Behaviour and Discipline Policy and...

1

Contents

a) Links with legislation, other polices and documents b) Principles bases on Governors Statement c) Aims of the policy d) Parent Partnership e) Encouraging Positives Behaviour f) Golden Rules and Code of Conduct g) Rights and Responsibilities of pupils, parents and staff h) Rewards i) Sanctions and Consequences j) Class Plans for Learning k) Levels of mis-behaviour, staff responsibilities and support from SLT l) Positive Behaviour Management in the classroom m) Off-Site Behaviour n) Breaktime and Lunchtime Behaviour o) Pupils with Extreme Behaviour p) Behaviour Support Plans q) Use of Physical Interventions / Reasonable Force r) Exclusions s) Inclusion and Equal Opportunities t) Banned and Prohibited Items, Searching and Confiscation

u) Health and Safety at Work and Staff Well-Being

Appendices Appendix 1 - Strategies for dealing with difficult situations Appendix 2 – Class and Lunchtime Plans for Behaviour Appendix 3 – Playtime and Lunchtime Code of Conduct Appendix 4 – ABC / Functional Analysis Appendix 5 – Risk Assessment for Behaviour Templates and Behaviour Support Action Plans (5As) Appendix 6 – Behaviour Ladder

Sebert Wood Community School

STATUTORY POLICY

Behaviour and Discipline Policy and Guidance

Date reviewed: January 2020

Date to be reviewed: Spring term 2021 (or as and when required)

Approval by: Full Governing Body

Signature of Chair of Governors:

2

a) Links with legislation, other polices and documents

This Policy has been developed within the context of current legislation, policy and guidelines;

• Education and Inspections Act 2006

• The Education Act 2011

• The Health and Safety Act 1974

• Management of Health and Safety at Work Regulations 1999

• Common Law precedents set.

• Equality Act 2010

• Human Rights Act

• Behaviour and Discipline in Schools (DfE January 2016)

• Use of Reasonable Force (DfE July 2013)

• Searching, Screening and Confiscation (DfE January 2018)

• Keeping Children Safe in Education September 2016 and 2018

Links with School Policies This Policy is integral to all school policies. It has key links with policies such as:

• Special Educational Needs and Disability

• Safeguarding and Child Protection

• Anti-Bullying

• Attendance Policy

• Staff Code of Conduct / Staff Handbook

• Health and Safety

• Teaching and Learning

b) Principles based on the Governors statement

Sebert Wood is an inclusive school; all members of the school community should be free from discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010

Every child has the right to learn but no child has the right to disrupt the learning of others Everyone has a right to be listened to, to be valued, to feel/be safe and protected from disruption or abuse All adults (staff, volunteers and governors) will set excellent examples to the children at all times We seek to give every child a sense of personal responsibility for his/her own actions The school’s Behaviour and Discipline Policy will ensure that there are measures to encourage good behaviour,

self-discipline and respect, and prevent all forms of bullying amongst pupils; it also provides guidance on use of reasonable force

Where there are significant concerns over a pupil’s behaviour, the school will work with parents to strive for common strategies between home and school

The school will seek advice and support from appropriate outside agencies where concerns arise over a child’s behaviour

The school’s Behaviour and Discipline Policy will clearly reflect the school’s approach to exclusions The school’s Behaviour and Discipline Policy will set out the disciplinary action that will be taken against pupils

who are found to have made malicious accusations against school staff The school will fulfil its’ legal duties under the Equality Act 2010 in respect of safeguarding children with special

educational needs and all vulnerable children The school will keep abreast of current issues and initiatives with regard to Health and Safety at Work Act 1974

and related regulations

c) Aims of our Positive Behaviour Policy

This policy exists to provide a framework for supporting the aims of Sebert Wood Primary School and ensuring the happiness and learning of every individual in our community. It will do this through;

• Encouraging a calm, purposeful and happy atmosphere within school and set high standards of behaviour and expect good manners and cooperation.

3

• Helping our children develop into caring and thoughtful individuals who respect and value the feelings, opinions, beliefs, property and differences of others.

• Encouraging increasing independence and self-discipline so that each child learns to accept responsibility for their own behaviour and understand how to report inappropriate behaviour from others.

• Having a consistent approach to behaviour throughout the school with parental cooperation and involvement.

• Helping our children develop appropriate self-esteem.

• Encouraging our pupils to co-operate with one another and with the adults in school.

• Helping to create a positive, stimulating learning environment where positive attitudes and behaviour are encouraged and rewarded.

• Working alongside parents to encourage our children to develop socially, academically, orally and spiritually in preparation for a positive role in society.

• Ensuring that everyone is clear about their role when managing a pupil’s behaviour.

• Making the children aware of unacceptable behaviour.

• Allowing all children equal opportunities to learn.

• Allowing all adults in school equal opportunities to fulfil their role.

• Rewarding and encouraging positive behaviour.

• Using sanctions where appropriate in accordance with this policy.

• Developing skills necessary to resolve conflict and differences of opinion with sensitivity.

d) Parent Partnership

In partnership with the school parents take responsibility for their child’s behaviour which they discharge by the

standards they set and the way they encourage good behaviour at home and school. To make this partnership clear,

on enrolment parents and pupils are asked to sign a Home School Agreement outlining the rules and expected

behaviour. (Appendix 5). Parents are expected to work cooperatively with the school should their child require

additional intervention strategies and likewise to support the school should their child be given sanctions. If parents

have any concerns about behaviour they should contact the class teacher in the first instance. In the unlikely event

that matter remains unresolved the school’s Complaint Procedure should be followed. (see the school website)

e) Encouraging Positive Behaviour

We support positive behaviour and a positive environment through;

• A consistent approach by the whole school community;

• All members of the school community treating each other with respect:

• All staff modelling positive behaviours and attitudes;

• Monitoring pupil attendance and taking swift action where necessary;

• Developing the voice of the child, through for example the School and Class Councils;

• Appreciating and following the agreed Golden Rules and Code of Conduct;

• Encouraging our children to see themselves as part of a whole school community and recognising their responsibility within this;

• Developing the skills of co-operation and discussion;

• Encouraging everyone to take pride in the school environment;

• Having a positive and consistent approach to playtimes and lunchtimes;

• Creating a stimulating classroom environment;

• Providing clear and positive learning experiences fairly and consistently;

• Offering a broad and balanced curriculum that is well planned, prepared and stimulating;

• Ensuring that the curriculum issues concerning organization, methods of teaching and learning, content and differentiation are addressed.

4

At Sebert Wood Primary School, we believe it is vital that positive behaviour is rewarded through sets of rules, both

in the classroom and around the school, and a reward system that is transparent to the pupils is seen and applied

consistently and fairly.

f) Golden Rules and Code of Conduct

GOLDEN RULES Do be kind and helpful – Don’t hurt people’s feelings Do be honest – Don’t cover up the truth Do listen – Don’t interrupt Do be gentle – Don’t hurt anyone Do work hard – Don’t waste your own or other people’s time Do look after property – Don’t waste or damage things

CODE OF CONDUCT

For a safe and happy school we are expected to…

• Show respect to everyone

in school, setting a good

example to others;

• Be truthful, well

mannered and kind;

• Behave in a way that

means we can all learn;

• Walk safely, sensibly and

quietly around school;

• We use our words to solve

issues;

• Take pride in and look

after equipment, our

school building and the

grounds.

The Code of Conduct will be displayed prominently around the school. In the Foundation Stage the Code of Conduct

is articulated in a more suitable language according to the age of the children. The School Council has been

consulted when drawing up this Code.

5

g) The Rights and Responsibilities of Everyone at Sebert Wood School

OUR PUPILS

Pupil Rights Pupil Responsibilities

be valued as members of the school community;

get help when they seek it, whether with their

work or with other personal worries, and to have

a sympathetic audience for their ideas and

concerns;

make mistakes, and learn from them;

be treated fairly, consistently and with respect;

be consulted about matters that affect them,

and have their views listened to and, as far as is

reasonable, acted upon;

be taught in a pleasant, well-managed and safe

environment;

work and play within clearly defined and fairly

administered codes of conduct;

experience a broad, balanced and suitably

differentiated curriculum, and to have any

special learning needs identified and met;

Develop and extend their interests, talents and

abilities.

come to school on time and be suitably prepared

for the lessons in the day ahead

take pride in your appearance and wear the

correct school uniform

respect the views, rights and property of others,

and behave safely in and out of class

co-operate in class with the teacher and with your

peers

work as hard as you can and always do your best

conform to the conventions of good behaviour and

abide by school rules

seek help if you do not understand or are in

difficulty

accept ownership of your own behaviour and

learning, and develop the skill of working

independently

6

OUR STAFF

Staff Rights Staff Responsibilities

be treated as a professional;

be treated with care, dignity and respect from all

members of our school community;

have adequate and appropriate school

environment and resources;

to have opportunities for professional

development;

support and advice from senior colleagues and

external bodies;

to be able to express their views on school

matters in a constructive manner through the

appropriate forum;

to work in an environment where work-life

balance is taken into consideration;

to be consulted on relevant policies relating to

their role.

behave in a professional manner at all times;

ensure that lessons are well prepared and planned;

show interest and enthusiasm in the work in hand

and in their pupils’ learning;

listen to the pupils, value their contributions and

respect their views;

be sympathetic, approachable and alert to pupils in

difficulty or falling behind;

expect high standards and acknowledge effort and

achievement;

adhere to all school policies;

identify and seek to meet pupils’ special

educational needs through the SEN Code of Practice;

share with the parents any concerns they have

about their child’s progress or development in a

sensitive manner;

report suspected concerns to the DSL.

7

OUR PARENTS

Parents / Carers Rights Parents / Carers Responsibilities

a safe, well-managed and stimulating environment

for their child’s education;

a broad, balanced and appropriate curriculum for

their child;

staff that support and encourage pupils to reach

their full potential;

an environment with high expectations of

behaviour;

a suitably resourced school with adequate and

well-maintained learning environment

reasonable access to the school, and to have

their enquiries and concerns dealt with

sympathetically and efficiently;

be informed promptly if their child is ill or has an

accident, or if the school has concerns about their

child;

be well informed about their child’s progress and

learning;

be well informed about school rules and

procedures;

to receive regular communication about school

matters.

ensure that their child attends school regularly

and arrives in good time well prepared for the day

ahead;

be aware of school rules and procedures, and

encourage their child to abide by them:

show interest in their child’s classwork and

homework, where possible, provide suitable facilities

for studying at home;

act as positive role models for their child in their

relationship with the school and support school

policies and guidelines;

not bring the name of the school, staff, parents or

pupils into disrepute in public forums such as social

networking sites (e.g. Facebook)

attend planned meetings with teachers and support

school activities;

provide the school with all the necessary

background information about their child, including

telling the school promptly about any concerns they

have about school, or any significant change in their

child’s medical needs or home circumstances;

read school correspondence and respond where

necessary.

8

h) Rewards

A variety of awards for positive behaviour, attitudes and learning are awarded across the school, dependent on the age of the pupils. These include:

• Verbal praise

• Stickers, stamps and smiley faces

• “Name in the sun”

• Marbles

• Merits

• Certificates for collecting a required number of marbles or merits

• Team points leading to Team Cup and reward

• Head teacher sticker or wrist band

• Achievement certificates

• Postcards sent home (Year 6) At Sebert Wood Primary School not only promote and teach positive behaviour and attitudes with our children, we also greatly value and reward them. The emphasis of this policy is on the consistent reward of positive behaviour and attitudes. As already stated we believe our pupils learn best when they are happy in school. All members of staff will recognise and celebrate positive behaviour and attitudes at all times around the school through informal praise. Wherever appropriate, children’s best efforts will be celebrated through display and performance. Each phase of the school has a different set of rewards and sanctions detailed in the Class Plans for Learning.

i) Sanctions and Consequences

Although the emphasis of this policy is on encouraging and rewarding positive behaviours and attitudes in school, we

recognise that it may be necessary to employ a number of sanctions to enforce our Code of Conduct and Classroom

Rules to ensure a safe learning environment. As with matters relating to reward, consistency and fairness are vital in

the application of sanctions which should be appropriate to each inappropriate behaviour.

Principles of our sanctions

When dealing with all forms of inappropriate behaviour, staff should employ the following strategies;

Be calm- all children must be dealt with in a calm yet firm manner, referring to which behaviour is not acceptable and the action being taken.

Make clear that it is the behaviour which is being punished and this is not a personal matter. It is the behaviour we are unhappy with, not the child.

Logical consequences- a logical consequence is a sanction that is proportional to and fits the misdemeanor. The first step is to stop the behaviour and the second step is to provide an action that recalls the rules, reinstates the limits and teaches alternative behaviours.

Sanctions are stepped. Make good choices- remind the pupil they need to make good choices. There is always a balance between rewards and sanctions Fresh start- although persistent or serious misbehaviour needs recording, every child must feel that

everyday is a fresh start.

j) Class Plan for Learning

We believe that children respond well if our expectations are made clear to them and at a level which they understand with a strong emphasis on pupil choice. We aim to be transparent with our rewards and consequences, therefore, with this in mind we have adopted in each year group a Classroom Management Plan. The Plan focuses on no more than 5 rules and clearly states the rewards if a pupil chooses to adhere to them. If a pupil chooses to break the rules the consequences are also clearly stated. Please see the appendix for the current Class Plans for Learning for each phase of the school. For the plan to be effective all members of staff must follow

9

the protocols outlined. The Classroom Management Plan aims to illicit a professional, thinking response from the adults in charge. As a school we will;

Teach the rules just as we would teach any curriculum area Emphasise the aspect of pupil choice in engaging in appropriate behaviours Share information with parents and carers with regards to the Classroom Management Plan Clarify with all stakeholders any areas of concern

The Classroom Management plan aims to help pupils to make good choices in terms of their behaviour. Example of responses to unwanted behaviour: Step 1, Teacher: “John, please remember one of our classroom rules is that we listen to the person who is talking, thank you.” (Allow take up time and praise John if he complies) Step 2, Teacher: “John, this is a verbal warning. I need you to listen to the person who is talking, please make a good choice, thank you.” (Allow take up time and praise John if he complies) Step 3, Teacher: “John, you have chosen not to follow my instruction. I need you to work away from your group for a

short time.”

k) Guide to Levels of Misbehaviour, Staff Responsibilities and Support from SLT

It is important to recognise that some misbehaviours are more serious than others. The frequency of occurrence also

has a bearing on the sanctions imposed. Sanctions for poor behaviour in class are agreed and outlined in the

Classroom Management Plan. The Classroom Management Plan is clearly displayed in all classrooms. This list is not

exhaustive and incidents will be viewed within the wider context to ensure appropriate responses. Reasonable

adjustments are made for pupils with SEND, as identified within the Code of Practice, however some misbehaviours

remain unacceptable within school and lie within the remit of school sanctions identified in this policy.

Level 1 Level 2 Level 3 Some of which may lead to a fixed term

exclusion (see section s)

Fidgeting (unless SEN reason)

Telling tales

Dropping Litter

Noisy e.g. talking/ shouting

Failing to keep on task

Leaving seats without permission

Unkind remarks (one off)

Bad language (one off)

Time wasting

Telling lies (one off)

Running in corridors

Pushing in line

Chewing Gum

Borrowing without permission

Leaving work area untidy

Stealing

Disregarding MDSAs, coaches or

other staff

Threatening/ aggressive behaviour

Refusal to cooperate

Fighting

Biting (this may be considered Level

3 depending on age and development

of pupil)

Leaving the classroom without

permission.

Persistent behaviours in Level 1

Serious assault

Vandalism e.g. damage to school

property/ graffiti

Physical / verbal threats made to

staff

Use of or in possession of banned

or prohibited items (see section t.)

Violent outbursts verbal or physical

Leaving school without permission

Staff Responsibility for Dealing with these Behaviours

Class teacher Class teacher with the support of

KS Leader if needed.

SLT with input from class teacher

Members of the SLT are available for advice in supporting children with their behaviour. If teachers believe the

behaviour is related to a Special Educational Need a referral for SENDCo input is to be made via the request form.

10

l) Positive Behaviour Management

Listed below are a range of strategies which are proven to have been effective in positive behaviour management;

Positive Feedback- Acknowledge/Approve/Affirm: Acknowledging (notice and describe the behaviour), approve it (say why it is good) and affirm (apply a positive label to the pupil) e.g. “Thank you for tidying up so quickly- you are a great helper!”

Positive Correction- tell the pupils what you want them to do i.e. not what you don’t want them to do e.g. “Please walk” instead of “stop running.” Avoid saying, “don’t” or “stop”.

Positive Repetition- when you give a direction, ask someone who knows what to do to repeat it rather than focusing on the one who doesn’t- praise the children who carry out the instruction.

Non-verbal Cues- hands up, finger on the lips, the “look”. Give take-up time- give a clear specific direction in a non-confrontational way, move away from the pupil

with a clear expectation that the pupil will comply. Re-direction- repeat direction without being sidetracked. Use thanks and take-up time, do not stand over

pupils in a confrontational way. Tactically ignore- ignore any secondary behaviour if the pupil is compliant with the primary behaviour

request e.g. if the pupil begins the task (primary behaviour) when asked, ignore any annoying secondary behaviours such as huffing and muttering.

Physical Proximity- move closer to a disruptive pupil Distraction/ Diversion- give an alternative task or activity to a disruptive pupil without highlighting the

inappropriate behaviour. Clear Expectations- e.g. “When we go back in to the classroom after break, I will give a point to those who

go straight back to their task.” Where/ What- “Where should you be?” (In my seat) What should you be doing? (My work). Choices- “Put your (e.g. toy) on my desk or in your bag- which are you going to do?” Broken Record- Calmly repeat the request or rule or consequence; avoid being drawn into an argument, stay

neutral. Private Reprimand- a quiet word rather than a public confrontation. Repair & Rebuild- as soon as possible after a reprimand, find an opportunity to say something positive about

the pupil, “Catch them being good”.

m) Offsite behaviour

The Education and Inspections Act 2006 gives schools the statutory power to impose sanctions designed to regulate

pupil behaviour, where reasonable outside of school. This would apply to situations such as a pupil’s journey to and

from school, when on school visits and when a student is representing the school. In such circumstances sanctions

will only be applied on the school site under the supervision of a member of school staff. The code of conduct,

sanctions and rewards will apply to students travelling to or from school, or wearing school uniform, or in some

other way identifiable as a pupil at the school. In making such judgements staff should consider whether or not the

conditions above apply, that could have repercussions for the orderly running of the school or pose a threat to

another pupil or member of the public or could adversely affect the reputation of the school.

n) Breaktime, Lunchtime and Extended School Behaviour

The same standards of behaviour are expected at break and lunchtime and at extend schools sessions. The rules,

rewards and sanctions will echo that of the classroom, using the Positive Behaviour Management Strategies

identified in section l). The Breaktime and Lunchtime Code of Conduct can be seen in the appendix to this document.

Should there be extremes of unacceptable behaviour despite the use of the agreed strategies a member of the

school’s senior leadership team for support.

Pupils with specific behaviour needs should be identified and pupil profiles completed to enable all staff to meet

their needs and respond appropriately. The teacher is responsible for completing these profiles and passing them to

Mr Tottie, who will share them with the MDSAs and any other relevant staff.

11

o) Pupils with Extremes of Behaviour

We recognise that some pupils need more support than others and that they may require additional and regular interventions. Teachers will supplement the core strategies detailed in this policy to meet the needs of cohorts, groups and individuals. These strategies may be temporary and their effectiveness will be reviewed regularly. These strategies will be communicated to all those staff working with the children to ensure a consistent approach.

In some cases more extensive support is required. If this is the case the SENDCO will support the teaching team in

devising an Individual Support Plan. Advice from outside agencies may be sought and built into the plan.

The school will work closely with the parents and with any other relevant outside agencies. The plan will be tailored

to the needs of the child but will address the following points:

• The behaviours causing concern

• The consequences of each of the behaviours

• Support required

• Procedures to be followed

• Actions points and targets

The school may complete a referral to the following agencies, where appropriate and where funding is available:

• CISS – County Inclusive Support Service

• SENDAT – Special Educational Needs and Disability Academy Trust

• Educational Psychologist - both local authority and/or independent

• School Nursing Team

• MAAP/IYFAP – Multi Agency Assessment Plan/In Year Fair Access Panel

• SEN Advisors – both local authority and/or independent

Where a behaviour issue is related to wider issues and circumstances, a referral to the Team Around the Child (TAC)

may be necessary, in consultation with the parents. (see also Safeguarding Policy)

p) Behaviour Support Plans

In order to create an effective Behaviour Support Plan detailed information about the child’s challenging behaviour

needs gathering. Staff may be requested to complete ABC or Functional Analysis paperwork over a period of time to

enable the team to identify the causes of the unwanted behaviour. Adaptations to classroom provision, showing

“reasonable adjustments” may be suggested and trialled. Once a broader picture of the pupil’s behaviours is

identified a support plan will be developed using the paperwork in the Appendix. The SLT will lead the teaching

teams in developing the Behaviour Support Plan, but everyone’s input is vital. It is essential that all staff dealing with

that pupil have information regarding the approaches being implemented – it is the responsibility of the class

teacher to ensure all Teaching Assistants and the MDSAs have the relevant information from the plan to enable a

consistent approach.

q) Use of Physical Interventions and Reasonable Force

At Sebert Wood Primary School all staff have the legal power, authorised by the Headteacher in accordance with the

Education and Inspections Act 2006, to use reasonable force where a pupil is:

i. injuring themselves or others ii. causing damage to property (including the pupil’s own property)

iii. committing a criminal offence (including behaving in a way that would be an offence if the pupil were not under the age of criminal responsibility)

iv. engaging in any behaviour prejudicial to maintaining good order and discipline in class/school, where all other strategies have been applied.

12

The term ‘reasonable’ means using no more force than is needed; the term ‘force’ involves a degree of physical

contact used either to control or restrain; the term ‘restraint’ means to hold back physically or to bring the pupil

under control. This is typically used in more extreme circumstances, and is used as an absolute ‘last resort’.

Designated staff are fully trained in the use of de-escalation and restraint procedures. Point iv. above is rarely used

as other options are available, such as removing the rest of the class from the environment

Restraint must not be used for punishment or for compliance. Some examples of situations where reasonable force

can and cannot be used and how to use force are found in the DfE guidance document: ‘Use of Reasonable Force,

Advice for headteachers, staff and governing bodies, July 2013’.

If a serious incident has occurred that involved the use of force, the incident must be recorded, using the school’s

Physical Intervention forms. These forms must be returned to the head teacher. The SLT will review the form to

explore preventative strategies and to support colleges to develop behaviour support plans and risk assessments.

r) Fixed Term and Permanent Exclusions

The school endeavours only to use formal exclusion where absolutely necessary, in response to a serious breach, or persistent breaches, of the school's behaviour policy or where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Short fixed term exclusion will be considered and in very serious cases permanent exclusion. Whenever possible the school will make clear to parents/carers and agencies involved with the child that they are ‘at risk’ of exclusion. Every possible avenue will be explored at this time to reduce this risk. Only the Headteacher has the power to exclude a pupil from school. The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one academic year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if circumstances warrant this. If the Headteacher excludes a pupil, parents will be informed immediately and given reasons for the exclusion. At the same time, the Headteacher will make it clear to the parents that they can, if they wish, appeal against the decision to the Governing Body. The school informs the parents about how to make any such appeal. The Headteacher informs the Governing Body about any permanent exclusion, and about any fixed-term exclusions. The Governing Body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher. For the first 5 school days of exclusion, it is the responsibility of the parent to make sure their child is not in a public place during normal school hours unless there is a good reason. The DfE list of Reasons for Exclusion includes:

• Physical assault against a pupil: fighting, violent behaviour, wounding, obstruction and jostling

• Physical assault against an adult: violent behaviour, wounding, obstruction and jostling

• Verbal abuse/threatening behaviour against pupil or adult: threatened violence, aggressive behaviour, swearing, verbal intimidation

• Persistent disruptive behaviour: challenging behaviour, disobedience, persistent violation of school rules Pupils whose behaviour at lunchtime is disruptive may be excluded from the school premises for the duration of the lunchtime period. In such cases the legal requirements in relation to exclusion, such as the Head teacher’s duty to notify parents, still apply. Lunchtime exclusions are counted as half a school day for statistical purposes and in determining whether a Governing Body meeting is triggered. The Governing Body has a discipline committee, which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.

• Where requested by a parent, the Local Authority will need to arrange an independent review panel to consider the decision of a governing body to uphold a permanent exclusion.

• Panel members will need to be trained in how to perform their role.

13

• The Local Authority will also need to appoint a special educational needs expert to advise the panel, where requested by a parent.

• The independent review panel will be able to uphold the decision to permanently exclude a pupil; recommend that the governing body reconsider its decision; or direct the governing body to reconsider its decision. A direction to reconsider will be limited to circumstances where a panel decides that the school has acted illegally, irrationally or in a procedurally flawed manner.

s) Inclusion and Equal Opportunities

Excerpt taken from DfE guidance: ‘Schools must not discriminate against pupils on the basis of protected

characteristics, such as gender, sexual orientation, disability or race. All pupils must be treated fairly and lawfully.’

The behaviour policy is monitored to ensure that all children have equal access to a high quality education. This is achieved through:

• Monitoring of the effectiveness of the policy by staff, along with School Council.

• Monitoring all exclusions and instances of seclusion, focusing on the impact on minority groups.

• Involvement of the DDA committee in the analysis of the results of parental feedback and questionnaires.

• The behaviour policy will be adapted to meet the needs of the individual, children with disabilities or special needs will have the policy adapted through ISPs to ensure appropriate strategies are used. All reasonable adjustments will be made according to each individual child’s needs.

• All strategies used must meet the school’s Safeguarding Children policy and Keeping Children Safe in Education.

t) t) Searching and Confiscation Banned and Prohibited Items

From DfE Document Searching, Screen and Confiscation. Advice for headteachers, school staff and governing bodies

– January 2018

• School staff can search a pupil for any item if the pupil agrees.

• Headteachers and staff authorised by them have a statutory power to search pupils or their possessions, without

consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited

items are:

knives or weapons

alcohol

illegal drugs

stolen items

tobacco and cigarette papers

fireworks

pornographic images

any article that the member of staff reasonably suspects has been, or is likely to be, used:

• to commit an offence, or

• to cause personal injury to, or damage to the property of, any person (including the pupil).

• Headteachers and authorised staff can also search for any item banned by the school rules which has

been identified in the rules as an item which may be searched for.

Teachers can only undertake a search without consent if they have reasonable grounds for suspecting that a pupil may have in his or her possession a prohibited item. The teacher must decide in each particular case what constitutes reasonable grounds for suspicion. Staff can only search for prohibited items, not banned items. Physical searches of a pupil must follow safeguarding protocols (i.e. not undertaken alone, maintain pupil’s privacy, be undertaken by staff of same gender), but in extreme circumstances reasonable force may be used. Searching pupils, when authorised by the headteacher, is a right, but it is not compulsory that staff do so. The headteacher can authorise staff to search without consent, but if they have concerns about safety the police may be called to undertake the search.

14

School staff can seize any prohibited item found as a result of a search. They can also seize any item, they consider harmful or detrimental to school discipline. Items from the prohibited list may be disposed of by the headteacher. All other items must be stored safely and returned to the child (or parent if more appropriate) at the end of the school day. Prohibited items are listed above. The school can also ban items that are considered detrimental to school discipline. The school will notify parents of banned items that are not permitted in school. These may change linked to fads and crazes.

u) u) Health and Safety at Work and Staff Well-Being

• The Health and Safety at Work Act identifies the duty on employers which includes taking reasonable care for both the physical and mental health of their employees. This means that employers should assess the risks to teachers of pupil behaviour. Sebert Wood School has measures in place to support staff in managing risks, in dealing with challenging behaviour and receiving support.

• All employees have a duty under the Act to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions at work. Thus, school staff have a duty to take reasonable care of both their own and their pupils’ health and safety at school (Section 7 of the HSWA). All staff have a responsibility to record and report identified risks so adequate risk assessments can be made to protect themselves, their colleagues and the pupils in future. This may include completing ABCs, incident report forms and functional analysis.

• It is noted that careful planning can reduce risks from some known situations and staff can make reasonable adjustments to prevent issues arising. Staff are empowered to make these adjustments in consultation with the SLT.

• It must be remembered that each member of staff has a duty of care is always to themselves first. They can help others if they are incapacitated.

• All staff will have suitable training using BehaviourSafe at a level that is required for their role.

• Staff will adjust their actions depending on emergency situations. Dynamic Risk Assessments are reliant on staff’s professional judgements at the moment of an unseen risk arising, informed by their training from SchoolSafe/BehaviourSafe.

• We encourage staff to play an active part in the development of risk assessments and behaviour action plans, enabling their concerns to be addressed.

• Debriefs are encouraged following any incidents. A member of the SLT is always happy to discuss issues with staff, ensuring confidential issues can remain in school, whilst still supporting colleagues.

• A confidential counselling phone line is available for all staff via our employee well-being assistance programme.

• Where a pupil has been proven to have made a malicious accusation against a member of staff the pupil will be disciplined. This may include a meeting with the parents and restorative action such as a letter of apology, appropriate to primary school age. It is likely that should such an incident have occurred then the police and a professional association would have been involved through the formal processes.

15

Appendices Appendix 1 - Strategies for dealing with difficult situations

In dealing with difficult situations adults need to make professional judgements based on their experiences and the knowledge of the individual pupil. Listed below are some points to remember and some strategies which may be useful in managing difficult situations.

Stay calm

Use a quiet voice

Use neutral language and keep it to a minimum

Avoid invading personal space unless necessary

Avoid prolonged eye contact

Stand still

State expectations clearly

Remind pupil of the consequences (use cautiously)

State what will happen next

It may be necessary to remove the audience

Withdrawal- move the pupil away from the group for a short period. This models a non-violent response, gives “cooling off” time and a time for reflection. It also teaches that inappropriate behaviours will not be tolerated and protects the rights of all.

Exiting- refer to Use of Physical Intervention / Restraint training and guidance

Always remember to give a thought driven professional response to a pupils behaviour with a view to de-escalating the situation

All behaviour is a means of communication. Habitual behaviour serves a purpose but more appropriate behaviour can be learned. How we as adults choose to respond is very important in teaching and achieving the desired behaviour.

We can support children in replacing unacceptable behaviours that they are using to meet a need with more acceptable behaviours

Consistency of approach from all adults

Avoid direct confrontation and allow pupils a “get out” without losing face is sometimes necessary.

Give the following messages to all pupils; “I want you to succeed in my class.” “It is your behaviour I dislike, not you” “You are responsible for your own behaviour”

“I like you and want to work with you!”

16

Appendix 2 – Class Plans for Behaviour

Class Plan for Behaviour…EYFS

We believe that good behaviour is about making the right choices!

Our Classroom Rules 1. We are kind to each other

2. We share our toys

3. We keep our hands and feet to ourselves

4. We tidy up when we have finished playing with toys

5. We listen and take turns to speak.

Positive Recognition/ Rewards for Individuals Verbal praise with class made aware

Applause

Used as a role model for others

Stickers may be given

Tapestry notification

Consequences for Individuals First time a pupil breaks a rule…

Second time a pupil breaks a rule…

Third time a pupil breaks a rule…

Fourth time a pupil breaks a rule…

Pupils persistently break rules ...

Follow up for ongoing issues ...

reminder (attention drawn to rule)

verbal warning

time out / Thinking Chair

see EY Leader

see member of SLT (recorded on CPOMS)

reported to Headteacher or Deputy (recorded on

CPOMS)

parents may be spoken to and additional monitoring

put in place

Rewards for the Whole Class

Class points to earn treat – email to the headteacher (SLT) for

acknowledgement and permission for treat. Mention in Weekly Update.

17

Class Plan for Behaviour …Key Stage 1


Our Classroom Rules 1. We are kind and helpful

2. We listen to each other

3. We share and respect property

4. We always try our best

5. We are honest

Positive Recognition/ Rewards for Individuals Verbal praise

Stickers

Marbles

Certificates

Go into the silver / the star on visual chart

Visit to/from the headteacher / SLT / another teacher.





Pupils persistently break rules ...


verbal warning / reminder

go into amber / white cloud

go into red / dark cloud = miss some of break

sent to KS Leader (or other teacher)



CPOMS)


put in place.


Extra playtime or Golden Time

Class marbles earned for whole-class achievement. These can build up to

get an agreed whole-class treat and an email to the Headteacher to share

our good news

Mention in the Weekly Update

Headteacher’s award

18

Class Plan for Behaviour …Year 3


Our Classroom Rules 1. We are respectful

2. We are honest and kind

3. We listen without interrupting

4. We will be positive and concentrate on our work

5. We take on board all advice so we can meet our full potential.


Staff openly sharing the “good news” with others

Stickers

Merits

Certificates

“In it to win it”

Proud/Incredible Work walls

Tree of Growth





Pupils persistently break a rule…



verbal warning

name on board = miss some of break

sent to work in another year group or with SLT



CPOMS)


put in place


Whole class merit card for earning a whole class reward – email the

Headteacher (or SLT) for acknowledgement and permission for agreed

treat.



19



Our Classroom Rules 1. We are respectful

2. We are honest and kind

3. We listen without interrupting

4. We will be positive and concentrate on our work

5. We take on board all advice so we can meet our full potential.


Staff openly sharing the “good news” with others

Merits

Certificates

“In it to win it”








verbal warning

name on board = miss some of break




CPOMS)


put in place


Extended breaktime (Classes can gain extra minutes for an afternoon break.

(Equally they can also lose minutes – see above).



20



Our Classroom Rules 1. We will have a positive attitude and work hard

2. We will respect and show consideration to all members of the school community

3. We will listen to others and value their contributions

4. We will be prepared and equipped for the lessons

5. We will keep our hands and feet to ourselves; and be good mannered

Positive Recognition/ Rewards for Individuals Praise

Team points

Year 5 Certificates


Behaviour ladder







reminder/verbal warning (attention drawn to rule)

move peg down ladder

miss the next break time

sent to work with SLT

see member of SLT (recorded on CPOMS) and a

lunch time detention

sent to Headteacher or Deputy (recorded on

CPOMS)


put in place


For those who achieve the given number of points from the ladder – Treat Tuesday

Team Cups = non-uniform day


21



Our Classroom Rules We will have a positive attitude and work hard

We will respect and show consideration to all members of the school community

We will listen to others and value their contributions

We will be prepared and equipped for the lessons

We will keep our hands and feet to ourselves; and be good mannered

Positive Recognition/ Rewards for Individuals Praise

Team points

Year 6 Postcards home

‘Green Day’ treat (based on pupil vote) (SEE ALSO CONSEQUENCES)


Behaviour points (to earn additional break time)







‘Red Day’ Consequence….


verbal warning

name on board = short break detention


or withdrawal of privileges

see member of SLT (recorded on CPOMS) and a

lunch time detention

sent to Headteacher or Deputy (recorded on

CPOMS)


put in place

At end of half term, pupils who received 3 ‘Red

Days’ or more DO NOT JOIN IN AGREED TREAT

Loss of Behaviour points = loss of break time


Extended breaktime (Classes can gain extra minutes for Friday PM break. (Equally

they can also lose minutes – see above)

Team Cups = non-uniform day


22

Lunchtime Plan for Behaviour …






Or serious ‘one off’ incidents such

as fighting, biting or spitting.

Follow up for ongoing issues…..

Reminder (attention drawn to rule in positive

language)

Verbal warning

Name recorded in MDSA notepads. Senior MDSA to

pass to Class Teacher for follow up.

Sent to member of SLT and behaviour/restorative

sheet completed (internal seclusion – miss

break/lunch). According to severity of incident this

may mean at the next break/lunchtime this is

repeated and so on……

Senior MDSA completes inclusion referral form for

pupils of concern – pass to SENDCO (ELSA team)

Sent to Headteacher or Deputy. Parents spoken to

and additional monitoring put in place.

SENDCO/Inclusion team may be informed and

individual behaviour plan devised by SENDCO/SLT

23

Appendix 3 – Playtime and Lunchtime Code of Conduct

PLAYTIME AND LUNCHTIME

CODE OF CONDUCT

• Listen carefully to the Midday Supervisors – respect their decisions and follow instructions immediately

• Make good choices about games- no play fighting.

• Only use the field when it is open – see display board on UKS2 building

• Ensure you are wearing a coat when instructed- see display board on UKS2 building

• Stay in the agreed areas – keep in sight of staff

• Use equipment carefully and look after it - do not throw or kick balls at windows or doors or throw equipment onto the roof

• Follow the school football rules and use the leather ball only under supervision

• Play equipment and climbing apparatus is for sharing - do not hide equipment away

• Only staff move the football goal posts – unless a member of staff asks you to help move them

• Play sensibly in the woodland area and no climbing trees

• Walk into lunch when called by adults

• Select the lunch that you chose at morning registration

• Toilets are not play areas

• Sun hats must be worn when instructed by adults

• Football and kicking balls is only permitted on the field.

• Only quiet activities take place in the sensory garden – no running around in this area

• Key Stage 2 pupils use the Year 3 doors to come into school from the playground

• The Upper Key Stage 2 building is closed from 12.15 – 12.40. During this time use the Year 3 toilets

24

Appendix 4 – ABC / Functional Analysis

ABC Log

Name of Child Class

Date Session /

Time

Antecedent Behaviour Duration of

behaviour

Consequence

25

SchoolSafe functional analysis Name

Date

Description of target behaviour

Frequency

Intensity

Duration

Where does behaviour occur ( also consider where it doesn’t occur)

With whom

Function

Physiological

Safety

Love, affection and belonging

Self esteem

Review date

26

Appendix 5 – Risk Assessment for Behaviour Templates and Behaviour Support Action Plans (5As)

Reference Number:

Page 1 of 2

Pupil

School

Assessment date Review date

Description of assessment

e.g. activity, equipment, environment

Types of hazard(s) identified

(assuming no controls)

Who might be harmed

and how

Likelihood

(1, 2, or 3)

Severity

(1, 2, or 3)

Risk Rating

(H, M or L)

What are you already doing?

Do controls

reduce risk to

acceptable

levels?

27

Reference Number: Action planning

Page 2 of 2

Hazard Do you need to do anything else

to control this risk?

To Be Actioned By: [Name

of Person]

Date to be

Done By:

[Date]

Checked and

Signed off By

[Name]

Date Checked

and Signed off

[date]

Example: Angry pupil lashing

out at staff and pupils.

Example:

Staff: Behaviour support plan/5A plan

to be completed and shared. Staff

physical intervention training.

Pupil: Monitor behaviour, report

incidents, complete F/A, identify early

intervention strategies, complete BSP

and 5As.

Other pupils: As above.

Example:

1:1 TA and class teacher to

monitor behaviour, report

incidents, complete FA. Complete

risk assessment with SENCO and

SLT. Strategies to be cascaded

to other staff.

Example:

Immediately –

no later than

xx/xx/xxxx

[Signature and

Name]

[xx/xx/xxxx]

Assessors Name: Assessors Signature: Date:

28

Action 5 As

NB – it was hard to identify which of these actions are anger and which are aggression.

Child: What action do they take? What have they done in the past?

Staff: How will we keep the situation safe?

Aggression

Child: Where does their aggression focus? Staff: How will we de-escalate the behaviour? How will we keep people safe?

Anger Child: What are the behaviours/signs we see when the child becomes angry?

Staff: How do we support them in self managing?

Anxiety

Child: What are the physical signs we see when the child becomes anxious?

Staff: What can we do to try and reduce anxiety?

Known triggers

Child: What are the known triggers for this child? Staff: What are we going to do as a team to avoid the triggers?

29

Appendix 6 – EXAMPLES Behaviour Ladders and - Copies for use available on TDrive / SEN Behaviour Ladder for: Date

What helps? Remember ...

Text box

Text box

Text box Text box

Text box

Text box Text box

Text box Text box

Text box Text box

Text box Text box

Text box Text box

Text box

Text box

Text box

30

Behaviour Plan - Date

Year group Review by ?

Classroom Learning

E.g ? is listening and learning, and not stopping the teacher teaching and the others’ learning.

? will learn as much as he/she can. Teachers, parents and classmates will be happy.

? is calling out or making noises.

? will receive a warning. Adults may suggest a ‘time out’.

? is rude, argumentative or offensive to others.

? will be told to move to small group room.

? refuses to leave or behaviour escalates. The Senior Leaders called to take ? out of class and additional sanction will be set. Parents informed.

Additional sanctions, depending on severity of dysregulation, may be: missed break, call home, working in

headteacher’s office, loss of break time or lunchtime play, loss of privileges/class rewards, internal exclusion, fixed

term exclusion.

31

Break times ? is playing with and speaking to the children well. Other children feel safe around H and are not hurt by him.

? will have happy break times and lessons. Teachers, parents and classmates will be happy. ? can continue with play, lessons, etc.

? speaks to other children in an unkind way. ? grabs other children during a game. ? tries to intimidate other children.

? will receive a warning. Adults may suggest a ‘time out’.

? continues to be too physical with other children. ? hits, kicks or deliberately trips other children.

? will need to have “time-out” during break time ? will receive a sanction. The Senior Leaders will be called to take ? to office. Parents will be informed.

The above behaviours do not stop or they are happening frequently.

Senior Leaders will consider alternative break times for ? so he is not outside with his peers. Parents will be informed. ? may be a risk of a fixed term exclusion.

Additional sanctions, depending on severity of dysregulation, may be: missed break, call home, working in

headteacher’s office, loss of break time or lunchtime play, loss of privileges/class rewards, internal exclusion, fixed

term exclusion.

32

Behaviour Self-Reflection Sheet Example

What did I do wrong? Which rule did I break? Why did I do it? How was I feeling at the time? How do I feel now?

What do other people think of my behaviour? What will I do to put it right?

What should I do differently if something like this happens again?

Signed __________________________ (pupil) Signed__________________________(teacher) Signed__________________________(member of SLT if required)

Behaviour and Discipline Policy and...

Documents

Transcript of Behaviour and Discipline Policy and...