TENTERDEN PRIMARY FEDERATION TENTERDEN INFANT SCHOOL. BEHAVIOUR and SAFETY including ANTI-BULLYING POLICY

Transcription

1 TENTERDEN PRIMARY FEDERATION TENTERDEN INFANT SCHOOL BEHAVIOUR and SAFETY including ANTI-BULLYING POLICY

2 Behaviour and Safety Policy Rationale At Tenterden Infant School we value all members of our community, encourage everyone to treat each other with respect and consideration and to co-operate thoughtfully to the benefit of everyone in the school. Emphasis is placed on establishing a happy, safe, secure and orderly environment where children can learn to be caring and responsible. This policy has been written for all members of the school community to aid consistency and fairness. Implementation of this policy will help: To ensure appropriate behaviour and language throughout the school To encourage a positive attitude to learning and praise effort in both work and behaviour To foster common sense, courtesy and good manners To provide a system of rewards to encourage good behaviour and to try and reverse unwanted behaviour. To ensure a safe, caring and happy school To promote good citizenship To promote self discipline To ensure a whole school approach to discipline which is used and approved by all the staff in the school teaching and non-teaching staff To ensure that parents are informed and are aware of the disciplinary procedures 1. Aims To encourage a consistent whole school approach to behaviour management To promote respect, consideration and unselfish regard for all members of the community To promote self discipline To reward good behaviour To promote honesty, trust and fairness To encourage pupils to make the right choices To ensure all pupils and staff are safe Co-ordinator: Executive Headteacher Staff involvement This policy has been developed by both staff and Governors. Supervision In and around the school Clear and agreed procedures operate before school starts, at break times, lunchtimes and at the end of the day. Children should not arrive before 8.45am and will be supervised by their parents/carers until the bell is rung at 8.55am at which time the staff will greet the children and escort them into class. Children will be dismissed at 3pm only to their parents/designated named carer. Parents must inform the school if anyone other than the usual parent/carer is to collect their child.

3 Teachers are responsible for the children at the end of a school session and must not leave the premises until every child for whom they are responsible has left the school site with their parent or designated carer. This is particularly important for after school activities. Children must not leave the school premises before the end of a school session without prior agreement of the Teacher/Executive Headteacher. Children who take part in before or after school clubs are the responsibility of the club leader/s from the start time until the children are collected by parents or in the morning delivered to the correct playground/class. Leaders will abide by the guidelines in this policy. Responsibilities All members of the school community teaching and non-teaching staff, parents, pupils and governors, work towards the school aims by: Providing a well ordered environment in which all are fully aware of behavioural expectations and ensuring safety for all is maintained Treating all children and adults as individuals and respecting their rights, values and beliefs Fostering and promoting safety, good relationships and a sense of belonging to the school community Offering equal opportunities in all aspects of school life Encouraging, praising and positively reinforcing good relationships, behaviours and work Rejecting and dealing firmly and quickly with all bullying or harassment in any form Helping to develop strategies to eliminate undesirable behaviour both within and outside the classroom, and applying these consistently Caring for, and taking pride in, the physical environment of the school Working as a team, supporting and encouraging each other Classroom Rules can be set with the children in addition to the whole school: Golden Rules Do be gentle. X Do not hurt people. Do be kind and helpful. X Do not hurt peoples feelings. Do work hard. X Do not waste your or other peoples time. Do look after property. X Do not waste or damage things. Do listen to people. X Do not interrupt. Do be honest. X Do not cover up the truth. Strategies for reinforcing good behaviour In the classroom 1. Positive behaviour management encouraged at all times, identifying and praising desired behaviour. Smileys are awarded for positive attitudes and good learning behaviour. These can build into Assertive Mentoring targets and bronze (100 Smileys), silver (next 100 Smileys) and gold (a further 100 Smileys) certificates worked towards during the academic year.. 2. Verbal praise given whenever children respond appropriately or display desired behaviour 3. Stickers used judiciously 4. Achievable targets/stimulating work/extension activities

4 5. Consistent and thoughtful marking policy 6. Carpet discussion time (e.g. resolving incidents) 7. Good teacher/pupil/parent relationships 8. Teachers and Teaching Assistants supporting each other and working as an effective team 9. Use of PSHE to reinforce positive relationships and citizenship Strategies for coping with unacceptable behaviour In the classroom 1. Remind children of expected behaviour, rewards and sanctions. 2. Verbal warning (give reason) 3. Move within classroom 4. Time out in classroom or at table adjacent to outside area 5. Have quiet word with parents if appropriate at this stage Refer to Executive Headteacher or Deputy Headteacher 1. If a child continues misbehaving in a way that could lead to an unsafe situation 2. Bullying - verbal or physical (including racial or homophobic comments) 3. Dangerous behaviour likely to make the child or others at risk 4. Serious damage to property 5. All serious behaviour incidents involving physical injury leaving a mark, damage to property or bullying must be recorded on a Serious Behaviour Incident form and actioned by a member of the Senior Leadership Team. (See Appendix 1) General Guidelines for Reinforcing Good Behaviour Playground At the Whistle Children stand still when they hear the whistle and stop talking Children listen to instructions from teacher/classroom assistant/mid-day supervisor Children wait for instruction to move into lines. Children walk quietly into the school at the end of playtime/lunchtime. Games Encourage children to: Use games marked on the playground Play traditional type games (adults may need to help here) Use equipment for outdoor games when weather permits Include other children in their games Look after each other if they are sad/hurt - take to an adult if necessary Be polite to each other and adults Take care of school property Discourage children from: Rough play that could lead to children being unsafe excluding other children from games

5 Behaviour that must dealt with immediately: Hurting of any sort is not allowed (hands, feet, faces, words) and children will be stood on the yellow line for a specified time if this occurs. We use the term zero hurting. Sustained and targeted misbehaviour (physical or verbal) towards one or a group children of that is deemed bullying Damage to property Any behaviour that is unsafe Playground Golden Rules We are gentle We are kind and helpful We play well with others We care for the playground We listen We are honest Corridors Expect children to: Walk quietly about the school Take care of school property Open doors for others Say excuse me if people are blocking the way - wait if necessary/walk behind them Cloakrooms Expect children to: Hang coats and P.E. bags on their pegs and leave the cloakroom tidy Toilets Discuss appropriate use of toilets so that children: Flush toilets after use Wash and dry their hands Leave the toilets clean and tidy General hints Make sure the children are listening before speaking Keep on the move when supervising playground/field Look out for children who are following instructions and positively reinforce their behaviour - others will see and follow. Give an instruction followed by Thank you, as this encourages compliance Project your voice but avoid shouting Remember that you are a role model to the children Listen to the children and find out what happened

6 Guidelines for Teaching Assistants / Students Teaching Assistants and Students should be familiar with the school s Behaviour Policy and general guidelines so they can support the working of the policy throughout the school, during the school day. In the spirit of the policy they should deal with minor infringements but refer more serious incidents to the class teacher or Executive Headteacher as appropriate. In the Classroom Whilst accepting that the class teacher has overall responsibility for classroom behaviour it is important that the Teacher and Teaching Assistant discuss and agree basic ground rules so that: The children are dealt with in a consistent manner The role of the Teaching Assistant is clear to the children, parents and other adults involved in the work of the class Teaching Assistants are members of staff with delegated authority to supervise the behaviour of the children in conjunction with the Executive Headteacher/ Class Teachers/midday supervisors Ground Rules Encourage quiet voices and a working atmosphere in the classroom Give praise wherever appropriate. Look out for children who are working hard/behaving well. Discuss with the class teacher whether a sticker should be awarded Discuss with the class teacher any behaviour which may warrant further action. These should be administered by the class teacher Support and acknowledge the teacher s discipline when they are teaching/in control of the class. The class teacher may however delegate authority to the Teaching Assistant if they are directed to work with a small group within or outside the classroom. The Teaching Assistant would also be expected to exercise appropriate control if, for example, they were asked to read a story to the whole class. Any incidents causing concern during these times should be referred/ reported to the class teacher. Guidelines for Midday Supervisors Midday Supervisors should be familiar with the school s Behaviour Policy and general guidelines so that their management of the children at lunchtime is consistent with that of other members of staff. It is important that the children perceive Midday Supervisors as members of staff who enjoy the support and respect of all other school personnel. This can be enhanced by: Good liaison between Teacher and Supervisor e.g. exchange of information regarding behaviour/health etc. of the children Positively reinforcing good behaviour through praise, stickers etc. Dealing with minor infringements within the spirit of the Behaviour Policy but referring/reporting more serious incidents to supervisor in charge/deputy Head/ Executive Headteacher.

7 Dinner Hall Golden Rules We line up quietly We walk in the dining hall We finish what we are eating before we speak We remember to say please and thank you We put our rubbish away We put our hands up to ask to leave the hall We talk quietly to the people next to us Playground Please see the earlier section on The Playground for guidance Wet lunchtimes in classrooms Liaise with class teacher regarding classroom rules and particular phrase/technique used to gain and hold children s attention Agree with class teacher materials/games/books children may use at lunchtime Direct children to tidy up before the end of lunchtime and prepare them for the beginning of the afternoon session by perhaps reading a story to the class or playing a quiet game e.g. I spy. Serious Behaviour Incidents Racial Harassment Racial harassment of any kind will not be tolerated at Tenterden Infant School and any incident of this nature will result in the Executive Headteacher being informed immediately. It may then be necessary to inform parents and Governors of the incident and action taken (see guidance). After investigation the Executive Headteacher may decide it is appropriate to formally record the incident and put appropriate sanctions in place. If a pattern of behaviour is starting to emerge, or if a child s behaviour is generally causing concern, parents will be invited to discuss the situation and work in partnership with the staff towards an agreed resolution. Homophobic Bullying Homophobic bullying, including casual name calling of any kind, will not be tolerated at Tenterden Infant School and any incident of this nature will result in the Executive Headteacher being informed immediately. After investigation the Executive Headteacher may decide it is appropriate to formally record the incident and put appropriate sanctions in place. If a pattern of behaviour is starting to emerge, or if a child s behaviour is generally causing concern, parents will be invited to discuss the situation and work in partnership with the staff towards an agreed resolution.

8 Serious Behaviour Incidents Serious behaviour incidents involving bullying, violence towards people or property, behaviour likely to put other children and adults in danger or make them unsafe, or sustained verbal abuse must be referred immediately to EHT, DHT, FLO, CT and a report written for the Serious Behaviour Incident File and an ABC record kept as necessary for children with Behaviour, Emotional and Social Difficulties with clear actions identified, including actions for parents and followed through. All members of staff need to be aware of the procedure for recording serious behaviour incidents. An Individual Behaviour Plan can be written for children who are a cause for concern for behaviour, emotional, social difficulties involving the school, parents and child in clear actions for improving behaviour. This will be regularly monitored and reviewed. Children with recognised high levels of need on the SEN register for Behaviour, Emotional and Social Difficulties will have the above plus a referral using the Early Intervention Form for a team to support the family to be formed and a programme of support offered to the school, child and family put into action, monitored and reviewed. For a child whose serious behaviour puts them at risk of exclusion the advice of the Exclusions Officer will be sought at the earliest opportunity. All Local Authority procedures pertaining to exclusion will be followed. The safety of the child, other children and staff will be paramount at all times. Exclusion (see Appendix 2) Parents will be notified of the reason for the exclusion. Before the child is re-admitted to school, a meeting between the parents and the school will be arranged. The purpose of the meeting will be to discuss safety, behaviour strategies and a way forward to ensure that the risk of a repetition of the offending behaviour patterns is not repeated. A written record of the discussion, and commitments to the agreed plan, by both the parents and the school, will be made. One copy will be kept in the school s record and one sent to the parent. The equality impact of this Policy has been assessed. Date established by governing body Date for full implementation Sept 2009 Jan 2010 Date for review Jan 2014 Reviewed and agreed Jan 2014 and Jan 2015 Jan 2017

9 Appendices to Behaviour Policy below Appendix 1: Serious Behaviour Incidents guidelines Tenterden Primary Federation Serious Behaviour Incidents Our Behaviour and Safety Policy states that serious behaviour incidents must be recorded and filed in the Serious Behaviour Incident File: Thresholds for recording of incidents A behaviour incident leading to a non-accidental physical injury that leaves a noticeable mark (if there is any doubt about the incident being an accident follow up rigorously and still record) Bullying (one or more children targeting another child with verbal or physical abuse) Deliberate physical damage to school property resulting in a repair needing to be made Verbal or physical abuse towards a member of staff Sustained and/or deliberate refusal to comply with instructions given by a member of staff / adult Inappropriate sexualized behaviour (refer to DCPC) Out of control outbursts in or out of class Leaving (or not returning to a classroom) without permission in order to hide or cause a problem Recording Forms for recording serious behaviour incidents are yellow and are kept in the staff room The form must be completed and provide a full record of the incident, how it has been dealt with and any consequences. Serious behaviour must also always be followed up with parents/carers being informed - personally or by a phone call or by a letter from the Executive Headteacher / Senior Member of Staff - with the date/time of this contact also recorded on the form. The signed report, with all details completed, must be filed immediately in the Serious Behaviour Incident File (kept in each School Office). June 2013

10 Appendix 2: Fixed-term and permanent exclusions Only the Executive Headteacher (or the Acting Headteacher) has the power to exclude a pupil from school. The Executive Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year and may also exclude a pupil permanently. It is also possible for the Executive Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. The Executive Headteacher informs the local authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. If the Executive Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Executive Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. A committee, made up of between three and five governors, considers any exclusion appeals on behalf of the governing body. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the local authority, and consider whether the pupil should be reinstated. If the governors appeals panel decides that a pupil should be reinstated, the Executive Headteacher must comply with this ruling. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Executive Headteacher. A less extreme form of exclusion may also be considered: this may, for example, involve lunchtime exclusion or learning exclusion, where a pupil learns away from the class. School staff would consult with parents but do no need to report this.