Churchtown Primary Behaviour Policy February 2015

Transcription

1 Churchtown Primary Behaviour Policy February 2015 This policy document sets out the school s measures to: promote good behaviour, self-discipline and respect; prevent bullying; ensure that pupils complete assigned work; and which regulate the conduct of pupils ( Section 89 (1) of the Education and Inspections Act 2006 ) in order to allow for high quality learning to take place and school values to be upheld. Aims To encourage a calm, purposeful and happy atmosphere within school that is conducive to learning. To foster positive, caring attitudes towards everyone. To encourage independence and self-discipline so that each child learns to accept responsibility for his/her own choices. To have a consistent approach to behaviour throughout the school. To make the boundaries of acceptable behaviour clear to our community. Children s Responsibilities Pupils must be responsible for their own good behaviour and meet the expectations set out in the Churchtown promises, which were drawn up in consultation with pupils.

2 Our Churchtown Promises Walk all the way in school, every day Kind hands, kind feet, kind mouths No rough stuff Always be honest, kind and fair. Always be good and willing to share. Single file, left hand side. Treat others the way you want to be treated. Find a bin and pop it in. We take care of each other, ur school and our world. Please be curious and ask why, it can make you smarter if you try. Be prepared and ready for the day ahead. Staff responsibilities: To make clear our high expectations of good behaviour. To treat all children fairly and with respect. To raise every child's self-esteem and develop their full potential. To provide a challenging, interesting and relevant curriculum that engages and motivates all children To create a safe environment To use rewards, guidelines and sanctions clearly and consistently. To be aware of each child's individual needs and manage their behaviour accordingly. To be an exemplary role model. To work hard to form positive relationships with all families To recognise that each child is an individual. High expectations All staff at our school have high expectations of the behaviour of all children, promoting positive outcomes for all. Staff are currently involved in developing key areas which we will uphold as the standard for our school. Our Families' responsibilities: To fully support the school in the implementation of this policy. To be a good role model demonstrating appropriate behaviour choices. To show an interest in all that their child does and achieves in school. To foster good relationships with school so that all children can see that the key adults in their lives share a common aim. What we do to encourage positive behaviour: At school we are frequently impressed by the children's hard work, consideration and kindness to others.

3 Children are constantly praised for making good choices. We use every opportunity to let them know that we appreciate their efforts, so giving them a very clear idea of the direction in which they should be going. In Early Years, the teaching of Personal, Social and Emotional development (PSED) is a prime area of development in the Foundation stage. EYFS children respond well to instant, concrete praise so the focus is on positive comments and lots of stickers! The Foundation team use the Going for Green behaviour chart to focus the children on positive behaviour choices. If a child makes the wrong choice or does something to hurt someone else their behaviour choices are discussed with them and consequences/sanctions explained. KS1 and 2 also refer to the Going for Green traffic light system when discussing behaviour with the children. This provides a clear visual point of reference for children to be able to identify their own behaviour and how to improve. Children who have specific needs in relation to their social development are encouraged to make good choices in a number of ways, for instance: using a personalised reward chart home school communication book regular meetings with parents an individual reward system as appropriate to the needs of the child a personalised behaviour plan, if required We have devised a whole school systems to reward good behaviour comprising: Reach for the Stars These are the rewards that are given for consistent good behaviour, shown by always following the Churchtown Promises (see attached sheet). It is a sequential system of Bronze, Silver and Gold stars (including Gold 2 and beyond) that are awarded for individual achievements within the school either through their work or behaviour. We follow a personalized approach for rewarding the children to allow us to recognize and appreciate our children s individual strengths. Stars are earned in different ways as appropriate to a child s stage of development: Stage 1/Early years/ks1: Stars are awarded following personal achievements linked to school as and when they occur. Nursery follow their own system of awarding stars to the children for their achievements. Stage 2/KS2: One point is awarded daily for keeping their Churchtown Promises (see above). Additionally, children earn extra points for individual achievements that go beyond these promises. Stars are awarded for achieving an agreed points threshold. Headteacher s Handshake Award Our Headteacher s Handshake Award recognizes outstanding achievement and is not generally linked to behaviour or the points system. These rewards are given across the school in exceptional circumstances. Class Rewards These are used to reward good work and behaviour directly in class. Class teachers will differentiate this system to meet the individual needs of their class. A House System is currently being developed based around the vertical groupings used for our Friday Buddy Assembly. Golden Time Golden Time has been included in each KS1 & 2 class s weekly curriculum, as part of our school s positive behaviour policy. With "Golden Time", children are rewarded for behaving well throughout the week. Every child starts each week

4 with all of their Golden Time minutes. Allotted periods of 'Golden Time can be lost and re-awarded depending upon a child s behaviour choices. Positive Playtimes Each day in Key Stage 1 and 2, a selection of activities are available on the playground. Children are encouraged to be positive role-models for their peers and also to take responsibility for their chosen equipment/resources. Children have access to our fabulous adventure play area to develop their physical skills, a quiet area for those children who like to read/draw etc, a stage area for those who like to perform and our Churchtown Playpod which is currently timetabled for all classes. To support behaviour on our main playground and to encourage children to actively participate in games, we have a trained team of Peer Mentors and Buds. These children range from Year 1-Year 6. They are chosen because they lead by example in terms of behaviour and they receive training from school staff to develop them in their role. Their responsibilities include reminding children of the Playground Promises and supporting children in widening their circle of friends. Teaching and non-teaching staff, providing supervision at playtimes and lunch, are encouraged to promote positive behaviour at lunchtimes. Play Leaders Play Leaders help and support all children to play fairly and care for each other, and include everyone in their games. You have to be a good role model to be chosen to be a Play Leader. Play Leaders show respect to all and are positive, cheerful people Sanctions At Churchtown we believe that children have a right to learn, free from disruption and interruption from others. Children have a responsibility to behave well in class and be good citizens. For behaviour to be managed effectively it is really important for teachers and parents to work together. When a child is deemed to have not followed the school s guidelines then any of the following sanctions and procedures can be applied as deemed appropriate, proportionate and fair: The child will be given opportunity to analyse, change or modify their own behaviour, through discussion with an adult. The child will be given a warning or verbal reprimand. The child may have "time out" for a specified amount of time (timers will be used to specify the time period). Extra work or repeating unsatisfactory work until it meets the required standard. The child may be asked to sit elsewhere in the classroom. The child may be asked to go and work in another classroom. Privileges will be removed- for instance the loss of a prized responsibility or not being able to participate in a significant event. Missing break or lunch time. The child may be asked to go and work in the Leadership office The child will be asked to apologise in an appropriate way and take part in some restorative justice work. School based community service such as tidying the classroom. Regular reporting for behaviour monitoring to Leadership Team. Headteacher s detention. In more extreme cases school may use temporary or permanent exclusion. All significant incidents are recorded. Teaching/ Welfare Assistants should inform the class teacher of concerns over poor behaviour as soon as they occur.

5 A sanction must be a proportionate and fair response that may vary according to the age of the pupils, and any other known special circumstances that affect the pupil. In determining whether a sanction is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of the pupil s age, any special educational needs or disability they may have, and any religious requirements affecting them. Therefore before applying sanctions, consideration will be given to any underlying factors which may be affecting the child s behaviour. When children do misbehave or exceed boundaries of acceptable behaviour, criticisms or sanctions should be constructive and include advice or guidance on the particular behaviour in question. The process defined above is the procedure that should be followed in the first instance. When dealing with any behaviour the school acknowledges our legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with Special Educational Needs and Disability (SEND). In cases of ongoing poor behaviour: ABC checklists may be completed by staff to identify causes of behaviour. The teacher and or a member of the SMT will talk to parents/family members to alert them to the problem. Where parents are experiencing similar types of behaviour at home we will work in partnership to identify strategies and appropriate support to assist in resolving issues. At this point, the school will consider whether a multi-agency assessment via a CAF is necessary. The teacher will set up a personalised sticker/stamp chart/home school communication book for the individual or groups of children who may benefit. The child, parents and teacher may agree to implement an Individualised Behaviour Plan (IBP). This would involve parental consent and would be followed consistently by all staff who teach the individual Advice will be sought from a member of SMT/Leadership Team and/or external agencies. In some circumstances a fixed term exclusion may be actioned by the Headteachers. When a child presents with challenging behaviour staff will consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff will follow the schools safeguarding policy. They will also consider whether continuing disruptive behaviour might be the result of unmet needs. Reasonable Force Members of staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. A number of key members of staff have had a full day of Team Teach training which covers de-escalation strategies and safe restraint and holds. Please refer to the school s Reasonable Force Policy and the DFE Use Of Reasonable Force Guidance July 2013 Pupils Conduct Outside The School Gates In line with the DFE Discipline In School document (February 2014) we have set out below our response to behaviour and bullying which occurs off the school premises, which is witnessed by a staff member or reported to the school, including the sanctions that will be imposed. Examples of such activities include when a Churchtown pupil is: taking part in any school-organised or school-related activity or travelling to or from school or wearing school uniform or

6 in some other way identifiable as a pupil at the school. or misbehaviour at any time, whether or not the conditions above apply, that: could have repercussions for the orderly running of the school or poses a threat to another pupil or member of the public or could adversely affect the reputation of the school. In all cases of poor behaviour school can only discipline pupils on school premises or elsewhere when the pupil is under the lawful supervision of a staff member. Following an investigation, in such cases as those listed above, the school will apply a sanction as is deemed appropriate to the behaviour. (Please refer to Sanctions detailed within our Going for Green document) Our Lead Learning Mentor Our Lead Learning Mentor is here to support children and their families by helping them to identify and remove any barriers to learning, whether in a personal or academic role. Our Lead Learning Mentor works closely with all staff, governors, outside agencies, pupils and their families. He plays a fundamental role in helping all children to achieve their true potential. The Lead Learning Mentor also provides targeted support to identified children at key transition points. External Agency Support At Churchtown we actively support any individual who is experiencing behavioural difficulties. Our Internal support is complemented by additional assistance from services including: CAMHS- Children s and Adolescent Mental Health Service Local CAF Teams The school s Educational Psychologist School Health professionals SWACA- Sefton women s and children s association Sefton s Education Welfare Officers Venus Referrals are made on a needs basis and are linked directly to priorities identified on individual pupil profiles. Serious Breeches Of School Behaviour Policy In the event of a serious breech of school rules, including pupils who are found to have made malicious accusations against school staff (DFE Guide Discipline in Schools February 2014) immediate action will be taken by a member of the Senior Management Team. This may ultimately result in a fixed term exclusion or even permanent exclusion. Support From Our Families From time to time a child may feel that s/he has been dealt with unfairly. In this case we would ask that the family support the school by adopting a neutral stance until they have contacted the school for further information. It is very important to ensure that nothing is allowed to undermine the respect that children need to have for both their family and their teachers. For it is only by earning and maintaining their respect that we can hope to influence their behaviour. Any inconsistency of messages between home and school will undoubtedly be counterproductive.

7 Staff Training Staff have access to ongoing CPD to support with behaviour management. This CPD is targeted to their specific roles, responsibilities and individual training needs identified via school self-evaluation and appraisal. In line with our statutory duty under the Disability Discrimination Act (2010) to make reasonable adjustments for pupils who have a disability or special educational need, we personalise all of the rewards and sanctions within this policy to meet the needs of individual pupils. This allows us to promote and encourage the best behaviour from all our pupils. Governors This policy is reviewed every 2 years by the Headteachers and Chair of Governors. Date reviewed May 2015 Legislative links Education Act 1996 School Standards and Framework Act 1998 Education Act 2002 Education and Inspections Act 2006 School Information (England) Regulations 2008 Equality Act 2010 The Education (Independent School Standards) (England) Regulations 2010 Education Act 2011 Schools (Specification and Disposal of Articles) Regulations 2012 The Education (Independent School Standards) (England) Regulations 2012 The School Behaviour (Determination and Publicising of Measures in Academies) Regulations 2012 Key School Policy Links Anti Bullying Policy Home School Agreement SEND Policy Reasonable Force Policy?? Safeguarding Policy