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Behaviour Policy

 

BEHAVIOUR AND ANTI-BULLYING POLICY

CONTENTS

 

  1. Introduction
     
  2. Purpose and aims
     
  3. School rules and system
    i) A recognition board

 

4) Motivation and reward systems

 

5) Creative avoidance strategies

 

6) Behaviour outside of lessons

 

7) Serious incidents

 

8) Exclusions

 

9) Reasonable force
 

10) Bullying

      i) Dealing with bullying

      ii) Pupils who have been bullied

      iii) Staff who have been bullied

 

11) Monitoring, Evaluation and Review

 

Appendix 1 – Scripts and class resources

Appendix 2 –Use of reasonable force

 

 

  1. INTRODUCTION

 

At Arboretum Primary school our vision is ‘Reach for the Stars’. On our school website it states that as soon as you enter our front entrance you immediately feel the warm, welcoming and inclusive atmosphere that pervades Arboretum.  We are a school that serves a changing and diverse community and we pride ourselves on striving to meet the needs of each individual. We are committed to creating an environment where exemplary behaviour is at the heart of productive learning.

 

Our school is:

a safe, supportive stimulating learning environment;

a team of respectful, tolerant, open minded citizens;

a community where everyone aspires to be the very best they can be;

a community of resilient lifelong learners;

a centre of excellence where all achieve success.

 

We are all STARS!

 

Our pupils are welcomed into a positive, aspirational and caring environment that allows all to achieve well, and realise their full potential. In order to do this, the school adopts a behaviour system that is based on positivity, praise and respectful relationships, which are built and nurtured between teacher and pupil. It relies heavily upon the importance of PIP – Praising and rewarding in public and RIP – Reprimanding (where necessary) in private.

 

2.PURPOSE AND AIMS

 

The purpose of this policy is to provide clear guidelines to ensure all staff are able to consistently apply the policy on a daily basis and that governors and parents have the necessary understanding of the policy and the systems in place to deal with behaviour.

 

Aim of the policy

To create a culture of exceptionally good behaviour: for learning, for community, for life

To ensure that all learners are treated fairly, shown respect and to promote good relationships.

To refuse to give learners attention and importance for poor conduct

To help learners take control over their behaviour and be responsible for the consequences of it.

To build a community which values kindness, care, good humour, good temper, obedience and   

  empathy for others.

To ensure that excellent behaviour is a minimum expectation for all.

 

 

Review Date

May 2020

Reviewed By

Sarah Ferguson

Next review

May 2022

Summary of changes

 

Changes made to reflect new behaviour policy based on ‘’When the adult changes everything changes’- Paul Dix’

 

 

Approved By:

 

Head Teacher …………………………………………….……………… Date …………………………….

 

Chair of Governors …………………………………………….……….. Date …………………………….

 

 

 

 3. SCHOOL RULES & DAILY SYSTEM

 

To create a school environment where every child and adult understands what is needed to create exemplary behaviour, 3 school rules are embedded: Ready, Respectful and Safe (RRS). These rules are displayed in every classroom and used in daily school language and conversation with children at every opportunity to praise but also re-direct where required eg: ‘Thank you for being so respectful when you……’/’That’s not what I meant when I said ready. Ready meant…Ready looked like…’

 

At Arboretum, we teach that our 3 school rules underpin everything that we do. When we have embedded these rules in our daily routine, we can begin to ‘Reach for the stars’, and display ‘STARS’ behaviour. Children are also invited to go, ‘Over and Above’ where their teacher, for exceptional effort, resilience and initiative can recognise them with a ‘Special Message’ home.

 

3.i) A RECOGNITION BOARD
An essential element of the behaviour system is the relentless highlighting of positive behaviour in the classroom. A class recognition board is used. See below:

                                                These are your relentless routines:
                                                Pens down
                                                Magnet eyes   
                                                Hands up     
                                       

Children can earn points 1 or 2 points during the lesson for following RRS.                                              

 

The recognition board is used to write names of children during the lesson who are following RRS. It is re-set after each lesson. There is an opportunity to move up and down during a lesson. If a child is on 1 point and then their name is on ‘I’m not at my best’, they do not lose the point they earnt earlier.
 

STEPS

ACTIONS

  1. Step 1 - Reminder

Gentle encouragement, a ‘nudge’ in the right direction.

A reminder of our three simple rules - Ready, Respectful, Safe delivered privately wherever possible.

This can be accompanied with a non-verbal reference to ‘I’m not at my best’.

De-escalate and decelerate where reasonable and

possible and take the initiative to keep things at this stage. Praise will be given if the learner is able to model good behaviour as a result of the reminder.

  1. Step 2 – Use of ‘I’m not at my best’.

Where the reminder has not been successful in changing the behaviour, the child’s name is written on the board at the ‘I’m not at my best’ level. There is a continuing belief from the teacher that this is a ‘blip’ and not normal for this child. There is a strong belief that the child can and will change.

Here a clear verbal warning is delivered privately, wherever possible, making the learner aware of their behaviour and clearly outlining the consequences if they continue – 2 minutes reflection time.

Where the child has changed, the name is immediately removed. This can be accompanied by public praise. ‘I’ve got a lot of time for people that can turn it around. You’re back at your best’. 

  1. Step 3 – Time out

Where the child continues the behaviour, they will be asked to leave the room. The child is taken to the classroom next door (where no conflict with other pupils would occur). The teacher in the partner class is alerted preferably non-verbally and the child reflects for 5 minutes. Say:  ‘Think carefully about your behaviour while you are here. You're so much better than this.
Remember when... I will come back in 5 minutes and we will talk’.

  1. Step 4 - Restorative Chat

Restorative Conversation

5 questions is usually enough from the following:

What happened?

What were you thinking at the time?

What have you thought since?

How did this make people feel?

Who has been affected?

How have they been affected?

What should we do to put things right?

How can we do things differently in the future? .

Completion of additional work missed in the lesson given if needed:

Children need to understand the language of impact and consequence. If you are not focused in lessons, then you will need to do the work in ‘your time’. This should be explained especially to younger children that their own time is at play time/lunch time. For older children this might be work sent home where this is discussed with the parent and the work needs to be delivered back to the teacher the next day.

  1. Step 5 - Support

Where the child’s behaviour has escalated through the lesson significantly and Step 2, 3 and 4 have been used but have not effective, support from SLT should be requested and the child removed from the room. This should be seen as the last resort where either the child or other children in the class are not safe or it is impossible for the teacher to teach the class.

Teachers should not leap to the removal of the child. It is important that teachers manage as much of the behaviour in their class as is appropriate. Pupils should see their teachers as being responsible and managing the behaviour in the classroom. Teachers should be aware of the subtle message they are sending to children if they constantly refer poor behaviour to other staff to deal with.

Additional consequences

Communication with parent/carer

If a child has two incidents in a week requiring reflection in another classroom, the class teacher must inform parents.

On a case by case basis, sometimes a daily ‘how’s it going?’ conversation might be needed.

A formal meeting with SLT and

parents/carers.

If a child has three or more incidents in a week (or regular incidents) requiring reflection a meeting with SLT and parents/carers will be arranged.

Weekly behaviour meetings

Where this continues, weekly meetings with parents, class teacher, SLT and the child will be held. This will be used to explain the consequence escalation that will take place if behaviour does not change but also the support that school will put in place to help the child change. Teachers, the pupil and parents should be given monitored responsibilities, the effectiveness of which should be reviewed at meetings.

An individual behaviour chart for the child can be used.

 

Scripts are essential to ensure adults take a calm and consistent approach to behaviour at all times. (Appendix 1 – scripts & Arboretum class resource)

 

Restorative Practice

Arboretum Primary uses Restorative Practice to promote good behaviour and resolve unacceptable behaviour in a fair and consistent way. The restorative questions are displayed in every class room. Every effort will be made to maintain safety and retain all children’s access to learning. Efforts will be made to establish the truth of a situation and a ‘cooling down’ period may be advisable. Always agree parameters before a discussion especially where multiple children are involved to ensure the discussion stays calm:

  • You will all get your chance to talk.
  • We agree not to interrupt another person talking even if they say something you disagree with because you will have your chance to talk.
  • We will work together to agree a solution/appropriate consequence.
    However, issues must be addressed appropriately and promptly. Decisions regarding consequences must be considered, reasonable and not made on impulse. Where classroom behaviour is disruptive, teachers will apply the procedures from the steps detailed above.

 

4.MOTIVATION and Reward Systems

All members of staff are responsible for the behaviour of children around school and in

lessons. A variety of strategies and rewards are used and given to individuals who obey the school rules - RRS to promote a culture of positive behaviour. Staff are encouraged to actively reward positive behaviours as well as challenge undesirable behaviours as soon as they see them, in line with the guidance within this policy.

Class Dojo

Each class teacher will set up a class dojo on https://www.classdojo.com. Each child will have their own avatar. Children will be awarded dojo points for following the rules of RRS. Teachers will give these points ‘publicly’. Other teachers can award children points for them to add to their class total. The recognition board allows for one or two points to be awarded per lesson. Two dojo points is the maximum to be given at any time.
Democratically, children will decide on the number of points they want to achieve and the treat on achievement. Eg: 1,000 points – Games and snacks afternoon. The dojo is then re-set with a new target and treat.
Parents can be invited to this treat as a good opportunity for parental engagement. (Optional and at teacher discretion)

Over and above message and wrist band

Where the teacher observes behaviour that is over and above a special message home can be sent. The child should also wear the ‘over and above’ wrist band to show others. Teachers who see a pupil wearing a wristband should ask the child what they’ve done to deserve the wristband.

SLT recognition

Where a child has gone ‘over and above’ with their learning or by their actions, they can be taken to see a member of the SLT team. The child will receive a Head/Deputy Head Teacher’s award – a sticker and a post card home to parents. This is written personally by the member of SLT and posted home.

WoW Assembly

Star of the week

Weekly assemblies are held with the Head Teacher. Teachers are able to nominate a ‘Star of the week’. Teachers complete a star with a message about what the child has done. Children are presented with a certificate and  a coloured badge dependent on the STAR they are nominated for:

    • Red – Supportive  
    • Green – Team Player 
    • Yellow – Aspirational  
    • Blue – Resilient 
    • Gold – Successful

Children are able to earn all the colours and wear them with pride on their school uniform.

Lunch time behaviour

Good behaviour at lunch is rewarded with The Golden Table –FS2/KS1 and KS2 on alternate weeks. Children sit at a special table with special plates and cutlery. Children are served by and have lunch with a member of the SLT team

 

5.CREATIVE AVOIDANCE STRATEGIES

At Arboretum Primary school we recognise the significant impact poor behaviour can have on the pupil. It impacts self-esteem and the time taken to diffuse after an incident of poor behaviour can incur lost learning. Teachers in discussion with SLT will identify pupils who have a ‘toxic’ relationship and these pupils will be separated during ‘unstructured’ periods of the day eg: break and lunch times. During break times, pupils will be removed from situations where conflict could occur. Strategies which can be employed are; pupils supporting in EYFS classrooms during break times, segregated play areas away from the main playground, adult support during lunch times, playing games and use of the reflection room.

 

6.BEHAVIOUR OUTSIDE OF LESSONS

Behaviour at playtimes:

At playtimes, the staff on duty should deal with issues.  Teachers should refer to the school rules – ‘Ready, Respectful, And Safe’ that are displayed around the playground. The process within the classroom should be followed – 2 minute reflection time if needed and restorative conversations.   If the actions of the child needs additional reflection, they should be sent to the reflection room at lunch time. An email should be sent to the SLT team and phase leaders detailing the incident. Examples would be fighting, bullying, cruel verbal comments.

Behaviour during lunchtime:

The midday supervisors will deal with all behaviour issues during lunch break. They will receive training and have a lanyard to follow the behaviour steps. If the actions of the child need further reflection, they can be sent to the reflection room, which is manned by a member of the SMT team. The attendance of the child is recorded on T Drive and a separate reflection form is completed for each child. A rule of 3 is applied, where a child has attended the reflection room twice (half termly) a verbal warning is given to the child by a member of SMT. If the child then appears a third time within any term then a meeting is held (parent/teacher and a member of SLT) to explain the situation with the aim of supporting the child to change their behaviour/explain the consequence. Pupils who continue to be unsafe at school during lunch break will either go home for lunch or alternatively attend the reflection room for a specified length of time. This will be agreed with parent, teacher, member of SLT and pupil.

 

7.SERIOUS INCIDENTS

Depending on the age of the children these incidents will be dealt with at the discretion of the school staff. All serious behaviour matters must be referred immediately to the Head Teacher or SLT

Such incidents could include:

  • Fighting
  • All forms of bullying
  • Racist, sexist or homophobic comments
  • Inappropriate name calling
  • Answering adults back
  • Using abusive/offensive language
  • Physically striking adults.

 

NB: Some teacher discretion is required here – it should be noted that there is a significant difference between a reception child hitting another child once and a year 6 child involved in a fist fight with an intention to cause harm. Factors such as the older child being able to show control and restraint should be part of the discussion.

 

8.EXCLUSIONS

Fixed Term Exclusions

Arboretum Primary school believes that, in general, exclusions are not an effective means of moving behaviour forward. However, in order for children to achieve their maximum academic potential in the school they must feel safe from physical and verbal aggression and disruption. If a child seriously breaches the school’s behaviour policy and if the pupil remaining in school would seriously harm the education or welfare of the pupil or others in the school, the Head Teacher may take the decision to exclude for a fixed period. If this decision is taken, work will be set for the pupil to complete at home. Following fixed-term exclusion the pupil and parents meet the Head Teacher to discuss

the pupil’s reintegration to school and the best way forward to support the child.

Each day is a new day and where a child has transgressed it is expected that they will be welcomed and treated without any resentment when they return.

 

Permanent Exclusion

The Secretary of State for Education feels that permanent exclusion should be seen as a last resort and that a school should be able to show that it has taken all reasonable steps to avoid exclusion (See Exclusion Regulations).

The governors of Arboretum Primary School agree with this stance and all policies and procedures are in place to support inclusion of all pupils.

Permanent exclusion should only occur when risk assessment indicates that to allow the child to remain in school would be seriously detrimental to the education or welfare of the pupil concerned, or to other pupils at the school.

 

Pupils’ conduct outside the school gates
Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Head Teachers a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is reasonable’.

Subject to the school’s behaviour policy, the teacher may discipline a pupil for any misbehaviour when the child is:

• Taking part in any school-organised or school-related activity or

• Travelling to or from school or

• Wearing school uniform or

• In some other way identifiable as a pupil at the school.

Or misbehaviour at any time, whether or not the conditions above apply, that:

• Could have repercussions for the orderly running of the school or

• Poses a threat to another pupil or member of the public or

• Could adversely affect the reputation of the school.
Disciplinary sanctions may be imposed in relation to conduct which takes place outside school premises.  The Head Teacher will take action against a pupil who bullies other pupils or staff members online using a home computer, mobile phone or tablet.

9) REASONABLE FORCE

At Arboretum Primary School staff are trained in workplace handling. This is a programme designed to help staff to calm children and de-escalate difficult situations. It also trains staff to hold children safely if it becomes necessary. This would only be done for safety reasons and for the shortest time possible. Staff only intervene physically to restrain children in order to prevent injury to a child, or if a child is in danger of hurting him/herself or others. Should this occasion arise children and staff will be given time to reflect and find a different way to deal with difficult situations in the future. The actions that we take are in line with government guidelines on the restraint of children. Records are kept and parents or carers are informed. (Appendix 2 - details on the use of reasonable force)
 

Confiscation of inappropriate items

There are two sets of legal provisions, which enable school staff to confiscate items from pupils:

The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as a consequence and protects them from liability for damage to, or loss of, any confiscated items.

Power to search without consent for “prohibited items” including:

knives and weapons

• alcohol

• illegal drugs

• stolen items

• tobacco and cigarette papers

• fireworks

• pornographic images

• any article that has been or is likely to be used to commit an offence, cause personal injury or damage to

property

• any item banned by the school rules which has been identified in the rules as an item which may be

searched for.

10.BULLYING

At Arboretum Primary School we aim for all pupils to learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and is not fair. Bullying will be addressed to enable everyone to fully benefit from the opportunities available at this school.  We foster a Positive Behaviour environment for our children; there are many different rewards for good behaviour and working hard.

The purpose of this policy is to provide clear guidelines to all staff, governors and parents about the consequences that are in place to deal with bullying issues.

Bullying is defined as action taken by one or more individuals with the deliberate intention of hurting another, either physically, or emotionally (to make another feel small, lose confidence or feel anxiety.)

Bullying is deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. The four main types of bullying are:

  • physical (hitting, kicking, theft)  
  • verbal (name calling, racist/homophobic remarks)  
  • indirect (spreading rumours, excluding someone from social groups)
  • cyber bullying including through social media and text messages

Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults. There may be evidence of changes in work patterns, lacking concentration or truanting from school. Pupils will be encouraged to report bullying.

All school staff should be alert to signs of bullying and act promptly and firmly against it in accordance with school policy.

10i) DEALING WITH BULLYING
The following steps will be taken when dealing with incidents of bullying:

  • if bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached  
  • a clear account of the incident will be recorded and given to the Head Teacher  
  • the Head Teacher will interview all concerned and will record the incident  
  • class teachers and year group staff will be kept informed
  • parents will be kept informed  
  • consequences for the bully’s actions will be used as appropriate and in consultation with all parties concerned.

10 ii) Pupils who have been bullied

Pupils who have been bullied will be supported by the school:

  • offering an immediate opportunity to discuss the experience with a member of staff of their choice  
  • reassuring the pupil  
  • offering continuous support  
  • restoring self-esteem and confidence.

Pupils who have bullied will be helped by the school:

  • discussing what happened  
  • discovering why the pupil became involved  
  • establishing the wrong doing and need to change  
  • informing parents or guardians to help change the attitude of the pupil.

The following disciplinary steps for pupils can be taken:

  • reminders of school rules particularly ‘respectful and safe’. What these rules mean and how their behaviour does not comply with these rules.
  • restorative conversations
  • exclusion from certain areas of school premises  
  • staff discussion with parents
  • minor fixed term exclusion  
  • major fixed term exclusion  
  • permanent exclusion.

10iii) Staff who have been bullied

Staff who have been bullied will be supported by the school:

  • reassuring the staff member
  • offering an immediate opportunity to discuss the experience with a member of staff of their choice  
  • offering continuous support  
  • restoring self-esteem and confidence.

Staff who have bullied will be helped by the school:

  • discussing what happened  
  • discovering why the situation arose  
  • establishing the wrong doing and need to change  

The following disciplinary steps for staff can be taken:

  • issues discussed with the Head and/or Chair of Governors
  • official warnings to cease offending  with the Head
  • official warnings to cease offending  with the Chair of Governors
  • official grievance/disciplinary formal procedure  

Within the curriculum the school will raise the awareness of the nature of bullying through inclusion in SMSC, school rules, assemblies and subject areas, as appropriate, in an attempt to eradicate such behaviour.

11) Monitoring, Evaluation and Review

The school will review this policy every 2 years and assess its implementation and effectiveness.  The policy will be promoted and implemented throughout the school.

Appendix 1 – Scripts and class resource

 

Seven assertive sentence stems:

  1. You need to … (speak to me at the side of the room)
  2. I need to see you … (following the agreed routine)
  3. I expect … (to see your table tidy by the end of the timer)
  4. I know you will … (pick up the books)
  5. Thank you for… (going to the back of the line where there’s a space)
  6. I have heard what you have said, now you must… (come with me to the class next door to calm down)
  7. We will… (have a better day tomorrow)
     

Seven juicy bits of script

  1. You need to understand that every choice has a consequence. If you choose to do the work, that would be fantastic and this will happen… If you choose not to do the work, then this will happen… I’ll leave you to make your decision.
  2. Do you remember yesterday when you helped me to tidy up? That is the Anna I need to see today, that is the Anna you can be all the time.
     
  3. I don’t like your behaviour. Your behaviour is disruptive, damaging and dangerous. I don’t like your behaviour but I believe that you can be a success.
     
  4. I am not leaving, I care about what happens. You are going to be brilliant.
     
  5. What do you think the poor choices were that caught my attention?
     
  6. What do you think you could do to avoid this happening in the next lesson?
     
  7. Darrel, it’s not like you to… (shout out)
     

Three things to do when pupils clam up

Try using:

  1. OK, imagine if there were… (people affected/a way of putting it right/things you could do differently) What would they be?
     
  2. 1 – 10 scales: On a scale of 1 to 10 how angry were you?
     
  3. Offer a postponement and some support if the child is not ready to speak: ‘I can see that you aren’t quite ready to talk. Do you need a minute or two, or would you like to meet tomorrow and have Mrs <name> sit with you and help you with the answers?
     

Six ways to reroute a power play

  1. I understand … (that you are angry/upset/livid)
     
  2. I need you to … (come with me so that we can resolve this properly)
     
  3. Maybe you are right … (Maybe I need to speak to them too)
     
  4. Be that as it may… (I still need you to join in with the group)
     
  5. I’ve often thought the same… (but we need to focus on…)
     
  6. I hear you … (it’s not easy but I know that you can do it brilliantly)
     

Appendix 2 – Use of Reasonable Force

The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.

Head teachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm. Force cannot be used to search for items banned under the school rules.

School staff have a legal power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action.

Suspension should not be an automatic response when a member of staff has been accused of using excessive force. Senior school leaders should support their staff when they use this power.

Please Note: Parental consent is not required to restrain a pupil.

 

What is reasonable force?

The term ‘reasonable force’ covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with pupils.

Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury. ‘Reasonable in the circumstances’ means using no more force than is needed. As mentioned above, schools generally use force to control pupils and to restrain them. Control means either passive physical contact, such as standing between pupils or blocking a pupil's path, or active physical contact such as leading a pupil by the arm out of a classroom. Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.

School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the pupil.

 

Who can use reasonable force?

All members of school staff have a legal power to use reasonable force.

This power applies to any member of staff at the school. However, where possible reasonable force should be undertaken by those members of staff who have received the positive handling training.

 

When can reasonable force be used?

Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.

In a school, force is used for two main purposes – to control pupils or to restrain them.

The decision on whether or not to physically intervene is down to the professional judgment of the staff member concerned and should always depend on the individual circumstances.

The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.

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;

• 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.

 

Schools cannot:

use force as a punishment – it is always unlawful to use force as a punishment.

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