HAMPTON HILL JUNIOR SCHOOL

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1 HAMPTON HILL JUNIOR SCHOOL Learning is the Key to Life BEHAVIOUR POLICY (Anti Bullying and Exclusion Policy) Hampton Hill Junior School is committed to equality of opportunity for every child This policy was adopted: Spring 2011 This policy will be reviewed again: Autumn 2015 This policy will be reviewed by: Teaching & Learning Committee Statutory policy: Yes Source: Governing Body

2 INTRODUCTION This policy details our commitment to a whole school approach, designed to enhance positive behaviour and self esteem in all. This will be achieved through a consistent, constructive approach- adopted by all members of staff and adults in the school. Clear expectations will be communicated to the pupils, both by example and through systems. We will endeavour to provide an equal opportunity for each and every child within the school to mature both socially and academically, developing respect for each other and themselves and the ability to relate to both adults and peers within different contexts irrespective of ability, colour, size, gender, culture or disability. All children can expect both support and respect from adults in school and the right to be listened to. All decisions are in line with HHJS Safeguarding procedures. THE AIMS To promote a safe, secure, orderly, happy, calm but stimulating atmosphere so that pupils can work and learn effectively, efficiently and successfully, both as individuals and with their peers, ensuring equality of opportunity for each pupil. To encourage a depth of understanding of the values which matter within the school and in the community; to encourage pupils to develop values such as honesty, trust and fairness; to encourage self-respect, self discipline, self confidence, independence and responsibility. To help pupils understand what is appropriate or inappropriate behaviour in school and in the community. To make it clear to pupils what is expected of them in terms of behaviour and how they can expect others to behave towards them. To help pupils to recognise the effect of his or her behaviour and reflect upon this with adult guidance. To help pupils develop politeness, courtesy and consideration towards others, and appreciate their needs and concerns. To teach pupils to treat property, their own, the school s and that of others, with care and respect. To educate pupils within moral, spiritual and cultural contexts. To ensure that pupils have the right to fair and consistent consideration with opportunities for discussion where appropriate. For teachers to recognise the importance of working in partnership with parents towards developing positive behaviour in pupils. For training opportunities to be provided where required. BEHAVIOUR SUPPORT STRUCTURE The behaviour of all pupils is primarily monitored by and incidents are reported to class teachers. This ensures a model where pupil behaviour in all school settings is highlighted to one individual. This supports the class teacher in having a clear overview of all pupil s behaviour. If a child is struggling to demonstrate appropriate behaviour a programme of behaviour support will be put in place involving weekly meetings with an identified year leader and pre arranged meetings involving parents to review and set targets, with the intention of working to remove the need for this individual behaviour support package. 2

3 Classroom Rules The intention of setting classroom rules is to lessen inappropriate behaviour and provide a consistent and cohesive approach. The rules should be written as positive statements. They should be clearly understood by all pupils in the classroom and support a positive learning environment and an understanding of each other. The classroom rules will be drawn up by the children with their teacher at the beginning of each year. By giving children ownership of the agreed rules, they will therefore be seen as the collective responsibility of the class. Infringements will be dealt with fairly and equally. These rules will need to be reviewed at regular intervals, as a class, to ensure that they remain appropriate and workable. GOLDEN RULES These rules have been drawn up by our School Council. They are in line with procedures at Carlisle Infant School and are reviewed by the School s Council. They are designed to operate in specific areas of the school (such as the playground) and intended to support positive behaviour choices by all pupils. The expectation of Golden Rules is communicated to all and their impact is monitored. ENCOURAGING POSITIVE BEHAVIOUR We aim to reward both effort and success in all aspects of school life to support pupils in: feeling worthwhile feeling good about yourself (body, mind, relationship with others) feeling valued feeling comfortable with yourself knowing you have done your best self confidence looking for the positive fostering tolerance understanding of differences self-discipline being respected and willing to respect others having the courage of your convictions being self-motivated treating others as you would like to be treated being listened to being sure of oneself being open minded accepting criticism; not feeling threatened by others REWARDING POSITIVE BEHAVIOUR Positive behaviour is rewarded in a variety of ways: 3

4 verbal praise from various adults private and public dialogue with pupil team points, stickers and certificates of merit regular supportive and positive comments on children s work prominent displays of pupils work work shown to or read out to peers and/or adults public praise in class or assembly for in and out of school activities communication with parents, both formal and informal positions of responsibility personal logs or diaries to encourage self-assessment, with adult guidance REWARDS OUR CORE SYSTEM We have a consistent approach which encourages recognition of those children who work consistently well. Stickers and team points (and related team rewards ) Teacher Award stickers are given to those children who have worked consistently well in all aspects of school life. This is reviewed every two weeks. When five Teacher Award stickers have been awarded a certificate is awarded. Certificates are awarded over a two year cycle- Year 3/4 and Year 5/6. Teacher Award stickers are only for consistent effort and are in addition to other stickers and team points, it may be necessary to award ½ Teacher Award stickers. Parents should be informed if a child is struggling to consistently demonstrate the behaviour required to achieve a Teacher s Award sticker. Certificates Five Teacher Award stickers in the Home/School booklet means the reward of one of a series of certificates. CERTIFICATES LOWER SCHOOL CERTIFICATES UPPER SCHOOL 1. Well Done 1. Bronze 2. Special Award 2. Silver 3. Merit Award 3. Gold 4. Certificate of Achievement 4. Super gold 5. Star Award 5. Platinum 6. Headteachers Award 6. Diamond Certificates are awarded in assembly and recorded by class teachers to ensure a whole school record. In addition, there are other Hampton Hill certificates which can be used for special achievements in and out of school, attendance certificates and sports certificates. DISCOURAGING INAPPROPRIATE BEHAVIOUR It is vital that we realise and celebrate the fact that the expected and demonstrated level of behaviour at Hampton Hill Junior School is very good. The school has clear structures and 4

5 high expectations which are communicated with clarity on a regular basis. However, it is important to have strategies to resolve issues relating to inappropriate behaviour. At Hampton Hill Junior School, inappropriate behaviour is discouraged in a variety of ways. Not drawing attention to negative behaviour but focusing on previous or expected positive behaviour. Having a private word Diverting to a different task or using a time out process (with communication and reflection time). Removal of privileges or posts of responsibility (i.e representing the school, attendance at school clubs, swimming). Temporary confiscation of items causing distraction. Individual discussion with positive expectations reiterated. Verbal reprimand of varying degrees, focusing on the behaviour not the pupil. Temporary removal from the group sitting alone to re-focus. Removal from class- pupil works in another location under adult supervision. Detention during the school day or completion of tasks during part of playtime (ensuring the child has reasonable time to eat, drink and use the toilet). Consultation with year group leader, SENCO, deputy head or head teacher. Parental involvement (this is encouraged at all stages of this process). Behaviour records/diary with targets for improvement. Internal exclusion (on site but out of own class) Temporary exclusion from school, eg. at lunch time. Exclusion for fixed term. Permanent exclusion. BEHAVIOUR RECORDS If a child s behaviour is giving cause for concern within school or a significant deterioration in behaviour has been identified, then the school will record the positive and negative aspects of behaviour. This collection of evidence will then be used to further support the child by contributing to a planning/action/review cycle within school. It informs discussion with the child s parents and the child at review meetings, it can link to external agencies and provides staff with clear information, either within school or on transfer. Relevant information (for individuals and /or cohorts) is included in monitoring of progress data meetings. THE POWER TO USE REASONABLE FORCE Procedures at HHJS are designed to avoid the need to intervene with reasonable force. DfE guidance does state that: Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property or causing disorder. Schools can use reasonable force to: Remove disruptive children from the classroom where they have refused to follow an instruction to do so. Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit. Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others. 5

6 Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and restrain a pupil at risk of harming themselves through physical outbursts. The decision to physically intervene is down to the professional judgement of the staff member and should depend on individual circumstances. We do not operate a no contact policy- as such a policy could place a member of staff in breach of their duty of care towards a pupil, or prevent them taking action needed to prevent a pupil causing harm.. Our policy acknowledges the need for us to make reasonable adjustments for SEND pupils. Any incidents where reasonable force was used by a member of staff will be reported to the Head teacher or Deputy Head as soon as possible in order to inform future decision making. Force is not be used as a punishment. OUTSIDE THE SCHOOL GATES Teachers have the statutory power to discipline pupils for misbehaving outside of the school premises. Decisions and processes will be followed in line with other aspects of this policy COMPLAINTS AGAINST STAFF Any complaints against a member of staff will be communicated to the (Executive) Head, Head, Deputy or Chair of Governors (dependent on line management) and be followed in line with agreed procedures. HHJS has a duty of care to both pupils and staff and decisions will be made with this in mind. Suspension of a staff member is not an automatic response to any accusation made. 6

7 BULLYING: A PREVENTION POLICY Background Bullying and harassment encompass a range of behaviours that can be physical, verbal or psychological in nature. Bullying is the wilful, conscious desire to hurt, threaten or frighten someone else. Harassment is the picking on others because of their race, gender, class, religion or disability. Neither bullying nor harassment will be tolerated in the school. Any such reports or suspicions will be taken seriously and investigated- communicating with those involved in order to achieve positive outcomes. Early and effective interventions are recognised as crucial elements in combating bullying or harassment. Aims To enable the children to develop an understanding of what constitutes bullying/harassment. To promote a secure, safe, calm and happy atmosphere. To promote conditions that ensure pupils can work and learn effectively, efficiently and successfully. To promote self-esteem, security, identity, belonging, purpose and competence. To promote the well being of all pupils. To offer an environment where everyone has an equal chance to partake of all the social and educational opportunities offered by the school. To promote and effect a consistent whole school approach. To help children to develop their problem solving/social skills in relation to bullying/harassment. Strategy Bullying (reasons, solutions and resolutions) will be addressed in assembly and curriculum enrichment time on a regular basis using a range of resources. Circle time/ PSHE (SEAL) sessions, year group and class meetings will be used to help with specific problems. The Anti-Bullying Code will be posted around the school. Line Management Initially the class teacher will deal with incidents but depending on the seriousness of the issue, it could involve the Year Group leader, SENCO, Deputy Head and/ or Head teacher. 7

8 ANTI-BULLYING CODE ALL CHILDREN HAVE THE RIGHT TO ENJOY THEIR LEARNING AND PLAY IN A SAFE, SECURE, HAPPY AND CALM ATMOSPHERE. ALL CHILDREN HAVE THE RIGHT TO HAVE ALL COMPLAINTS OF BULLYING OR HARASSMENT TAKEN SERIOUSLY AND INVESTIGATED. UNKIND ACTIONS OR REMARKS WHICH MAKE YOU FEEL UNHAPPY WILL NOT BE TOLERATED. RESPECT AND SUPPORT EACH OTHER. REPORT ALL BULLYING. KEEP OUR SCHOOL SAFE AND HAPPY. REMEMBER: IF YOU ARE WORRIED, TELL AN ADULT YOU CAN TRUST EXCLUSION POLICY UPDATE Arrangements and decision making in regard to school exclusions will be made in reference to DFES guidance (School Discipline Regulations and Statutory Guidance on School Exclusions- Exclusion from maintained schools, Academies and pupil referral units in England- A guide for those with legal responsibilities in relation to exclusion (2012)) and LA protocols. Relevant parties will be involved in the process as required Clerking of Discipline Committee Meetings To be arranged as required PARENTAL PARTICIPATION Parents/guardians have a vital role in fostering good behaviour. The school actively encourages parents/guardians to work in partnership to help ensure that their children respond appropriately to all aspects of school life. Early warnings are given where possible, in order for parents to be fully aware of any potentially difficult situations. In such instances, they are invited in to discuss the matter and to help make decisions on further action. Their help and co-operation is sought- in order to best support their child. 8

9 PUPIL PARTICIPATION If a pupil has a problem, his/her first line of communication should be a teacher or member of staff. The individual classes and year groups have opportunities to discuss matters that concern them, their fears, worries, etc. The school feels it is important to allow pupils to have an active voice in decision makingthe School Council is one example- they meet regularly and their thoughts feed into school planning. PROFESSIONAL DEVELOPMENT The school plans and provides internal and externally led behaviour related CPD as needs are identified- this is available to all staff. The school works to encourage a culture of mutual support and advice between staff. Relevant outside agencies will be contacted and worked with as required- with their inputs informing HHJS procedures. Class monitors- We have an effective system of Class Monitors who support staff at wet breaks and peer mentors who support other identified pupils. GUIDANCE FOR CLASS MONITORS Try to encourage, help and support the children Try to care for them and look after their safety Explain game rules to them if necessary, and play with them Allow them to go to the toilet when they ask, but only one or two at a time If there s any problem, speak to the teacher on duty, the SMSA, or the class teacher when they return, and they will help you. Treat all the children in your care with respect. This policy is written in reference to Behaviour and Discipline in Schools (Guidance for Governing Bodies) (DfE). Use of Reasonable Force (advice for head teachers, staff and governors) (DfE). Preventing and tackling bullying (March 2014) (DfE) Headteacher: Chair of Governing Body: Date: Date: Last reviewed- Autumn

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