MAB’S CROSS COMMUNITY PRIMARY SCHOOL

 

 

 

 

WHOLE SCHOOL

 

 

  BEHAVIOUR POLICY

 

 

REVISED JULY 2010

REVIEW DATE – JUNE 2012

 

 

Mab’s Cross Community Primary School

 

Mab’s Cross Mission Statement

 

 

“Within a secure, caring, stimulating and creative school environment where learning is fun, we aim to prepare all our pupils for life’s challenges and opportunities.”

 

 

To achieve our aim we shall:

 

v  Encourage the quest for knowledge and encourage the children academically, physically, socially and spiritually.

v  Prepare our children to be independent and responsible members of society

v  Value each child’s individuality and his/her individual needs

v  Develop self-esteem and creativity and encourage respect for others and the environment

v  Maintain interaction with the wider community, encouraging involvement with the life of our school

 

 

At Mab’s Cross Community Primary School we believe that good behaviour is essential to ensure that effective teaching and learning takes place. It is the responsibility of all staff, children, parents and carers to promote appropriate behaviour.

Our behaviour policy must be viewed within the context of the school mission statement and be seen to support the school’s aims and values.

 

 

 

 

Aims of the Policy

 

v  To raise awareness about appropriate behaviour

v  To have a consistent approach to behaviour throughout the school

v  To make boundaries of acceptable behaviour clear to everyone

v  To encourage a calm, purposeful and caring atmosphere

v  To maintain a safe environment for everyone

v  To encourage everyone in our school community to show respect for each other

 

 

 

Responsibilities of members of staff

 

 

v  To treat all children fairly and with respect

v  To raise children’s self-esteem

v  To provide a challenging and stimulating curriculum

v  To create a safe and pleasant environment

v  To recognise each child’s individuality and be aware of his/her needs

v  To teach children the rules and make expectations clear

v  To use rules and sanctions clearly and consistently

v  To work together with parents, carers and other agencies

v  To be a good role model

 

Children’s Responsibilities

 

 

 

v  To treat all children and adults with respect

v  To become familiar with the rules and be aware of expectations

v  To be aware of the consequences of their behaviour

v  To be a good role model both in and out of school

v  To be aware of the part they can play in solving problems

 

Parents’ Responsibilities

 

 

 

v  To treat all children and adults fairly and with respect

v  To support the school in the implementation of this policy, including signing and returning the Home – School Contract and behaviour slips if given

v  To be aware of the school rules and expectations

v  To show an interest in all their child does at school

v  To encourage independence and self-discipline

v  To make children aware of appropriate behaviour in all situations

v  To be a good role model

 

Agreed Rules

 

 

1. 1.               Listen to and follow instructions
2. 2.               Treat all people and property with respect
3. 3.               Be honest, polite, well mannered and considerate towards others
4. 4.               Try to do your best work
5. 5.               Move around school calmly and quietly

 

 

These rules will be clearly displayed around each classroom and explained in detail to each child at the start of every new academic year.

 

Individual class rules may supplement the school rules.

 

Rewards and Incentives for Appropriate Behaviour and Good Work

Good behaviour will be rewarded in some of the following ways:

 

v  Verbal praise

 

v  Notes home/certificates

 

v  Stickers/stamps

 

v  Compliment Tree

 

v  Star of the day and star of the week & Certificate and Merit cards (Infants)

 

v  Students of the Week (KS2)

 

v  Class points

 

v  Raffle ticket system – Class and Department

 

v  Golden time/nugget treats

 

v  Individual class team points will be awarded at each teacher’s discretion for good work and appropriate behaviour

 

v  Infant Merit Cards – Prizes given when completed

 

v  Writer of the Week

 

v  SEAL certificates

 

v  Other treats at teacher’s discretion e.g. extra playtime/Non-Uniform Days/DVDs

Sanctions for Inappropriate Behaviour – Foundation Stage & KS1

 

Inappropriate behaviour may have the following consequences according to the severity of the misdemeanour:

v   Verbal warning

v   Loss of part or whole of playtime or “Golden Time”

v   Behaviour mark or sad face sent home

v   Class exclusion to designated staff (Head, Deputy or Dep. Heads)

v   If frequent behaviour marks are sent home parents/carers contacted

v   Letter sent home and placed on report and/or Behaviour Programme

v   “Good News Books” to reinforce positive behaviour

 

Key Stage 2 – See Appendix for Sanctions

In case of deliberate acts of vandalism, stealing, bullying, severe aggression or verbal abuse towards staff, parents will be requested to attend an interview with the Head Teacher.

The school follows CYPS recommendations with regard to exclusion of pupils for extremely serious offences.

• Behaviour will be monitored on a daily basis and records will be kept in a behaviour book by the class teacher
• White behaviour marks will be given at lunchtimes and countersigned by teachers
• If a child receives 5 lunchtime behaviour marks within one week he/she may be excluded during lunchtime and will go home for lunch for an agreed period of time
• Children given behaviour marks by other members of staff should inform the class teacher for recording purposes
• If behaviour marks are not returned, parents will be contacted to ask for reasons

The Exclusion of Pupils

 

The Exclusion Sanction will be applied when a pupil’s offending behaviour continues despite the application of the following process identified within our Behaviour Policy.

 

• clear identification with the pupil of the offending behaviour
• establishing appropriate sanctions short of exclusion in an effort to discourage reoccurrence of such behaviour
• pastoral support with the Behaviour Support Team
• notification to parents of concerns and sanctions taken
• upon re-offence, discussion with the pupil regarding ultimate sanctions if behaviour does not improve
• further notification to parents and parental interview
• upon re-offence, implementation of the exclusion process

 

Exclusion will usually be at the end of a disciplinary process, when a ‘Pastoral Support Plan’ has been unsuccessful. However, if the behaviour of a child is so extreme as to constitute a serious breach of school rules or where the health, safety, welfare or education of others is threatened, EXCLUSION CAN BE AN IMMEDIATE RESPONSE (see Appendix 1).

 

Appendix 1

 

The school will follow Section 64 of the School Standards and Framework Act:

• Only the Head Teacher can exclude for a fixed period or on a permanent basis.
• During the Head Teacher’s absence the responsibility would fall to the teacher nominated by the Head Teacher to act during the Head Teacher’s absence from the school. This would normally be the Deputy Head Teacher.
• The total number of fixed period exclusions (covering one or more fixed periods of time) given in any one school year must not exceed 45 school days
• The parent of the pupil must be informed immediately when exclusion, either fixed term or permanent occurs.
• The following information will be conveyed to the relevant person (parent):

 

• the period of exclusion
• the reason for exclusion
  • that representation can be made to the governing body about the exclusion
  • the way in which that representation can be made

 

In addition to the requirements of the School Standards and Framework Act the ‘Guidance on Exclusion from Schools and Referral Units’ (issued January 2003) requires:

 

• the Head Teacher to write to the parent within one school day of the decision with the information from the previous paragraph
• the letter to include details for the continuing education of the pupil, including setting and marking work
• the right of the parent to see the pupil’s school record.

 

Exclusion at lunchtime is a sanction that can be used to maintain good order and discipline during the lunch break without the need to disrupt the pupil’s formal education. Parents will be informed of the number of lunchtime exclusions.

 

The regulations allow head teachers to exclude a pupil for one or more fixed periods not exceeding 45 school days in one school year.

 

When the exclusion is for more than five school days in any one term, or where the pupil involved would lose the opportunity to sit a public examination, or where the exclusion is permanent or where the Head Teacher decides to change a fixed term exclusion to a permanent exclusion, the Local Authority and governing body must be informed of the exclusion and the reasons for it.

 

However, there are a number of different alternatives to permanent exclusion available to the Head Teacher which may be used:

 

• restorative justice
• mediation
• internal seclusion
• managed move (if appropriate)

 

Parents will be provided with the name and telephone number of a Local Education Officer who can provide advice. For further information on the exclusion process refer to the School Standards and Framework Act, Section 64 or the following website: www.dfes.gov.uk/behaviourandattendance

 

Revised June 2010 – Review date June 2012

 

 

 

 

BEHAVIOUR	WHO TO INFORM	ACTION/SANCTIONS
Low level   - talking when adult/other children are talking - ignoring instructions - silly noises in class/dining room/hall - talking in line or when walking around school as a whole class - reports of bad behaviour at break/lunchtime - talking in assembly - less serious eg eating sweets	Class Teacher Lunchtime Supervisor	Warning Given   eye contact verbal reminders of school/class rules change of seating verbal warning working in isolation in/out of class with work given to do complete work/writing lines at break time out at break/lunchtime reinforce good behaviour (see rewards chart)
Moderate   - Two warnings given in one day or one of following: - refusal to co-operate/follow instructions - minor challenge to authority - deliberate disruption of lessons - being rude and insolent to ANY adult working in school - minor stealing - impulsive fighting - swearing with/at/to other children - lack of care and respect in handling property eg school’s, other people’s or own - misbehavior when representing the school away from the school premises.	Class Teacher Phase Leader Parents SENCO	Yellow Behaviour Mark plus:   letter of apology send to phase leader loss of all/part of playtime set achievable targets for improvement and rewards record incident in informal child records inform Lunchtime Supervisor (lunchtime incidents) inform Phase Leader for recording   If 2 Yellow Behaviour marks are given in a 7 day period, 1 Lunchtime Detention will be served as soon as possible.  If another Behaviour Mark is given within that same 7 day period, another detention is served.   KS1 children will be kept in at breaktimes by their teacher.
Serious   - Two yellow behaviour marks given in one day or one of following: - serious verbal abuse - fighting eg pre-arranged/premeditated/ gangs - bullying eg verbal and other forms - racist comments or behaviour eg refusing to work with any member staff - storming out of class - repeated refusal to carry out tasks - serious and very public challenges to authority - serious misbehaviour at lunchtime/ challenging staff	Class Teacher Head Teacher Deputy Headteacher Phase Leader	Red Behaviour Mark plus:   request to see parents record incidents daily in child’s Behaviour Book issued and kept by class teacher record incident in racist monitoring form working in isolation in Head/Deputy Headteacher’s office (send work & memo) or another classroom after 2 red behaviour marks, excluded at lunchtimes for a week inform Phase Leader for recording
Extreme   - wilful damage to property/vandalism - theft - violent behaviour - very serious challenge to authority - verbal/physical abuse to any adult working in the school - leaving school without permission - continued fighting and causing physical harm to others - persistent bullying - persistent, calculated racism	Class Teacher Head Teacher Deputy Headteacher SENCO Phase Leader	Red Behaviour Mark plus:   record incident in racist monitoring form request to see parents immediately/telephone call contact external agencies pastoral support programme set up involving class teacher, inclusion manager, parents and EWO fixed term exclusion possible permanent exclusion

 

 

*Above sanctions may be differentiated for special needs.