Britannia Village Behaviour Policy
Reviewed and updated Spring Term 2016
Code of Conduct
At Britannia Village Primary School we believe all members of our school community have the right to be treated with respect and the responsibility to treat others in the same manner.
We expect language and actions which value
- physical, racial, linguistic, cultural, gender and religious differences
- self esteem
- each other
- the school environment
- personal and communal property
We actively challenge injustice such as racism, sexism and other forms of stereotyping; bullying, victimisation, fighting, vandalism and abusive language and behaviour.
When all members of the school community agree to this code of conduct:
Children can expect
- to feel safe and secure in school
- their efforts to be encouraged, recognised and valued by staff and their families
- to feel positive about themselves, their work, their friendships and their families
- that their problems and concerns will be listened to and dealt with appropriately
- that rewards and sanctions will be applied fairly and consistently
Parents and Carers can expect
- that their children will be safe at school
- that their children‟s learning and physical needs will be addressed
- that their children‟s progress will be viewed as a partnership between home and school
- that problems and concerns will be listened to and dealt with appropriately.
Staff can expect
- a safe working environment
- to work with pupils who attend school regularly and on time
- to work with pupils who are ready to learn.
- to work with pupils who are polite and respectful.
- to work with parents, colleagues and Governors who are encouraging and supportive
- that problems and concerns will be listened to and dealt with appropriately.
The following principles guide how our code of conduct is implemented:
1. There will be positive rewards for good behaviour.
2. A clear set of school rules will be regularly discussed by teachers and children and consistently applied.
3. A clear set of consequences for breaking these rules should be consistently applied by all staff.
4. Consequences are non-negotiable on either side.
5. Parents should be fully involved in the system and informed of their children‟s behaviour on a regular basis.
6. “Certainty not severity” (Bill Rogers) - a child should know that poor behaviour will be followed up, but does not need to be made to feel that poor behaviour makes him or her a bad person. Children should feel that they will be supported in making improvements in their behaviour. They should also come to understand that everyone makes mistakes and that it is possible to move forward from these mistakes.
7. “Repair and rebuild” (Bill Rogers) – all members of the school community will be encouraged to talk through any incident, recognise each others‟ viewpoint and move forward. Adults will be mindful of their position and experience and of their responsibility in modelling and guiding this behaviour.
8. All members of the school community are aware of the agreed behaviour rules which are displayed around the school.
Ways of encouraging good behaviour:
Approval, non-verbal or verbal
A “Thank you”
Gold Star awards
Showing good work to another teacher by prior arrangement with that teacher
Visit to the class by member of the Headship Team
Sit, work, play with friend
Giving children responsibilities
Older children work with younger children by arrangement
Encouraging children to make the right choices
Staff model promoting positive behaviour
Informing parents in presence of the child
Learning mentor involvement
Positive Reinforcement of good behaviour
Recognising good behaviour and praising it
Sanctions for dealing with unacceptable behaviour
Disapproval – non verbal and verbal
Use of tone of voice
The 5 step program of consequences (listed on page 5)
Withdrawal of privileges e.g. missing playtime/lunchtime
Informing standards leaders
Referral to Learning Mentor
Organised removal from the classroom
Referral to relevant agencies
In situations where we need to reprimand a child or children for their behaviour, we will endeavour to praise a child or children who are behaving according to expectation, thus giving the group of children who are misbehaving a chance to see acceptable ways of behaving.
Our aim is to move towards a situation where children‟s good behaviour results from their enjoyment of school life and their desire to take responsibility for their own behaviour and learning.
Whole School Rules
The school works to improve the behaviour of the children through a consistent and fair approach. There are whole school rules, rewards and stepped consequences which are displayed in every classroom and around the school. These should be adhered and referred to by all members of the school community.
Each rule is associated with a colour so that it is clearly identifiable to adults and children. The rules are prominently displayed on circles of coloured card which correspond with the relevant rule. Time is given in assemblies and classes to discuss and remind children what the rules mean, giving examples and discussing their meaning. All staff should make sure that the rules are discussed at the beginning of each term and that they use circle times to reinforce them.
It is important to remember that children who have specific EBD issues may require further support and specific strategies to manage their behaviour. In such cases teachers should liaise with the SENCO and Learning Mentors. Such strategies could range from a behaviour reward chart to a PSP (Pastoral Support Plan).
Children who have been professionally diagnosed with severe learning difficulties and/or with complex needs may require the behaviour rules and consequences to be adapted for them.
Whole School Rules
1. We are kind, helpful and respectful. (orange)
2. We are ready to learn. We are enthusiastic and try our best. (blue)
3. We always listen well and speak clearly to everyone. (yellow)
4. We look after our school and everything in it. (green)
5. We keep our hands and feet to ourselves. (red)
It is important to refer to the rules when you go through the consequences with a child. Children should know which rule they have broken, why they have their name on the board, a time out sheet etc and must be encouraged to think about the impact it has on them and other children.
Learning Behaviour (Also referred to in the Teaching and Learning policy)
Hands up signal- Children are expected to respond to the hands-up signal immediately. Adults and children should not talk when they have their hand up. Teachers should not clap or make any other noise before they put their hand up. It is important that everyone uses the same signal so that someone coming into a class can use it knowing that the children understand it. As with the rules, rewards and consequences this should be discussed and reinforced at the beginning of the year.
Moving around the school
Children should walk around the school in the same way that they walk around the classroom – quietly. They should be encouraged to enter the hall in silence.
Children will be given coloured stickers which correspond with the colours of the whole school behaviour rules. We should aim to give as wide a range of coloured stickers as possible.
Gold Star Award assemblies
Individuals, groups or whole classes may be rewarded with a certificate. These awards are in recognition of positive classroom learning or attitude. Every child should receive at least one certificate a year and teachers will keep a record to ensure that this happens.
On a designated day(usually Thursday), class teachers choose a child who has consistently followed the school rules and who is a good role model for their peers. They are invited to special lunch with the Headteacher and Deputy Headteacher.
Children will work as teams to collect „citizenship points‟. Each week the team with the most citizenship points will be rewarded as "Citizen of the Week‟.
No other reward systems will run except these.
Consequences run across the day including: lesson time, break/lunchtimes and for after school clubs.
These consequences are for behaviour not for unfinished work, teachers should ensure that a child has been provided with every opportunity to complete work. If it is felt that a child has chosen not to work, despite being able to do so, then the teacher is responsible for keeping the child in and discussing the problem with them. Further action may be taken if a child continues to break the blue rule at this stage.
Staff will ensure that they have done all they can to encourage positive behaviour and have followed the steps. It is essential that if parents have to be called they are aware of the steps the child has been through. Red and Blue sheets are now logged on SIMS so that they can be analysed at a later stage.
The consequence steps are as follows:
Step 1 Name on the board
Step 2 Tick by your name
Step 3 Time out in another class – 10 minutes red sheet
Each class will have a designated table/chair for time out, the teacher who has the child does not discuss anything with the child, they do the time in silence. After time out they return to their class and the teacher keeps the red sheet in their behaviour book/file. Parents/Carers should be informed by class teachers when a child regularly reaches this stage. The child will also miss 15 minutes of breaktime or lunchtime.
Step 4 Leave the classroom – Blue sheet
The child is sent to another classroom. The classteacher will discuss the rules that the child has broken and how they think that they can improve their behaviour. The child misses one whole session and the remainder of the session during which he/she was asked to leave. The class teacher is responsible for informing the child‟s parent. The child will miss an hour of their time including a breaktime and lunchtime at this stage, completing additional classwork in a designated space
Accumulating Step 3 and 4 consequences
If a child receives two blue sheets in a term, the child will be internally excluded for half a day and will complete a half day in a different area of the school. Parents/carers will be asked to attend a meeting along with the child’s class teacher. Children will be given solutions focused exercises in school to complete as well as discussing their behaviour with a member of the inclusion team.
If a child receives 3 blue sheets in a term the child will be internally excluded for a full day and will complete a whole day in a different area of the school. Parents/carers will be asked to attend a meeting with the Deputy Head teacher and the child’s class teacher. Children will be given further solutions focused exercises in school to complete as well as discussing their behaviour with the Deputy Head teacher. At this stage a shared agreed plan will be made which could result in the child being referred to the school councillor or outside agencies.
If a child receives more than 3 red sheets in a week parents/carers will be notified.
If a child receives a substantial amount of red sheets over a term, parents/carers will be asked to discuss their child’s behaviour with the class teacher and /or a member of the inclusion team.
Further consequences or extreme behaviour may result in External Exclusion
at the discretion of the Headteacher.
Dealing with repeated serious behaviour
The school inclusion team will consider issues such as:
Have the parents been informed?
Does the child require a PSP?
Is the child being made aware of increase/decrease in number or type of offences?
What information has been given to SMT?
Has outside agency involvement been considered?
Is the child at risk of exclusion (fixed term or permanent)?
Is there an exceptional circumstance?
EXTREME behaviour either verbal or physical will not be tolerated and children will immediately be removed from class and parents called.
Extreme behaviour may be defined as those issues likely to cause a risk to health and safety, damage to self or other persons or property, or which contribute to a break down in school discipline. Examples of extreme behaviour are listed in the "Exclusion‟ section of appendix 1.
This is where children are removed from class and placed away from their peers in a different phase group under supervision of a senior leader. Children are provided with relevant tasks by class teachers as well as having the opportunity to work with a member of the inclusion team to develop solutions-focused targets.
The school follows the local authority policy on exclusions. A child may be excluded for a fixed term or permanently. A child may also be excluded for part of the day, e.g. the lunchtime. All cases of extreme behaviour will be investigated and considered individually and may result in exclusion.
When pupils are excluded for a fixed term they will be referred to the Behaviour Support Service which offers provision from the first day of exclusion. Parents will be strongly encouraged to use this provision. On return to school, parents will be expected to attend a meeting with the child before he or she re-enters. This meeting will be with a member of the inclusion team or a member of SMT. The aim of this meeting will be to minimise the risk of further exclusions and/or permanent exclusion.
Exclusion is seen as a last resort and part of the remit of the school‟s inclusion team is to look for solutions to avoid it. Part of this process involves looking to services available from outside agencies to support pupils in need.
Break time and Lunchtime
Break time and lunchtime are very important for children. They are also the times when bullying, fighting and other forms of unacceptable behaviour are more likely to occur. It is of the utmost importance that all staff take children‟s concerns seriously. Telling a pupil to “go and play somewhere else and don‟t worry” is not acceptable. A sheet is passed onto the playground from classteachers to ensure that consequences can be noted.
In situations where a pupil complains about another pupil the two children should be brought together and given the chance to explain what has happened. Where possible this should be dealt with in the playground by staff on duty, but if necessary the children can be sent to a member of the inclusion team to resolve the issue. It is important that a pupil feels that their point of view has been heard and that they are aware of action that will be taken.
If a child receives a blue sheet during a lunchtime. The child will miss the remaining lunchtime as well as the following lunchtime and breaktime, rather than missing classtime.
The school rules and consequences apply at break times
Children will receive verbal praise
Children will receive coloured stickers which correspond with the school rules
They receive lunchtime certificates
They are given responsibilities, such as Buddy duties and Team Leader roles.
BULLYING AND RACIST INCIDENTS
A racist incident is any incident which is perceived to be racist by the victim or any other person. Racial harassment can be seen as racially motivated bullying. Procedures for dealing with victims and perpetrators should be consistent with those used as part of the overall behaviour policy in the school. Some bullying is racially motivated and the procedures for dealing with, and recording, racist incidents should be followed. For the purpose of this policy and guidance, bullying is defined as a manifestation of physical, verbal or psychological violence, conducted by an individual or group and directed against an individual or group, defenseless in the actual situation.
Characteristics of Bullying Behaviour
Bullies relying on power or domination, often with group support
The awareness of a silent majority that bullying is taking place, but feeling unable to do anything about it
Social codes making victims feel they should not tell
The isolating of victims.
Prolonged bullying over a long period of time. (This does not just sort itself out or cease with the natural passage of time).
Victim‟s distress caused by anxiety about future attacks.
Social ostracism, malicious gossip, exclusion, mental cruelty as well as physical abuse.
Intimidation and rude gestures.
Threats and extortion.
The “Look”. Children have been heard to refer to a “look” as being a form of non- verbal bullying.
Demonstrating cultural insensitivity when they are aware that what they are doing may be interpreted as being offensive.
Bullying, therefore, should be countered, recorded and monitored.
Procedures For Dealing with Bullying and Racist Incidents
It is important that:
Staff respond quickly to children when they say they have been bullied or racially abused.
Childrens‟ concerns are acted upon in every case, according to an agreed procedure.
Incidents are recorded.
Every incident is followed through.
All pupils are aware, for example through planned assemblies, of the procedures for reporting bullying and racist incidents and to whom they can report.
Children are encouraged to report bullying and racist incidents, in the confidence that such reports will be taken seriously by staff. This can include reports of adults bullying or racially abusing pupils.
Stages of Investigation
This procedure is to be used to investigate bullying and racist incidents.
Stage One – A pupil, or a parent/carer, reports bullying or racist incident.
Stage Two – The person to whom the report was made either investigates the incident or reports it to another designated member of staff to investigate. In any case, they will need to make careful and accurate written notes at the time of the report.
Stage Three – An appropriate designated member of staff then informs the victim of the procedure and reassures them, without making them feel inadequate or foolish.
Stage Four – The investigator gathers information by interviewing all relevant parties separately, making sure that witnesses wait separately to be interviewed. The investigator may need to consult pupil records and consult staff who were on duty at the time. There could be a delay while this takes place, if so, it is important to explain the delay (in any written report) in case the credibility of the procedure is put in jeopardy.
Stage Five – The investigator then weighs the evidence, reaches a conclusion, and discusses the findings with all parties, including relevant staff and parents of bullies and bullied or racist and racially abused. A full decision must be given for unjustified, as well as justified, complaints.
Stage Six – The school then applies appropriate sanctions to those found guilty of bullying to reinforce the message that bullying and racism can harm and will not be condoned. Sanctions can involve a progressive withdrawal from school activities, e.g. from breaks and during lunch hour, and may lead ultimately to exclusion. See list of sanctions in the main behaviour policy
Stage Seven – The incident is written up and kept in the behaviour files. Racist incidents are also recorded in the racist incident book kept in the office. Racist incidents are reported at Governing Body meetings.
Having applied the sanctions, the reason for the bullying or racist incident should be investigated. Bullying and racism may be a symptom of a wide variety of problems experienced by the bully or perpetrator of the racist incident.
Work with the victim
Sometimes children are bullied because they lack appropriate assertiveness skills, or because they have poor self-esteem. An interview with the child may help to determine if this is the case and, if so, appropriate support can be arranged. Similarly with children who have been victims of racial incidents, their self image may be damaged and lead them to becoming a victim in other situations including bullying.
Follow up support can be provided:
on a one-to-one basis, to help the child learn more positive ways of responding to teasing and harassment.
on a group basis. Groups, including circle time can help children to develop new and more effective ways of relating and reacting to other children, and to be more assertive
Work with the bully or perpetrator
It is important to consider ways in which the bully or perpetrator can be helped to acknowledge and express concern for the victim.
Follow up support can be provided by:
Child working with learning mentor
Child being placed in a nurture group or similar group that provides pastoral support
Referring child to outside agencies for professional advice
MAINTAINING A SAFE SCHOOL
Look for opportunities to discuss and explore issues of bullying and racism with your class. There will be opportunities in the formal curriculum particularly in literature, history and PHSE to consider bullying as a social problem.
Plan teaching sessions for pupils on the effects of bullying and racism, eg, drama, role play, discussions and games, particularly during circle time. Pupils should be well prepared for transition for secondary school. The buddy system used to assist children during mid-phase admissions can be extended to support peers. School council members can also be encouraged to take bullying and racist issues to the School Council for discussion.
Praise pupils for reporting a fellow pupil who has been bullied or racially abused. The culture of reporting incidents of bullying and racism as “telling on pupils” should be assertively discouraged.
Ensure children have access to continuous support by notifying the school‟s Inclusion Team of any problems.
We need to be vigilant of areas where bullying and racism is likely to occur and where children tell us this occurs. Any plans to develop the playground should help prevent and reduce bullying.
Parents need to be kept informed of all actions.
It is important to involve a wide representation of our school community as parent governors.
Absence from school
Be aware that absence from school may be due to bullying or a perceived danger from bullying or from racist activity.
Links to other Policies
For further guidance please read the following documents:
Bullying Guidelines - L.B. Newham
Guidelines for Dealing with Racial Incidents – L.B. Newham.
Information for Pupils
BULLYING – DON‟T SUFFER IN SILENCE
When you are being bullied
be firm and clear – look them in the eye and tell them to stop
get away from the situation as quickly as possible
tell an adult what has happened straight away
If you have been bullied
tell a teacher or another adult in school
tell your family
if you are scared to tell a teacher or an adult on your own, ask a friend to go with you
keep on speaking up until someone listens
don‟t blame yourself for what has happened
When you are talking about bullying with an adult
Be clear about:
what has happened to you
how often it has happened
who was involved
who saw what was happening
where it happened
what you have done about it already
GUIDANCE ON THE USE OF POSITIVE HANDLING
Note: Refer to LEA document Guidance on Using Physical Intervention in Newham Schools for more detailed information.
Also refer to the DCFS ‘Use of Reasonable force’ guidance (July 2013)
Emergency responses will often be unplanned but must always be recorded. It is possible that there will be occasions when emergency responses become planned, for example, where a child experiences positive handling on a regular basis. Where this is the case parents should be informed of the plan and asked to sign it. They may refuse to sign it but the school can still implement it as they have a „duty of care‟ to ensure the safety of all children and staff.
The school recognises the potential for injury to both pupils and staff involved in physical intervention and will ensure, with Governors, that staff receive regular and/or updated training in order to minimise the risk of injury. The school will maintain a record of who has received training.
Reporting incidents which have required positive handling:
Teachers must report all incidents to parents, and a copy of the written record should be put in the child‟s file – currently in class file and Central file in SENCo‟s office, not child‟s file.
A record of incidents that require positive handling will be reported to the Governing Body
Following the reporting of an incident: Post incident support will be offered to staff – this may be in the form of a discussion with a senior member of staff or for very serious situations may result in a referral to the school counsellor.
Ideally members of staff should never be required to use force.
However, this policy recognises that there may be occasions when the use of force is unavoidable and on such occasions the following principles should be applied.
In what situations might physical intervention be needed?
Application of force is likely to be legally defensible when it is required to prevent any of the following:
Harm to another pupil
Harm to him/herself.
Harm to staff
Deliberate damage or vandalism
Injury or damage by accident, by rough play, or by misuse of dangerous materials or objects
An at risk pupil from absconding from class leaving the school
When a pupil persistently refuses to obey an order to leave the classroom
When a pupil is seriously disrupting a lesson.
Not sure about these.
Note - The use of force is illegal if the incident does not warrant it.
Acceptable physical intervention
Note: Any force should be reasonable and proportional to the circumstances and if used should maintain the safety and dignity of all concerned. The force used should always be the minimum needed.
Hold (but never round the neck or collar)
Lead a pupil by the hand or arm
Shepherd a pupil away by placing your hand at the centre of the back
In extreme cases (such as self- defence) more restrictive holds, from individuals who have had relevant positive handling training may be used.
Positive handling, where necessary, should involve 2 trained people, where possible.
Unacceptable physical intervention
You should not act in a way that might cause injury, for example:
Hold round the neck
Restrict a pupil‟s ability to breathe
Twist or force limbs against a joint
Hold or pull by hair or ear
Hold face down on the ground
Touch in a way that might be considered indecent
Holding nose in response to bite
Basket holds and seated wraps are cannot be used to restrain pupils.
ADVICE ON SPECIFIC SITUATIONS
Breaking up a fight
Remember it is better to diffuse than intervene.
Assess the situation first.
Get rid of non-combatants; violence thrives on witnesses.
Don‟t put yourself at risk; alert colleagues, enlist their help.
Be calm, don‟t take it personally.
Use verbal intervention first e.g. “STOP!”
Always make a record if restraint is used.
Misuse of dangerous materials
Minimise the number of people who may be affected.
Protect yourself as much as possible.
Inform a senior member of staff immediately.
Vandalism of school premises
Always consider the safety of the pupils you are responsible for before confronting any vandals.
Speak to a senior member of staff before acting.
Consider whether the police should be contacted.
Preventing a pupil from absconding
First consider the age and understanding of the child concerned and then decide on whether you will pursue him or her and whether you will use physical intervention.
Alert a senior member of staff if a child leaves the premises.
The child‟s parents/carers should be notified and the police called if this is deemed appropriate.
Headteachers (or another senior member of staff) can search for weapons without the pupil‟s consent when looking for stolen property, illegal drugs and alcohol. Reasonable force can be used by the searcher. It is important that staff ensure that they ask a colleague to witness the search.
You must record all incidents that require staff intervention and/or a consequence such as a „strike‟, „blue or red sheet‟ or exclusion in writing as soon as possible including:
The names of everyone involved, time and place and names of any other witnesses.
How the incident began and progressed, with details of behaviour.
What everyone said, as near as possible.
What steps were taken to diffuse the situation.
The degree of force used, how applied and for how long.
The pupil‟s response.
Details of any injury and of any damage to property.
Report to the headteacher, deputy or Learning Mentor and give them a copy of your report.
Tell the parents immediately, orally or in writing and give them a chance to discuss the incident (with a senior colleague present if felt necessary).
You are advised:
To seek advice from a senior colleague or a member of your professional association.
To refer to the SEN policy and individual behaviour support plans for children requiring regular/frequent positive handling.
Individual arrangements and procedures for SEN pupils are followed and information regarding these children is held by the SENCO. Key staff are aware of these particular children‟s needs.
If you have been injured, assaulted or threatened, record this on the appropriate LEA form, available in the office.
It is good practice to reflect on incidents where force has been used and to discuss with others whether an alternative course of action was feasible.