All members of staff routinely attend training, which equips them to identify bullying and to follow school policy and procedures with regard to behaviour management. At Crosslee School we have introduced Nurture Group for KS1 Children. The nurture group intervention adds an important dimension to the education of some of our most vulnerable children with social and emotional needs to reduce or remove barriers to learning thus enabling success in the mainstream classroom. The Headteacher has a specific responsibility in leading the Behaviour and Anti-Bullying policy. She ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The Headteacher promotes positive behaviour through assemblies and class talks. The Headteacher sets the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour. The Headteacher ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying. 3

4 Children All children have the responsibility to show respect to everyone and make appropriate choices and to follow the school rules. If children have worries or concerns or feel that they are being bullied they are encouraged to speak to a member of staff so that they feel comfortable, supported and empowered to speak up to ensure this behaviour stops. Key people involved in supporting children s behaviour and preventing bullying are Headteacher, Deputy Headteacher, SENCo, Learning Mentor, Home School Liaison Officer, Special Friends and members of the School Council. The children involved in these roles are trained to inform an appropriate adult in school to investigate the issue further. Children are invited to tell us their views about a range of school issues, including bullying, i.e. through circle time, seals, PSHE, also pupil questionnaires and Question of the Week. The School Council discuss issues on behaviour and bullying as appropriate. Parents/Carers The school endeavours to collaborate actively with parents so that children receive consistent messages about how to behave at home and at school. Parents have the responsibility to support the school s Behaviour and Anti-Bullying Policy throughout their child s time at Crosslee, encouraging their child to be a positive member of the school. They agree to do so by signing the Home/School Agreement, which states that the family will support the school s policies and guidelines for behaviour. We aim to build a supportive dialogue between the home and the school, and we inform parents as soon as possible if we have any concerns about their child s behaviour. Parent s are expected to conduct themselves in an appropriate manner especially when in school. This is in order for them to be positive role models for their children. The governors will not tolerate abusive language or threatening behaviour towards any persons on our premises. Parents/Carers who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child s class teacher immediately or a member of the Leadership Team as appropriate If Parents/Carers are dissatisfied they should follow the school s complaints procedure. The Role of the Governing Body The governing body supports the Headteacher in all attempts to eliminate bullying and poor behaviour from our school. The governing body will not condone any poor behaviour at all in our school, and any incidents of bullying that do occur will be taken very seriously, and dealt with appropriately.the Governing Body monitors incidents of bullying and poor behaviour that do occur. 4

5 The Governing Body has the responsibility for reviewing the effectiveness of the Behaviour and Anti-Bullying Policy. The Headteacher has the day-to-day authority to implement the school Behaviour and Anti-Bullying Policy. At Crosslee School good behaviour is expected and these rules are shared and displayed throughout the school. School Rules Always follow instructions. Listen carefully to other people. Keep hands feet and objects to yourself. Be kind and respectful to other people, no name calling or teasing. Walk quietly around school, don t run. At Crosslee School we use the Good to Be Green Scheme. This is an effective way of promoting positive behaviour, rewarding those children who always behave well and as a means of being able to keep track of those children who find it difficult to meet the school's expected behaviour code. The Good to be Green scheme allows all children to have a fresh start each day, working towards improved behaviour. At Crosslee School we also use the Assertive Mentoring System This is a focussed, child centred, collaborative approach based on a dialogue about the child s present and future learning needs and positive development. As part of Assertive Mentoring we reward positive behaviour and attitudes using a star system. Behaviour is monitored each half term and recorded using a red, amber, green (RAG) system in the Assertive Mentoring files. At Crosslee School we recognise and reward good behaviour. To encourage, promote and reward positive behaviour we use the following rewards: Two certificates are given to each class in the weekly Celebration Assembly Two Children are sent to the head teacher each Friday to choose a prize from the Lucky Dip Box. Postcards from the Leadership Team, Learning Mentor and HSLO are sent home to inform parents and carers of good or improved behaviour. At the end of each academic year, two children are nominated for an award which may include awards for improved behaviour, improved friendship skills, good work and achieved personal targets. Teachers give stickers and stamps for good work or behaviour. Children are sent to the head teacher for good learning behaviour e.g. teamwork resilience and confidence. Green Time is given to children each week for positive behaviour. 5

6 At Foundation Stage a Golden Child is chosen each day. This child chooses a friend and they sit on special chairs during the day. Each class teacher has the flexibility to reward children who follow the class rules, such as awarding class prizes. Behaviour is graded each half-term in the Assertive Mentoring file. Stars are awarded throughout school which are collected by children leading to class treats and individual recognition. Children who are 'always' good are chosen for special treats throughout the year. Lunchtime Two children from each class are chosen each alternate week (KS1, KS2), to sit at the V.I.P table in the dining hall. Lunchtime Organisers give yellow tickets to children following the playground rules, showing good friendship skills and respect. The Senior Lunchtime Organiser nominates a child from the Foundation Stage for a certificate for good behaviour at lunch time. Chance slips are given out for good behaviour at lunch time in Key stage 1 and 2. These are put into a weekly lucky dip. At Crosslee School we recognise and respond to inappropriate behaviour: Below are examples of bullying behaviours: Name calling Racist, sexist and homophobic behaviour Making threats Making people feel small Hurtful remarks and personal comments Dares- making someone do something they don t want to do Whispering about others and spreading rumours Laughing at a hurt or upset person Preventing someone getting help Ignoring people and leaving them out Mocking differences Damaging work or belongings Hiding belongings Pressurising children to join in inappropriate behaviour Other behaviour that makes someone feel unhappy Sanctions and consequences When a child makes an inappropriate behaviour choice they will be given a verbal warning a Yellow Card is placed in the upright position in the card holder for that particular child. 6

7 If the unacceptable behaviour continues it will result in the Yellow card being removed from the upright position and placed in front of the Good to Be Green Card. The Yellow Warning Card will remain in this position until the end of the day unless there are further consequences. If despite these reminders the child continues to behave in an unacceptable manner they will be given a Red Consequence Card and will result in a detention for KS2 children or time out of play for KS1 children. The child s inappropriate behaviour may be recorded on a behaviour log and sent to the Headteacher, Deputy Head or the SENCo. After detention is completed the Red Consequence Card is removed and the Good to Be Green is displayed. During Lunchtime the Lunchtime Organisers give yellow tickets for good role modelling of positive behaviour and red tickets to children not following the playground rules and not showing respect. These are then followed up by the class teacher. If a child's behaviour disrupts the class they may be given time out in their paired class. Detention Detention will be age appropriate. Nursery/Reception- Time Out. If this type of behaviour persists in the Nursery/Reception teacher will talk to the parent/carer. Key stage 1- KS1 children will lose their afternoon break time for receiving the Red Consequence Card. Key Stage 2-20 minutes in a designated area supervised by an adult. The children s names will be recorded in the Detention book. Letters will be sent home if a child has had 2 detentions in a week. If a child has further detentions a second letter will be sent home and a member of the Leadership team will see parents to discuss future strategies/sanctions. Some Unacceptable and Bullying Behaviour may result in an immediate sanction Examples of behaviours that may result in immediate sanctions are: Fighting and physical assault Swearing at an individual Serious verbal abuse Threatening an individual Stealing Vandalism Racist incidents Bullying Homophobic incidents Other individual incidents at the Headteacher's discretion 7

8 The school has a clear Anti-Racist Policy. All incidents are logged in the Racist Incident Form as required by the LA and reported to Governors. Full Detention Children will collect and eat their lunch whilst being supervised by a member of staff during the whole of the lunchtime. Time Away from Class Unacceptable behaviour can result in time away from class. If this is the case he/she works in school away from their learning group, completing tasks set by the class teacher, supervised by an adult. The parents of children having a full-lunchtime detention or are being secluded are informed by letter. Exclusion On rare occasions, it may be felt appropriate, to exclude an individual. The Headteacher will follow LA Exclusion Policy and Procedures. Exclusions will usually be for a short, fixed period but these may be extended when engaging the support of other agencies. There may be times when permanent exclusion is used in extreme cases. Advice and Support The class teacher will seek help and advice from the Headteacher, Deputy Headteacher or the SENCO. The school liaises with 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 SENCO, Learning Mentor and Home School Liaison Officer. The school may involve Bridgelea Primary Pupil Referral Unit for planned intervention for pupils who display severe behavioural difficulties. This may involve the pupil attending the learning support unit for an extended period, sometimes of several weeks. Crosslee School is an Inclusive school and there are some children who from time to time experience social and emotional difficulties which can affect their choices of appropriate behaviour. These children are given support from the Learning Mentor and Home School Liaison Officer, individually and in small groups. Specific interventions will be sought to help the children deal with their behaviour, such as; the Anger Management Intervention Programme, SEALS and Relaxation Programmes, Common Assessment Framework. Signed Dated Annual review date 8

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