Lowick and Holy Island C. of E. First Schools

Behaviour, Discipline and Anti – Bullying Policy

Journeying  Together

Lowick and Holy Island C. of E. First Schools will be known as the school for the purposes of this document.

Aims and expectations

We want everyone in the school to feel loved, valued and respected, and to be treated fairly and well. We are a caring Christian community, whose values are built on mutual trust and respect with an understanding of right and wrong, the ability to acknowledge wrong doing, forgive each other in the knowledge that it is possible to begin again. The school behaviour policy is designed to support all members of the school to live and work together. Luke 15 11-32.

The school has one rule, the Golden Rule:

‘Treat others as you want to be treated’

Our expectation is that everyone lives by the ‘Golden Rule.’ If a child is experiencing a difficulty with conforming to the Golden Rule time will be spent with that individual to negotiate targets/strategies to enable the child to move towards following the Golden Rule (Positive reinforcement/behaviour modification). If through their behaviour a child shows disregard to the safety of themselves or others, the teacher will record the incident and discuss the matter with the child/all staff/ whole school /parents and the Head teacher (Safeguarding) and together they decide the action to be taken. If a child repeatedly acts in a way that disrupts or upsets others, the teacher/head teacher contacts the parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child. The Golden Rule is referred to during the school day as are the three circles. As a result the children are able to articulate and understand our expectations for behaviour. If there are incidents of anti-social behaviour, the tutor may discuss these with the individual or tutor group during Morning Greeting. The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children are taught in a safe, secure and loving environment.

The pupils were instrumental in developing the policy through the introduction of the 3 circles;

  • Respect and tolerance – we should respect the feelings, space and property of others
  • Keeping everyone safe – always thinking about the safe actions
  • A forgiving nature – we should try to forgive someone who makes a mistake and is truly sorry

The primary aim of this policy is to encourage good behaviour and ensure everyone’s safety. It is a means of promoting good relationships, so that people can work together with a common purpose of helping everyone to learn, in an effective and considerate way. The school encourages everyone to be respectful and thoughtful of others. We strive to treat all children fairly and apply this rigorously.

We aim to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school.

We reward good behaviour (positive reinforcement) and positive role models, as we believe that this will encourage children to aspire to consistent acts of kindness, positive behaviour and co-operation.

Therefore all at Lowick and Holy Island Schools are given the opportunity to thrive in an environment built upon Christian values, creating a climate in which excellence in behaviour, learning and development is possible. We believe that good behaviour and discipline are the key foundations for effective teaching and learning to take place. For success and achievement all members of staff and pupils should be aware of the values which matter within the school and surrounding community. Rules need to be fully understood by staff, pupils, parents and governors and applied consistently and fairly.

‘The quality of learning, teaching and behaviour in schools are inseparable issues’

Steer report 2010

The powers within this policy are at the discretion of the Headteacher.

The Role of the Headteacher.

It is the responsibility of the headteacher, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school. The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy. To keep records of all serious incidents of misbehaviour. To liaise with Behaviour Support/Childrens Services

The headteacher has the responsibility for giving fixed term exclusions to individual pupils for serious acts of misbehaviour – see section on Rewards and Sanctions.

The Role of the Governors.

The governing body has responsibility for adopting the policy and ensuring that the policy is implemented. Review the effectiveness of the policy on a regular basis and carry out monitoring visits linked to the policy. Report back to the governing body after carrying out the visit

The Role of the Staff

It is the responsibility of the staff to ensure that the Golden Rule is respected throughout the school. The staff in our school have high expectations of children’s behaviour, and they strive to ensure that all children work to the best of their ability and are treated fairly. If a child misbehaves repeatedly, the staff keep a record of all such incidents. In the first instance, the staff deals with the incident him/herself in the normal manner. However, if misbehaviour continues, the staff member seeks help and advice from the Head teacher. If necessary the SENDCO/Child Protection Officer will liaise with external agencies, to support and guide the progress of each child. They may, for example, discuss the needs of a child with behaviour support services.

The Role of the Parents

Parents receive a copy of Appendix 1 and Voice levels poster as part of their child’s reading record. We expect parents to read and support these as well as support their child’s learning. We inform parents immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to keep their child and other children safe, parents should support the actions of the school. If parents have any concerns about the way their child has been treated, they should initially contact the teacher/tutor. If the concern remains, they should contact the Head teacher. If these discussions do not resolve the issue, a formal grievance can be implemented. (see Concerns and Complaints Procedure).

A Consistent Approach to Behaviour Management, Teaching and Learning.

Behaviour is managed by a strategic process.

We aim to identify pupils who are persistent offenders or are beginning to be noticed because of ‘low levels’ of disruption. Where this occurs we –

  • Ensure staff follow through issues with pupils indicating what must be done to improve.
  • Ensure that staff discuss with parents the schools concerns and agree a common way of working to help pupils make improvements to their behaviour.

We believe consistent experience of good teaching and learning engages pupils and this reduces instances of poor behaviour. The consistent application of good behaviour management strategies helps pupils understand the school’s expectations and allow staff to be mutually supportive.

As a school we will:

  • Assess staff needs and build into CPD programmes specific opportunities to discuss and learn about behaviour.
  • Identify those pupils who have learning and behavioural difficulties or are experiencing difficulties out of school and agree common ways of managing and meeting their needs.
  • Ensure SLT are highly visible at lunchtimes, start and end of the school day, to support staff and maintain a sense of calm and order.
  • Ensure that the headteacher regularly walks the building, going into classrooms and teaching areas, monitors lunchtimes and playtimes, assessing how well staff are consistently applying the school’s policy on behaviour.

It is vital this occurs as consistent approach is vital if the policy is to be valued.

School Leadership.

Effective leadership in school is central when creating a climate of security and good order that supports pupils in managing their behaviour. The SLT and governors have a critical role in identifying and developing values and expectations that are shared with and accepted by pupils, parents and staff on a yearly basis. For the behaviour policy to be effective it needs to be understood and applied consistently by all staff. The SLT have a responsibility to ‘lead from the front’, however leadership to support positive behaviour must be shared across the whole staff, including teachers, support staff and lunchtime supervisors.

Parents have a responsibility to support the high expectations of the school and the Governors play a pivotal role in monitoring and supporting the policies adopted.

As a school we will:

  • In partnership with parents, set high expectations for pupils and staff in all aspects of the school’s life and show how they are to be met:

-          Clear codes of conduct.

-          Guidance on how to improve their work.

-          A dress code.

  • Ensure senior leaders use opportunities such as collective worship and whole school circle time to articulate their expectations and reinforce them by their visibility around the school.
  • Ensure senior leaders model the behaviour and social skills they want pupils and staff to use.
  • Ensure staff are sufficiently trained and supported and know how to exercise their individual responsibility in the implementation of the school’s behaviour policy.
  • Clearly identify the responsibilities and roles of staff for behaviour improvement.

Classroom Management, Learning and Teaching.

Schools must ensure that an appropriate curriculum is offered, which must be accessible to pupils of all abilities and aptitudes. Schools should develop a Learning and Teaching policy that identifies the teaching and classroom management strategies to be followed by all staff. We believe that this approach, when supported by high quality assessment, assists pupils to learn and teachers to teach. By engaging pupils more effectively, standards of behaviour improve.

As a school we will:

  • Ensure all staff follow the learning and teaching policy and behaviour code and apply agreed procedures.
  • Plan lessons well, using strategies appropriate to the ability of the pupils.
  • Use commonly agreed classroom management and behaviour strategies – discuss inappropriate behaviour linked to the golden rule and circles of respect, safety and forgiveness, positive reinforcement - praise for ‘doing the right thing (see section on Aims and Rewards and Sanctions).
  • Offer pupils the opportunity to take responsibility for aspects of their learning - working together in pairs, groups and as a whole class, peer to peer support.
  • Use Assessment for Learning techniques – pupils share in the generation of success criteria, peer and self – assessment, to increase pupils’ involvement in their learning and promote good behaviour.
  • Collect data on pupils’ behaviour and learning and use it to plan future groupings and to target support on areas where pupils have the greatest difficulty.
  • Ensure teachers build into their lessons opportunities to receive feedback from pupils on their progress and their future learning needs – pupils complete target or wish linked to LO and success criteria.
  • Recognise that pupils are knowledgeable about their school experience, and have views about what helps them to learn and how others’ poor behaviour stops them from learning – pupils articulate learning strategies, thinking hats, feed ideas into the School Improvement Plan.
  • Give opportunities for whole school council to discuss and make recommendations about behaviour, including bullying, and the effectiveness of rewards and sanctions.
  • Plan homework carefully and set it early in a lesson so that pupils have a clear understanding of what is expected of them.

Rewards and Sanctions.

Our aim is to provide a range of opportunities in which pupils can excel and be rewarded and a practical set of sanctions that deal appropriately with poor behaviour. In schools with good standards of behaviour there is a balance between the use of rewards and sanctions. Praise is used to motivate and encourage whilst at the same time pupils are aware of sanctions that will be applied for poor behaviour.

Sanctions will be applied where pupils conduct falls below that which could be reasonably be expected of them. Sanctions can only be applied by a paid member of staff, while on the school premises or in the care of the member of staff e.g. on a school trip, and must be reasonable in accordance with disability, SEND, race and other equalities and human rights.

As a school we will:

  • Have a wide range of appropriate rewards and sanctions and ensure they are applied consistently by all staff. We praise and reward children for making the right choices, having good dispositions towards learning and others and being a positive role model:

-          All staff reward children with jewels in the jar, once the jar is filled the whole school receive a treat – negotiated with the children (corporate reward)

-          Staff use positive reinforcement on a daily basis with praise given at every opportunity

-          A certificate is given out (by every member of staff) at the end of the week in an Award Assembly for achievement, behaviour, outstanding effort/attitude/positive disposition to learning or an act of kindness

-          Peers are encouraged to award jewels to a fellow class member for outstanding acts of kindness

-          ‘Gerald’ cards are rewarded to children for being positive role models, at the end of the week the child with the most cards takes home ‘Gerald’

-          The weekly Barnabas award goes to the child who has helped others.

-          Other awards are linked to performance skills, creative thinking, perseverance.

-          The school acknowledges all the efforts and achievements of children, both in and out of the school e.g. showing certificates in morning greeting, to the whole school and in Collective Worship.

Sanctions – on an escalating scale linked to the inappropriate behaviour - snap of fingers as a warning, name on board, moving to another part of the room, red card (leading to a loss of playtime), discussion with parents, implementation of behaviour modification programme, removal from the lesson (sent to SLT or another teacher), discussion with parent, fixed term and permanent exclusions (see below).

  • Ensure that planning about behaviour improvement is informed by statistical information about the use of rewards and sanctions – Award assembly records, teaching records of sanctions.
  • Ensure that systems identify which matters should be dealt with by classroom teachers and those which require referral to a senior member of staff – see above.

Fixed term and permanent exclusions may be necessary. The school had adopted the standard national list for exclusion, and the standard guidance, Improving Behaviour and Attendance: Guidance on Exclusion from School and Child Referral Units (DfES 2003). We refer to this guidance in any decision to exclude a child from school. Only the headteacher (or the acting headteacher) has the power to exclude a child from school. The headteacher may exclude a child for one or more fixed term periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the headteacher may exclude a child permanently. The headeacher:

  • Informs the parent/carer of their responsibilities to ensure that their child is not present in a public place n school hours during the first five days of the exclusion.
  • Provides a full-time education (either off school site or shared provision with other schools) from the sixth day of any fixed term exclusion.
  • Informs the LA
  • Works in partnership to improve behaviour and attendance for the pupil.
  • Liaise with EOTAS
  • Informs the governing body about any exclusion. The governing body itself cannot exclude a child or extend the exclusion period made by the headteacher.

Behaviour Strategies and the Teaching of Good Behaviour.

Understanding how to behave has to be taught. Our school adopts procedures and practices that help pupils learn how to behave appropriately. Good behaviour must be modelled by adults in their interactions with pupils. We are aware that there are many policies and practices to develop good behaviour in the early Years of education that are applicable to older pupils. It is important that we build on the skills pupils have developed. We recognise that children learn respect by receiving it. How staff speak to pupils and praise them helps motivate them to do well. By not taking account of pupils’ prior learning, we can inadvertently de-skill and de-motivate our pupils.

As a school we will:

  • Ensure all staff understand and consistently use the behaviour management strategies agreed by the school.
  • Use pupil tracking systems to identify positive and negative behaviour.
  • Ensure all staff joining the school (including supply teachers and ITT students) are given clear guidance and use the school’s systems and its expectations for behaviour.
  • Use the national Strategies materials to develop pupils’ emotional, social and behavioural skills. This involves SEAL materials, a common language to describe behaviour, agreeing with staff how they will teach pupils to manage strong feelings, resolve conflict, work and play cooperatively and be considerate and respectful, arrange additional small group support for pupils who require it.

Staff Development and Support.

As a school we know that all staff should be equipped with the skills necessary to understand and manage pupil behaviour effectively. Training and coaching are both vital elements of a high quality professional development programme.

As a school we will:

  • Provide regular opportunities for all staff to share and develop their skills in promoting positive behaviour.
  • Monitor the effectiveness of the behaviour management techniques used by the school as part of the school performance management systems.
  • Ensure funds are allocated within training budgets to enable support staff to be involved in training programmes with teachers using a variety of expertise including specialist advisory teachers.
  • Ensure that all staff joining the school receive induction training. This need applies equally to NQT’s, senior managers and experienced teachers from other schools whose needs are often neglected.
  • Create opportunities for staff to learn from the expertise of those with a particular responsibility for pupils whose behaviour is challenging.
  • Develop the specialist skills of staff who have particular leadership responsibility for improving behaviour.

Pupil Support Systems.

We believe it is important for schools to have effective pastoral support systems. We have mixed aged tutor groups.

As a school we will:

  • Recognise that a good pastoral system involves teachers and support staff.
  • Ensure that staff allocated with a tutor group, have time to carry out their tasks, are appropriately trained, have adequate support, have access to specialist support – educational psychologist, EWO, psychological services, language specialists, LIST.
  • Recognise that pupil support is not just about behaviour. We believe good pastoral support is concerned with academic attainment and developing pupils’ ability to become good citizens.
  • Ensure that tutors understand and are responsive to the needs of particular groups within the school and wider community.
  • Ensure that pupils are helped to identify as belonging to a community by sharing a common dress code.

We recognise that Every Child Matters (ECM) agenda identifies that children should feel safe, be healthy, and enjoy and achieve in school. This cannot take place in a climate that allows bullying, harassment and oppressive behaviour to thrive.

As a result as a school we will:

  • Regularly make clear to pupils, parents and staff that bullying, harassment and oppressive behaviour in any form is totally unacceptable and will not be tolerated.
  • Ensure that bullying, harassment and oppressive behaviour will be punished.
  • Use the Anti – bullying Charter for Action to involve pupils in creating the behaviour policy, and in supporting each other – buddying and peer support systems.

Working with Parents and Other Agencies.

We firmly believe we must work in partnership with parents/carers on all aspects of a young person’s education including their behaviour. We accept that good liaison takes time, is demanding and requires resources. We are proactive in establishing these links and forging positive relationships, speaking to the majority of parents on a daily basis, sending home a fortnightly newsletter, holding open mornings three times a year, parents involved in reading in school, interim reports sent to parents (highlighting their child’s dispositions to learning), review meetings, parent classes, parent interviews, PTA. We ensure we evaluate our contact with parents to build upon good practice identified and amended as appropriate.

As a school we will:

  • Ensure that EYFS staff are trained, so that they are welcoming, and have the skills to deal with difficult parental conversations.
  • Have clear and well understood procedures in place for dealing with distressed and angry parents.
  • Ensure staff receive professional external training, from LA or other agencies, in managing and dealing with people’s anger.
  • Ensuring parents and carers hear from the school when their child is doing well so that the first contact is positive. There is a greater willingness to work with the school when the parent or carer believes the school has the pupil’s best interest at heart.
  • Allocate sufficient resources to allow the school to communicate effectively with parents and carers.
  • We are aware our parents too must behave appropriately towards school staff. Although abuse and intimidating behaviour is not acceptable and cannot be tolerated.
  • Take advantage of new technology such as emails and mobile phones to improve communications with parents and carers. This should not replace personal contact.
  • We believe that working with other agencies is important.

Parent concerns can often be dealt with quickly and effectively by speaking to their child’s teacher either before 8.30 am or after school, or by telephone. If the matter is more serious, or needs more time to discuss, parents can make an appointment to see the Headteacher.

Managing Pupil Transition.

We are aware students find moves between schools and key stages unsettling and provide appropriate support and guidance whether they start at the beginning of a school year or depart or arrive part way through.

As a school we will:

  • Ensure that teachers receiving a new class are given appropriate information to help the teacher plan work and manage the class.
  • Ensure the class teacher receives and can build on the social, emotional and behavioural skills already developed by previous teachers, schools. We recognise that change causes anxiety and if not carefully managed can adversely affect pupils’ motivation, attitude, attainment and behaviour. We work closely with parents/carers at transition to reduce this stress.

Confiscation of Inappropriate Items.

If a member of staff suspects that a pupil has a banned or prohibited item in their possession, they can instruct the pupil to hand it over. Banned items include: mobile phones, i-pod (held until the end of the day and then returned to the student). Prohibited items are much more serious and could include: knives and weapons, alcohol, controlled drugs, stolen items (the item would be confiscated and handed over to the owner – if stolen, the parent or the police).

The Use of Reasonable Force.

Schools have a legal duty of care for all their pupils. Where a pupil is creating a situation where they are threatening the well-being of other pupils, reasonable force may need to be used to control or restrain. It will only be used as a final option. Staff will always try to intervene verbally before using reasonable force. Where staff fear for their own safety and the pupil is not responding to a verbal request, help should be sought before intervening.

Reasonable force can be used to prevent pupils:

  • From hurting themselves or others.
  • Causing damage to property.
  • Causing disorder within the class, school grounds or on a visit out.

In our school we will use reasonable force to:

  • Remove disruptive pupils 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 visit.
  • Prevent a pupil leaving the classroom where allowing the student to leave would risk their safety or lead to behaviour that disrupts the behaviour of others.
  • Prevent a pupil from attacking another pupil or member of staff.
  • To stop a fight in the playground.
  • Restrain a pupil at risk of harming themselves through physical outbursts.

Reasonable adjustments will be made for disabled pupils or pupils with SEND.

Where reasonable force has been used school parents will be informed and an incident form completed.

All complaints about the use of force will be thoroughly, speedily and appropriately investigated in line with the schools complaints policy. The onus is on the person making the complaint to prove that their allegations are true and not the member of staff to show they acted reasonably. Suspension is not an automatic response to a complaint being made.

This policy reflects statutory expectations in the following documents:

  • Education Act 1996
  • School Standards and framework Act 1998
  • Education Act 2002
  • Education and Inspection Act 2006
  • Education Act 2011
  • SEN 2014

And the guidance from the government in the following documents available from the DfE website:

  • Behaviour and Discipline in Schools
  • Screening, Searching and Confiscation
  • Use of Reasonable Force
  • Equality Act 2010

        

Anti – Bullying Policy

Statement of Intent

We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.

What Is Bullying?

Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.

Bullying can be:

  • Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
    • Physical - pushing, kicking, hitting, punching or any use of violence
    • Racist - racial taunts, graffiti, gestures
    • Sexual - unwanted physical contact or sexually abusive comments
    • Homophobic - because of, or focussing on the issue of sexuality
    • Verbal - name-calling, sarcasm, spreading rumours, teasing
    • Cyber - All areas of internet, such as e-mail & internet chat room misuse, mobile threats by text messaging & calls. Misuse of associated technology , i.e. camera & video facilities

Why is it Important to Respond to Bullying?

Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.

Schools have a responsibility to respond promptly and effectively to issues of bullying.

Objectives of this Policy

  • All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
  • All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
  • All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
  • As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
  • Bullying will not be tolerated.

Signs and Symptoms

A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:

  • is frightened of walking to or from school
  • doesn't want to go on the school / public bus
  • begs to be driven to school
  • changes their usual routine
  • is unwilling to go to school (school phobic)
  • begins to truant
  • becomes withdrawn anxious, or lacking in confidence
  • starts stammering
  • attempts or threatens suicide or runs away
  • cries themselves to sleep at night or has nightmares
  • feels ill in the morning
  • begins to do poorly in school work
  • comes home with clothes torn or books damaged
  • has possessions which are damaged or " go missing"
  • asks for money or starts stealing money (to pay bully)
  • has dinner or other monies continually "lost"
  • has unexplained cuts or bruises
  • comes home starving (money / lunch has been stolen)
  • becomes aggressive, disruptive or unreasonable
  • is bullying other children or siblings
  • stops eating
  • is frightened to say what's wrong
  • gives improbable excuses for any of the above
  • is afraid to use the internet or mobile phone
  • is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

Procedures

  1. Report bullying incidents to staff
  2. In cases of serious bullying, the incidents will be recorded by staff
  3. In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem
  4. If necessary and appropriate, police will be consulted
  5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly
  6. An attempt will be made to help the bully (bullies) change their behaviour

Outcomes

Prevention

We will use KIDSCAPE and SEAL methods for helping children to prevent bullying. As and when appropriate, these may include:

  • writing a set of school rules
  • signing a behaviour contract
  • writing stories or poems or drawing pictures about bullying
  • reading stories about bullying or having them read to a class or assembly
  • making up role-plays
  • having discussions about bullying and why it matters

HELP ORGANISATIONS:

Advisory Centre for Education (ACE)                            0808 800 5793

Children's Legal Centre                                                    0845 345 4345

KIDSCAPE Parents Helpline (Mon-Fri, 10-4)                 0845 1 205 204

Parentline Plus                                                                  0808 800 2222

Youth Access                                                                    020 8772 9900

Bullying Online                                                                 www.bullying.co.uk

Visit the Kidscape website www.kidscape.org.uk for further support, links and advice.

See also Child Protection & Safeguarding Policy

Adopted:

October 2014

Review Date:

October 2016

Signed:

 

Appendix 1

 
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