The Killigrew Partnership

Transcription

1 The Killigrew Partnership KING CHARLES BEHAVIOUR AND DISCIPLINE POLICY OCTOBER 2015 Aims This behaviour policy aims to: Support the Christian ethos of the school where individual members of the school community can feel safe, valued and respected Enable all to learn and work together in a positive and supportive way. Promote a learning environment where everyone feels happy, safe and secure Promote positive relationships between children, and between children and adults Treat all children fairly and consistently Encourage children to become responsible and independent citizens Recognise and reward acceptable and positive behaviour As children enter this school at the age of four and are here until they are eleven we recognise that rules, routines, rewards and sanctions need to be adapted to be relevant and have meaning for different age groups. All classes agree and display the school rules which are common to everyone. Different classes agree and display additional rules and routines. As children grow and develop we expect them to: Follow rules and routines at school for reasons of communal health and safety, which promote a safe and pleasant learning environment. Listen carefully to instructions and follow them immediately Participate in all activities Have regard for the safety and well being for one s self and of others Be respectful towards adults and each other Refrain from using foul language and swearing Refrain from name calling Understand that the behaviour of an individual can have consequences for everyone Follow the Anti Bullying Policy Follow the school rules. School Rules

2 Our three school rules have been agreed with all children and adults in the school. They are re-visited regularly to ensure that children understand and value them. Everyone at King Charles School: 1) Show Good Manners at all times. 2) Follow instructions with thought and care. 3) Care for everyone and everything. Should children have difficulty in upholding our agreed school rules then they will be supported to comply in a manner appropriate to their individual needs and stage of development. Every day children come to school with a fresh start and have every opportunity to demonstrate compliance with our agreed code of conduct. The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during appropriate times. The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour(see separate Anti-Bullying Policy). Good behaviour The school acknowledges all the efforts and achievements of children, both in and out of school. Celebration time is allocated in class and year groups for personal success, such as gaining out of school swimming awards. We have motivational assemblies to acknowledge special achievements and to remind children of what it means to be proud to belong to King Charles School and the wider community. At King Charles we also actively promote Good behaviour for Good learning through teaching, recognising and celebrating the behaviours and skills of good learners; specifically in 5 different areas. These are: 1. Own learning being able to work independently for all children that are settled and being independent learners by time up. All staff to be proactive at catching independent learners and using praise. Classroom management strategy to ensure children settle to their learning quickly: use of timer on IWB so all children can see the countdown. Move up on reward chart Encourage children to take pride in their learning through the Pride Wall or Progress Wall 2. Busy learning being an active learner, using time well, looking for opportunities to improve, offering ideas/answers, being keen and enthusiastic

3 High levels of productivity to be achieved through high expectation of outcome by adult. This needs to be specific; I want you to complete 5 sentences, with reward for those who do. 3. Keep learning resilience, not giving up, going back to a task Whole school consistent approach for How to Keep Learning when you are stuck...? 1. Use the Learning Wall steps to success resources provided 2. What additional Classroom resources might help? 3. Ask a friend on your table. 4. Try again! 5. Ask an adult. Teach children to respond to marking and impacting upon Purple Progress to ensure they Keep Learning. 4. On task learning listening to and following instructions well, settling to task quickly, is organised, not easily distracted Use of praise instant reward through. sticker/move up on chart/housepoint for children who show focused learning. Use a range of teaching strategies to fully engage children. Such as; no hands up, use lollypop lotto instead! Whisper the answer at the same time, use of actions, etc. Actively encourage questions from the children to ensure children are actively listening and able to participate in every stage of a lesson. 5. Team learning - being able to work with others. Each class to have established learning buddies. This will enable: effective use of peer assessment, buddies who can teach each other Partner Talk: Listen to your partner and feedback what they say. Teachers to identify in planning, opportunities for paired/group learning. Teachers to arrange groups in different ways dependent on task and learning challenge: in ability or mixed, boy/girl mix, 1 more able to lead in a group, etc. All staff to model co-operative learning take turns, be polite, listen to each other, share resources, help each other, identify strengths in the group, etc. We praise and reward children for good behaviour in a variety of ways: Private and public congratulation and praise Team points, stickers, certificates, stamps etc. Each week, we nominate a child from each class to be star pupil. praise postcard to a parent Golden Time or other class treats Congratulations letter from Head teacher Material rewards e.g pens Unacceptable Behaviour This is deemed to be intentional breaking of the expected behaviours outlined above. In particular, defiance, unco-operation and deliberately distracting behaviour which disrupts the smooth running of lessons will not be accepted.

4 Any member of staff can identify unacceptable behaviour and hold the perpetrator to account through discussion of their misdemeanour. It is then the class teacher s responsibility to support that child in the development of improved behaviour. This is usually supported by a member of the Senior Management Team. Sanctions Against Unacceptable Behaviour Discussion with teacher and rules reinforced Withdrawal of privileges, e.g. leisure time, Golden Time, extra curricular activities Isolation: either within the classroom or removal to another room Righting the wrong e.g impolite behaviour towards a Lunchtime Supervisor might result in a lunchtime of helping in the dinner hall, Parents and the Senior Leadership Team are informed In extreme circumstances where the health and safety of school members is at risk, exclusion has to be considered Specific Strategies to Promote Positive Behaviours/Address Anti-social Behaviour We provide a broad and balanced curriculum using a variety of teaching and learning styles Positive classroom management strategies such as Circle Time, Golden Time and rewards for positive acceptable behaviour Providing nurture group opportunities in school e.g. Social Skills groups Giving opportunities to take responsibility, e.g. Ambassadors, Buddies Providing a range of extra curricular activities Behaviour plans focusing on specific problems Individual Behaviour programmes Involving external professionals for advice and assessment Providing staff training Encouraging regular contact with parents/carers Involving parents in the implementation and monitoring of consistent strategies e.g school/home report books, good news book Providing structured play activities Children Beyond and Serious Breach of Conduct We acknowledge that for some children, their individual emotional needs are such that compliance with our expected code of conduct is an ongoing challenge and the support they need is beyond that of the majority of children. All children identified as having challenging behaviour are supported through a behaviour support plan (BSP) and receive support from our staff in consultation with a range of other professionals from outside the school. The behaviour of these children is managed outside the boundaries of our generic behaviour policy. Use of restraint All staff have been trained in the use of de-escalation strategies and therefore whenever possible staff will talk down children from an overly emotional or irrational state. Use of restraint is considered to be a last resort strategy. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The actions that we take are in line with government guidelines on the restraint of children.

5 All members of staff are aware of the 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. Teachers in our school do not hit, push or slap children. The school has a team of staff who have received the relevant training (Team Teach) and therefore are able to respond effectively to a child at risk of harm. The Role of the Class Teacher The Class teacher has the responsibility for: ensuring that the school rules are followed in their classes, and that their classes behave in a responsible manner during lesson time. ensuring that the school rules are followed in the hall, corridors, cloakrooms and the play areas maintaining high expectations of the children with regard to behaviour, and striving to ensure that all children work to the best of their ability treating each child fairly, with respect and understanding, and enforcing the classroom code consistently keeping records of any incidences of unacceptable behaviour employing strategies, rewards and sanctions to promote positive behaviour. consulting with the SLT or SENDCO contacting parents to discuss the situation The Role of the Senior Leadership Team The SLT has the responsibility of implementing this policy reporting to Governors when requested on the effectiveness of this policy the duty of care towards all children and adults in the school supporting staff in the implementation of the policy keeping records of incidences of unacceptable behaviour and the action taken working in partnership with outside agencies e.g the Behaviour Support Team The Executive Headteacher or the Head of School has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Executive Headteacher or Head of School may permanently exclude a child. These actions are taken only after the school governors have been notified. The Role of Parents We explain rules, rewards and sanctions in the Prospectus and other sources of information, and we aim to build a supportive dialogue with parents by informing them of any concerns or incidents and fully involving them in the formation of action plans. The school collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school. We expect parents to support their child's learning, and to cooperate with the school, as set out in the home school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child's welfare or behaviour.

6 If the school has to use reasonable sanctions to punish a child, we expect parents to support the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Head Teacher. If these discussions cannot resolve the problem then the school s Complaints Policy should be followed. The Role of Governors The Governors have the responsibility of: setting out these guidelines and reviewing their effectiveness supporting the Executive Headteacher and staff in the day to day application of this policy Fixed-term and Permanent Exclusions We do not wish to exclude any child from school, but sometimes this may be necessary. Only the Executive Headteacher and the Head of School has the power to exclude a child from school. They 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, a child may be excluded permanently. It is also possible for a fixed-term exclusion to be converted into a permanent exclusion, if the circumstances warrant this. If the Executive Headteacher or Head of School excludes a child, they inform the parents immediately, giving reasons for the exclusion. At the same time, it is made clear to the parents that they can, if they wish, appeal against the decision to the Governing Board. The school informs the parents how to make any such appeal. The Executive Headteacher or Head of School informs the Local Authority and the Governing Board about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. The Governing Board itself cannot either exclude a child or extend the exclusion period made by the Executive Headteacher or Head of School. The Governing Board has a discipline committee which is made up of between three and five 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 and the LA, and consider whether the child should be reinstated. If the governors' appeals panel decides that a child should be reinstated, the Executive Headteacher must comply with this ruling. Monitoring and Review The Executive Headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the Governing Board on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. The school keeps a variety of records concerning incidents of misbehaviour. The class teacher records minor classroom incidents and any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident via a carbonated

7 notebook. The Executive Headteacher keeps a record of any child who is excluded for a fixed-term, or who is permanently excluded. It is the responsibility of the Governing Board to monitor the rate of exclusions, and to ensure that the school policy is administered fairly and consistently. The Governing Board 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 King Charles Behaviour Policy was agreed by the Full Governing Board of The Killigrew Partnership at their meeting on Monday 1 st December 2015 and will be reviewed annually.