CONTENTS PAGE 2. PAGE 3. PAGE 4. PAGE 5. PAGE 7. PAGE 8. PAGE 9. PAGES 10. PAGE 12. PAGE 13. PAGE 17. PAGE 18 PAGE 19. PAGE 20. PAGE 21. PAGE 22. PAGE 23. PAGE 24 PAGE 26. PAGE 28. Behaviour at Epsom Primary School Epsom Primary School Vision What children can expect of adults What we expect of children at Epsom Primary School What we expect of Parents. 3 Golden Rules for Good Behaviour Health and Safety at Epsom Primary School How parents can help us The thinking behind our rewards system Whole School Reward System Strategies for encouraging good behaviour Sanctions at Epsom Primary School The thinking behind our sanctions Unacceptable Behaviour More serious behaviour Extreme Behaviour Internal Exclusions External Exclusions 12 ways parents can help The Lunchtime Behaviour Ladder The Red Book at Epsom Primary School- May 2010 1
BEHAVIOUR AT EPSOM PRIMARY At Epsom Primary School we expect all children and adults to Be able to control their tempers Be responsible Be aware of the needs of others whether alone, together, at work or play The Red Book at Epsom Primary School- May 2010 2
Epsom Primary School Vision EPS is a learning community that expects the best from everyone This is a statement to be supported by the following list of aims: To value everyone as an individual and enable them to achieve their full learning potential through a wide variety of opportunities and experiences. To deliver a programme of activities that focus on learning. To provide a happy, caring, safe and secure environment where there is respect for all so learning can take place. To work with all members of the community to maximise and enhance learning. To support our school community in making appropriate and responsible decisions in today s world. The Red Book at Epsom Primary School- May 2010 3
WHAT CHILDREN CAN EXPECT OF ADULTS WORKING IN THE SCHOOL 1. To help them develop a positive self image; to recognise and praise all their achievements. 2. To pay attention to them when they have something to say or explain 3. To provide a stimulating learning environment and a curriculum which meets each individual needs. 4. To address them in a calm and reasonable manner. 5. To deal with them individually and as fairly as possible. 6. To ensure their environment is safe. 7. To offer opportunities to talk through difficulties and help them understand why things may have gone wrong and how they could have managed the situation better. The Red Book at Epsom Primary School- May 2010 4
At EPS we expect: WHAT WE EXPECT OF CHILDREN o Respect o Support o Consideration All Children should: Be friendly and polite Call people by their preferred name Move around the building quietly, please walk Follow direction from adults straight away Look after personal and school property Be helpful to those in need Keep unhelpful hands, feet, objects and comments to ourselves Wear school uniform correctly. This reflects what we expect of children: To be willing to listen to each other and adults and to take responsibility for their own behaviour. To be helpful and polite to all members of the school community. To work and play co-operatively, showing respect for each other s work, views, beliefs and ideas. To try their best in all school activities and to take pride in their work. To keep to the school rules. The Red Book at Epsom Primary School- May 2010 5
To recognise when they have gone beyond the agreed limits of behaviour, and to try and suggest how they might make amends themselves. To be able to say sorry, mean it and understand what they did was wrong. To accept a sanction if they have done something wrong. To move around the school in a sensible, safe manner and show care for the school and their surroundings. It is the responsibility of all members of staff to monitor children s adherence to these. There will be reminders in assembly about the rules, rewards and sanctions. The charter is also included in a beginning of term letter to parents, the home- school agreement, school prospectus staff handbook and a copy of the Red Book in each classroom. The Red Book at Epsom Primary School- May 2010 6
WHAT WE EXPECT OF PARENTS To support the school aims and philosophy. To send their child to school on time and every day, unless the child is ill. To inform the school of any absences. To take holidays in the school holidays and not term time. To ensure their child wears correct school uniform. To make an appointment to see the teacher if there are any concerns. To speak to all adults who work in the school politely. To support the school s homework and behaviour policies at all times. To come and talk about your child s progress at the open evenings. The Red Book at Epsom Primary School- May 2010 7
EPSOM PRIMARY 3 Golden Rules for Behaviour Care for everyone and everything Show good manners at all times Follow instructions straight away The Red Book at Epsom Primary School- May 2010 8
HEALTH AND SAFETY AT EPSOM PRIMARY SCHOOL All money brought to school should be in a named envelope and given to the office staff on arrival or to your teacher to give to the office staff. Please let your child bring in fruit for playtime and water in a named bottle. SWEETS, CHOCOLATE AND CHEWING GUM ARE NOT ALLOWED EVEN IN PACKED LUNCHES OR ON OUTINGS. Playground equipment should not be used unless supervised by a teacher. No child should be on the Trim Trail before or after school. Toys should stay at home please. We will provide equipment for children to play with. Jewellery should remain at home-except for pierced earring studs (these must be removed by the child for PE and games sessions. Please walk in the school building. Running can cause accidents. Sensible flat black shoes should be worn in schooltrainers are for games sessions please. Medicines (even Tunes or Lip salve) should stay at home unless a medical form has been filled in at the school office ALL children must change into the school kit for games and P.E. The Red Book at Epsom Primary School- May 2010 9
HOW PARENTS CAN HELP US 1. Parents are requested not to come into the school building before 8.45 except by appointment 2. Children will need to be collected by a known and responsible person over the age of 14. Year 6 will only be allowed to leave school on their own with written permission from a parent or guardian. 3. Children MUST wear the school uniform. All clothing should be clearly labelled with your child s name. THE SCHOOL TAKES NO RESPONSIBILITY FOR THE LOSS OR DAMAGE OF ANY ARTICLE OF CLOTHING OR OTHER PERSONAL PROPERTY BROUGHT INTO SCHOOL 4. Children MUST wear suitable footwear for school, trainers are only allowed for outside games and not as part of the uniform worn in school 5. Please be careful when using the school entrances and exits with pushchairs. They can cause an obstruction if the building had to be evacuated quickly. It is safest to leave buggies outside the main building. 6. Please let children hang up their own coats and bags. The cloakrooms get very busy and adults can cause unnecessary obstructions. 7. In Nursery and Reception please bring your child into class in the morning and read with them or play a game. You may also change your child s reading book. 8. Please try to get your children in the playground at least 5 minutes before the school bell (8.50) Late children cause disruption to their class and to their own learning! The Red Book at Epsom Primary School- May 2010 10
9. If your child is late they should report to the office and not go straight into the class. 10.Parents are responsible for toddlers and young children in the building and the playground-please prevent small children from climbing in case of accidents. 11. We expect all adults to set a good example by not using offensive language in the playground or school and by being polite to the staff and other parents. 13. Every absence must be covered by a note or telephone call or personal visit to the school office. 14. No dogs are allowed on the school site. Many children are frightened by dogs and crowds of children can overexcite dogs 15. NO smoking in or on the school premises. Please try not to smoke outside the school gates as we try to set an example of how unhealthy it is to smoke to our children. An adult s cigarette is usually held at a child s height and can be dangerous to passing children! The Red Book at Epsom Primary School- May 2010 11
THE THINKING BEHIND OUR REWARDS SYSTEM Children have to value the rewards we give them so they can work towards them. The children need to understand why and when rewards will be given and there has to be a consistent approach to the system by all the staff. It must promote and encourage good behaviour, positive attitudes and high standards through effort. The system must enable ALL children to achieve. Parents must know our system and support it. It must be easy to operate. It should encourage the children to support each other. The Red Book at Epsom Primary School- May 2010 12
WHOLE SCHOOL REWARD SYSTEMS It is important that we try to remain as positive as possible at all times. We have a supportive school with a caring ethos. In order to make the most of this it is expected that there will be a number of ways within the school of rewarding and celebrating achievement and good behaviour. These include: In class Every class having its bouncy ball pot for collection of tokens awarded for good behaviour of the class generally (collaborative rewards) Extra privileges in class e.g. giving additional jobs or responsibilities The use of circle time to celebrate Issuing certificates to take home celebrating oneoff achievements House points to reward good behaviour Phase assemblies Opportunity for children to show good pieces of work and talk about their achievements and interests. Stars of the week acknowledged and celebrated (names printed in newsletter) Celebrate achievement linked to PSHE within class The Red Book at Epsom Primary School- May 2010 13
On display The maintenance of wall displays demonstrating work of which children are proud Achievement board in the KS2 hall Achievement tree in the KS1 hall In the newsletter/excellence at Epsom The names of children receiving commendations Other children who are to be congratulated for particular achievements, competitions etc. Friday celebration assembly Presentation of awards Rewards of bouncy balls or house points for classes with tidy cloakrooms, for good conduct during assembly and behaviour during wet playtimes. Announcement of the total number of house points leading towards a reward chosen by the school council. Attendance of the week. Eco club metre reading End of each term The Red Book at Epsom Primary School- May 2010 14
A special awards ceremony to celebrate the achievements of the school, pupils and staff over the term. Attendance awards Bronze. Silver and Gold Behaviour badges Achievements badges Most house points in each house per class House point winner and prize. Other opportunities to celebrate include: Musical evenings and concerts where children can demonstrate their talents The issuing of a swimming certificate and other certificates from sporting activities The announcement of the performance of sports teams in newsletters and assemblies. School Council involvement. Stars in the community board recognising achievements outside school Epsom Primary in the community board, celebrating how we are part of the community as a school. STRATEGIES FOR ENCOURAGING GOOD BEHAVIOUR The Red Book at Epsom Primary School- May 2010 15
We give clear boundaries for behaviour. We regularly remind children of school rules and discuss why we have school rules. We praise good and improved behaviour as well as good work. We reward positive behaviour with stickers and house points. Children are recognised for collaborative good behaviour and rewarded with bouncy balls- to earn 10 minutes extra treat. We try to be positive and encouraging when talking with children by looking for appropriate behaviour and praising it. We encourage children to tell staff if they are being teased, provoked or bullied. We model the behaviour we wish to encourage. We praise children for telling and not retaliating. We monitor and record incidents of poor behaviour. We give children time out to calm down. We use a sticker chart for particular children as a short-term measure. This involves parents as the child s behaviour chart is shared with them. We encourage the sharing of good behaviour and good work with their class mates, other teachers, the whole school and of course home. We teach children to make informed choices. REWARDS FOR ENCOURAGING GOOD BEHAVIOUR The Red Book at Epsom Primary School- May 2010 16
When your teacher sees you following the school rules in class, they will reward you with a house point stamp! 30 house points in a term = Bronze certificate 60 house points in a term = Silver certificate 90 house points in a term = Gold certificate and a prize! Only 1 house point can be earned at a time! When you are working really well as a group, your teacher will reward you with bouncy ball to be collected in a jar. Good group work could be working well as a table group or as a class. 1 bouncy ball jar in a week= 10 minutes extra play/golden time/ ICT time (up to your teacher) SANCTIONS AT EPSOM PRIMARY SCHOOL The Red Book at Epsom Primary School- May 2010 17
1 st rule break- Verbal reminder 2 nd rule break- Warning, name written on the board. 3 rd rule break- Time out in class for 10 minutes with reflection card 4 th rule break- Time out in another class for 10 minutes with reflection card 5 th rule break- Sent to Mr Barnes and Ms.Nevin or Mrs. Bishop Spend remainder of day out of class with Phase leader (or alternative arrangements) letter home to parents. If repeated, parents in- plan implemented 3 sessions of modifying behaviour assistance (Reflection groups) 6 th rule break- Internal exclusion (1-3 days) Remember- is it really worth not following our rules? THE THINKING BEHIND OUR SANCTIONS The Red Book at Epsom Primary School- May 2010 18
Children will be children and it the job of parents and the school to teach them the correct way of dealing with incidents. ALL schools experience children being naughty but over reliance on punishment is unlikely to solve the problems. As a school we are aware that some behaviour cannot be ignored. For the sake of the child, let alone the sanity of the teacher and the well being of the rest of the children in the class, some corrective measures, which go beyond a meaningful look or sharp word, are necessary. For these children systems of sanctions are necessary and ours are based on the following principles. Sanctions must not be vengeful. It is the behaviour that we don t want NOT the child The children need to understand the boundaries of what is and is not acceptable behaviour. They have the choice between right and wrong and they must realise the consequences of their behaviour. Children need to be aware of why they are being given a sanction. Sanctions must be fair and match the severity and frequency of the inappropriate behaviour. Sanctions whenever possible will be immediate. Sanctions for serious offences will have set procedures. Sanctions will be directed at those children who are the offenders and not the innocent children (for example we will not punish the whole class because of the inappropriate behaviour of one child). NO FORM OF CORPORAL PUNISHMENT IS PERMISSIBLE AT ANY TIME. UNACCEPTABLE BEHAVIOUR The Red Book at Epsom Primary School- May 2010 19
The following behaviour is unacceptable and will be dealt with by the class teachers and support staff or Phase Leader Children continually being off task. Children ruining their own work. Children ruining the work of others. Interrupting or interfering behaviour. Not co- operating with teachers/support staff or other children. Shouting out or rudeness (deliberately ignoring or answering back/not listening to a repeated request/not taking turns). Wandering around the class or school. Deliberate misuse of equipment or property. MORE SERIOUS BEHAVIOUR The Red Book at Epsom Primary School- May 2010 20
The following behaviour is deemed to be very serious and requires input from the Head teacher or Deputy Head. Parents are likely to be involved as a matter of urgency. a) Bullying b) Unprovoked serious physical abuse of a child c) Physical abuse of on adult employed/volunteering in the school d) Racial abuse of anyone in the school e) Carrying a weapon or illegal substances f) Running out of school during the school day or internal exclusion g) Deliberately missing lessons by hiding in an area of the school h) Swearing at a teacher i) Doing something that constitutes danger to another child e.g. pulling a chair away If a child does something that does not constitute a step 5, but is deemed more serious then simply moving up a step, the child can be moved to a step 3 or 4. The reasons behind this decision must be made clear to the child. THE HEAD MAY DECIDE TO EXCLUDE OR IMPLEMENT PERMANENT EXCLUSION PROCEDURES IF THE ICIDENT IS EXTREME IN WHICH CASE THE BEHAVIOUR STEPS MAY NOT BE FOLLOWED The Red Book at Epsom Primary School- May 2010 21
EXTREME BEHAVIOUR Following Government and LEA guidance, Education and Inspections Act 2006, school discipline and behaviour policies, staff will execute emergency restraint as a last resort on pupils who are: at risk of injuring themselves at risk of injuring other pupils at risk of injuring adults at risk of damaging school property Restraint at EPS means: holding hands to stop them from hurting others holding arm at wrists or forearm placing hands in centre of back and shepherding away pushing/pulling The head teacher also has the power to search pupils if they suspect a child is carrying something that may cause an offence. At EPS this will normally be done after the head teacher contacts the parents and with another member of staff. In an emergency the head teacher will do this with another adult present. All incidents of restraint and search must be recorded, logged and placed in the child s confidential file. INTERNAL EXCLUSION The Red Book at Epsom Primary School- May 2010 22
An internal exclusion can only be given by the Phase leaders after discussion with the Head / deputy teacher and match the poor behaviour The parent MUST be informed immediately preferably face to face but otherwise over the telephone The child s Step 5/ABC MUST be filled in Internal exclusions will begin at 8.45 and the parent/guardian bring the child to the school office Appropriate work (same as the rest of the class where feasible) will need to be set by the class teacher and marked by the class teacher. The class teacher will also set at least 30 minutes homework for the child to be done that evening The child will sit with or outside Head s office and complete work The rest of the year group must be instructed not to talk or have any contact with the child. Failure to do so may result in a detention The child will not have breaks or lunch with the rest of the school. Where necessary the Head or TA will take the child out for a 5 minute run around At 3.15 the child will stay in their place and for them school will finish at 4.15. They will be supervised at all time by the Head. If this is not possible they may be asked to sit with the Parent Partner who will supervise them or the class TA or Deputy. Parents/guardians will need to collect at 4.15 and the Head will discuss their behaviour The child will be required to complete homework and hand it to the Head the next morning The Red Book at Epsom Primary School- May 2010 23
EPSOM PRIMARY EXCLUSION POLICY MISSION STATEMENT This policy outlines the school procedure for excluding pupils who do not respond to the Behaviour policy. It is here to protect the rights not only of the pupil facing exclusion, but the school community as a whole. STAGE 1 The class teacher uses the rewards and sanctions outlined in our behaviour policy. If this fails it is PHASE LEADER S responsibility to contact the parents and outline the problem Targets should be set for the child in partnership with the parents and child. The teacher (not TA unless they dealt with the incident) MUST keep a record of steps achieved by children. Step 5 cards should be sent to the DHT, logged and filed, ABCs should go to the relevant phase leader, logged and filed. Any detentions MUST be reported to parents and this logged For more confidential items the CPO s have access to confidential records (You may request to see these) STAGE 2 If the above fails the teacher needs to alert the Head teacher who will write to the parents for a joint meeting Class teacher to meet with InCo and the child will be put on a sticker chart for an agreed amount of time and the parents asked to support the school with this by meeting the class teacher to discuss behaviour on the sticker chart If deemed appropriate school council will meet the child to discuss their behaviour and any sanctions they feel are appropriate (done with teacher support) STAGE 3 If the above fails the child will receive an internal exclusion for up to 3 days depending on what the behavior is and how serious it is SEE INTERNAL EXCLUSION POLICY STAGE 4 If the above fails the child will receive affixed term exclusion for up to 3 days depending on what the behavior is and how serious it is Parents will be informed and asked to pick their child up from school at the earliest opportunity and meet the Head to discuss the exclusion Procedures set out in the Yellow book will be followed Homework to be set by the class teacher On return to school the parent and child MUST see the Head to discuss the return. Child placed on sticker chart. PSP set up if not already done Class teacher MUST fill in sticker chart and use school rewards/sanctions for 1 week Any further detentions must be notified to parents Class teacher to up date IEP with InCo Child off sticker chart if no problems for 1 week If the above fails the child will be excluded up to a maximum of 5 days Procedures as above in line with Yellow Book Support agencies alerted The Red Book at Epsom Primary School- May 2010 24
Class teacher to continue recording behaviour IEP up dated with InCo STAGE 5 If the negative behaviour continues and all strategies have failed then the Head teacher will decide whether to exclude for 6-15 days This will trigger a meeting of the Governors Discipline Committee (GDC) Procedures for the GDC will follow those set out in the Yellow Book Pastoral Support Programme put in place with Behaviour Support Team Above monitored by InCo/teacher Support agency involvement in monitoring and supporting Parents will be notified that if the negative behaviour continues or becomes worse the next stage will be permanent exclusion THE HEAD TEACHER WILL BE ABLE TO DECIDE AT ANY STAGE WHETHER THE EXCLUSION PERIOD SHOULD BE EXTENDED OR BE PERMANENT DEPENDING ON THE BEHAVIOUR OF THE CHILD AND THE CIRCUMSTANCES SURROUNDING THE BEHAVIOUR. THIS WILL ALSO APPLY TO A CHILD WHO HAS NOT GONE THROUGH THE ABOVE STAGES BUT A ONE OFF SERIOUS INCIDENT REQUIRES EXCLUSION. IN EXCEPTIONAL CIRCUMSTANCES RESTRAINT MAY HAVE TO BE USED TO ENSURE THE SAFETY OF STAFF PUPILS AND THE CHILD The Red Book at Epsom Primary School- May 2010 25
12 WAYS PARENTS CAN HELP 1. Read this booklet and let your child know the type of behaviour you and the school expects. 2. Talk to your child about the importance of learning and support the homework policy. 3. Make sure your child keeps to the rules when they are with you in school or on an educational outing. 4. Read the weekly newsletters and other letters that come from school so you can talk to your child about what is going on. 5. Make sure your child gets a good sleep on school nights. It helps concentration and makes for a good temper!! PLEASE MONITOR T.V. WATCHING AND COMPUTER GAMES 6. Make sure your child has a good start to the day, making time for that morning rush of washing, dressing, breakfast and GETTING TO SCHOOL ON TIME. Arguments at home in the morning can upset a child all day. 7. Contact the teacher or Head if you are worried about anything your child tells you about school before it becomes a problem. ALL teaching staff are available to talk to you at the end of the school day- excluding Monday (not in the morning please as they have to start lessons promptly) but please make an appointment at the office 8. Be positive, both to your child and about school. Try not to talk negatively about the school or teachers in front of your child-come talk to us. 9. Asks your child about the stickers, house points, and praise they receive. Also reward them and praise them when they achieve. 10. We do not expect to leave all the discipline to parents. Please do not expect to leave it all to school. We are a partnership and home and school need to work together to give The Red Book at Epsom Primary School- May 2010 26
children high standards and let them know what is expected of them 11. Please make every effort to come along to our open evenings, coffee mornings and afternoons and book looks. Along with any other school events. 12. Make sure that your child has somewhere to do their home work and please make sure you sign and comment in their homework book. The Red Book at Epsom Primary School- May 2010 27
The following ladder shows how misbehaviour is dealt with during playtime and lunchtime. Lunchtime behaviour ladder No playground until Mr Barnes or Miss Nevin agrees Serious incident, or further fighting and stone throwing Letter home (appendix 1) and 1 week off playground (with start date) Fighting, throwing stones Miss Nevin or Mr Barnes 1 week off the playground (with start date) Persistent misbehaviour in playground play leader, tell class teacher Sent in today (maybe a letter home) Second incident, breaking a rule, play fighting play leader, tell class teacher Warning (with date) CHOICE/CONSEQUENCE First incident, poor use of equipment play leader All incidents, however large or small must be recorded on this chart and in the lunchtime book. Please rub children off chart when their sanction is over. Thank you. The Red Book at Epsom Primary School- May 2010 28