Consistent Behaviour Policy

May 2017

Head teachers Mrs Michele Nott and Mr Matthew Knox

Signature of Chair Stephen Hillier

Date for Review July 2018

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VersionNumber Version Description Date of Revision

1 Original May 2017

CONTENTS

Page No.

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1. Aims of the policy2. Introduction3. The Law4. School ethos and values5. Responsibilities

5.1 What pupils can expect from staff5.2 What staff can expect from pupils5.3 What staff can expect from their colleagues5.4 What staff can expect from parents5.5 What parents can expect from staff and other

adults at Valley Park Community Primary School

6. Policy Objectives7. What is Positive Behaviour?8. Rewards

9. Expectations at Valley Park Community School for behaviour 9.1 Examples of acceptable behaviour

9.2 Examples of unacceptable behaviour 10. Sanctions and Disciplinary Action 10.1 Stages of consequences/point based policy 10.2 Restorative Justice/Reflection on Actions 10.3 Screening, Searching and Confiscation 10.4 Removal from Class 10.5 Isolation 10.6 Fixed Term Exclusion 10.7 Permanent Exclusion 10.8 Exclusions – The Right of Appeal and Legal Duties 11. Home School Agreement 12. School Rules 13. Pupil Conduct and Misbehaviour Outside the School Premises – What the Law Allows 14. Out of School Behaviour 15. Pupil Support 16. Routine 17. Attendance and Punctuality 18. Rewards and Positive Strategies 19. The Use of Reasonable Force 20. Bullying 20.1 What is Bullying?

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20.2 The Law 20.3 Reporting and Recording Incidents of Bullying 20.4 Tackling Bullying 21. Expected adult conduct when dealing with any behaviour management 22. Criteria for evaluating the success of the policy

List of Appendices

A. ‘Ensuring Good Behaviour’ DfE summary documentB. Class Dojo detailsC. Copy of reward chartD. Examples of behaviour and consequencesE. Stages of consequencesF. Script for restorative justiceG. Home School AgreementH. Language of praise and class dojoI. Incident record sheetJ. Incident slipK. Behaviour tariffL. Points escalationM. Proforma for meetingsN. Pupil Letter 1O. Pupil letter 2

Consistent Behaviour Policy

1. Aims of the policy4

To describe the processes and systems within the school which promote, encourage and reward good behaviour and enable disruptive behaviour to be dealt with consistently and effectively.

It is the aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. Our school’s Consistent Behaviour Policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote the overall well-being of pupils and staff and an environment in which everyone feels happy, safe and secure. The Consistent Behaviour Policy confirms the school’s commitment to: • ensure that each child can develop and achieve his/her full potential, educationally, morally

(and spiritually); • provide a safe and attractive environment where everyone feels welcome, happy and secure;

free from disruption, violence, bullying and any form of harassment • provide each young person with the motivation and confidence to learn effectively; • promote self-esteem, self-discipline, proper regard for authority and positive relationships

based on mutual respect; • promote a culture of praise and encouragement in which all pupils can achieve; • provide every pupil with appropriate high quality teaching through a broad and balanced

curriculum which is appropriately differentiated to meet each pupil’s individual needs; • teach children to respect themselves and others and to take responsibility for their own action

and behaviour; • help teachers and other staff manage behaviour problems that can inhibit effective learning for

all children, and to realise that we cannot always deal with problems by ourselves and that we have colleagues who are willing to assist;

• help young people to understand how behaviour affects others and the world around them; • create a partnership of support and effective communication between home, school and

the wider community; • provide young people with an informed view of life and develop a strong sense of right and

wrong enabling them to become thoughtful, caring members of society; • value each and every child regardless of ability, race, gender or religion; • maintain, develop and consistently apply high standards within the school and enable teachers

to develop and use their own professional expertise. The aim of this Policy is to determine the boundaries of acceptable and unacceptable behaviour, and introduce rewards and sanctions and to determine how they will be fairly and consistently applied. In order to achieve this, the school will: • make clear its expectations of good behaviour, through assemblies, class/school council

meetings and in published documents; • reward achievements, reward Class Dojo points leading to certificates and prizes etc. • treat every member of the community as individuals and respect their rights, values and beliefs;

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• create a zero tolerance environment against all instances of bullying or discrimination on the basis of race, gender, ability or cultural differences;

• provide positive examples for modelling behaviour; • promote good relationships and a sense of belonging to the community; • intervene early to challenge undesirable behaviour; • follow and apply consistently clear guidelines when responding to instances of unacceptable

behaviour. The implementation of these aims must imply that adults working within the school accept a commitment to their collective responsibility for the emotional and social development of all members of the community. Time and attention must be focussed on positive dialogue (at every level) with children. We must avoid reinforcing negative and attention seeking behaviour by giving it the benefit of our responses, unless we can find no other way to resolve a situation. Sanctions should not include exclusion from curriculum areas or activities which children enjoy thus depriving them of opportunities for success. Sanctions should also be specific to the child, and not affect the whole class, unless it is a whole class issue.

2. Introduction

This document sets out the framework of the Valley Park Community School approach to encouraging good behaviour which enables young people to develop and thrive in a stimulating, well ordered and caring environment. Our framework is known as the Consistent Behaviour Policy.

It is expected that agreed alterations and modifications will be made. At all times stakeholders will be made fully aware of such changes. The Consistent Behaviour Policy should be successful in:i. Reducing staff work load both through increased efficiency;ii. Ensuring that all pupils, regardless of ability, age and gender are engaged in the process of praise, recognition and rewards;iii. Supporting staff in the classroom. Ensuring that teachers can positively teach children who want to learn and who behave in a conducive way that promotes good progress. Furthermore, teachers should not have to suffer constant disruption;iv. Making the school a calm and purposeful learning environment in and around school, every day.

Without doubt, the essential prerequisite for the Consistent Behaviour Policy to be successful is a consistent commitment from all staff to operate within the agreed framework every day. It is one of our non-negotiable expectations of all staff. Therefore it is given high priority and not an optional policy or framework. Any members of staff who ‘opt out’ of the agreed framework should be prepared to face the consequences.

All teachers must recognise praise and reward all pupils as a matter of agreed policy. TAs and non-teaching staff will also be expected to formally praise and challenge pupils whenever it is appropriate to do so.

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Staff must have a thorough understanding of the Consistent Behaviour Policy and operate within it for the use of sanction and reward. Sanction is not up for debate or negotiation. The rules are the rules, the framework is the framework.

3. The Law

In their document ‘Ensuring Good Behaviour in Schools’, the Department for Education (DfE) has set out the legal powers and duties that govern behaviour and attendance in schools and explains how they apply to teachers, governing bodies, pupils and parents. A summary of this document is replicated at Appendix A.

Every school must have a Behaviour Policy in order to meet the requirements of Section 89 of the Education and Inspections Act 2006 (maintained schools)/Independent Schools Standards Regulations 2010 (Academies). The Governing Body is responsible for setting general principles that inform the Behaviour Policy. Trustees and Proprietors of Academies, Independent and Free Schools are required to have a ‘Policy on Behaviour Principles’ (DfE – Policies and other Documents that Governing Bodies and Proprietors are required to have by Law – January 2014). Head teachers are responsible for developing the Behaviour Policy, based around the ‘Principles’ required by the Governing Body or Proprietor, and deciding the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, rewards for good behaviour and any disciplinary penalties for breaking the rules. The Behaviour Policy must include measures to prevent all forms of bullying among pupils. This Policy should be read in conjunction with the following school policies and procedures

• Special Educational Needs Policy • Health and Safety Policy • Admissions Arrangements • Complaints Procedure • Safeguarding and Child Protection Policy • E-safeguarding Policy• Positive Handling Policy • Attendance Policy• Whistle Blowing Policy • Administering Medicines Policy • Educational Visits Policy • Home School Agreement • Exclusion Policy

4. School Ethos and Values

Valley Park Community Primary School is fully committed to every child receiving the very best education and to ensuring that all pupils reach their full potential. In order to achieve this, teachers aim to deliver outstanding lessons and the school rightly has high expectations of its pupils. We expect all members of the school community to behave well, work hard, achieve high standards appropriate

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to their learning abilities, show respect for one another and to ensure that Valley Park Community School is a positive and safe place to be.

For the school to achieve a positive ethos it is essential that all members of the school community work well alongside each other and develop positive working relationships (this includes all staff and other adults working in the school, pupils and parents). Having a positive ethos helps to ensure good behaviour from pupils in school. Young people learn by example and as such, having high standards of behaviour expectations from all parties involved in their education will create adults with similarly high behaviour standards.

Through the promotion of pupils’ spiritual, moral, social and cultural (SMSC) development within the curriculum, we will positively promote fundamental British values. In order to achieve this we will:

enable pupils to develop their self-knowledge, self-esteem and self-confidence; enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; encourage pupils to accept responsibility for their behaviour, show initiative, and to understand

how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect of their own and other cultures;

encourage respect for other people; encourage respect for democracy and support for participation in the democratic process, including

respect for the basis on which the law is made and applied in England.

We recognise that consistency is crucial in maintaining high standards of behaviour alongside a culture that celebrates success and is not based solely on sanctions. To this end, Valley Park Community Primary School is committed to promoting and rewarding good behaviour. We are also committed to a united approach to managing behaviour in and out of school. Valley Park Community Primary School will not tolerate bullying or intimidation of any description. A complaint of bullying will always be taken seriously.

5. Responsibilities

The commitment of staff, pupils and parents is vital in order to develop a positive whole school ethos. The expectations of staff, pupils and parents/carers are outlined below. 5.1 What Pupils Can Expect from Staff

You may expect staff and other adults in the school to:

• plan and deliver good / outstanding lessons which engage and motivate you to achieve; • allocate sufficient time for each task; • be enthusiastic and develop positive working relationships with you and your peers in their

classes; • celebrate the success of pupils in lessons, after school activities and assemblies; • encourage all pupils to contribute to the work in hand;

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• communicate both successes and concerns with parents; • have a well organised room; • mark or give feedback on work as soon as possible; • set homework appropriate for the age and abilities of each pupil; • treat you fairly; • eliminate or control hazards which may cause you harm; • use a range of non-verbal and verbal cues to encourage good behaviour and limit inappropriate

behaviour; • be approachable and listen to you at appropriate times; • always take seriously any complaints of bullying or inappropriate behaviour reported to them; • display your work; • set high expectations, clear boundaries and regularly agree classroom and behaviour

expectations; • use rewards and, where necessary, sanctions consistently; • model the behaviours you wish to see.

5.2 What Staff Can Expect from Pupils

Staff may expect you to:

• arrive at lessons on time; • enter the classrooms quietly; • wear full school uniform correctly; • sit where you are told to sit by the teacher or any other member of the school staff; • have equipment and books for lessons, • follow classroom rules and procedures and not disrupt the learning of other pupils; • follow instructions given by staff and other adults without arguing; • listen attentively to the teacher who will explain the lesson, what you are going to do, why and

how; • put up your hand to indicate you wish to speak; • use appropriate language; • listen to others’ ideas and work co-operatively; • tell the truth and learn from your mistakes; • care for the classroom and resources, respecting others’ property; • value other individuals and their contributions to lessons; • lead by example creating a good role model for younger pupils in the school; • accept responsibility for your behaviour; • consider the needs of all the other people in the classroom; • use ICT in accordance with school policy; • be responsible when using online technologies and not compromise the professional integrity of

staff or other adults in the school community; • report to a teacher or other adult any bullying behaviour by others including bullying with the

use of technology (cyber bullying); • behave appropriately when outside school; • be an ambassador for the school.

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5.3 What Staff Can Expect from their Colleagues You may expect your colleagues and other adults in the school to:

• treat you with respect; • work and co-operate with you for the overall good of the school community; • respect your values and individual beliefs; • treat all pupil and staff issues with the highest standards of confidentiality; • offer support when appropriate; • be aware of your job remit and respect its boundaries; • use ICT appropriately and in accordance with the school’s Acceptable Use Policy; • be aware of and consider the possible implications for the school, colleagues and themselves

when posting inappropriately on Social Network Sites;• use on-line technology appropriately and not compromise the professional integrity of

colleagues or other adults in the school community. 5.4 What Staff Can Expect from Parents

Staff and other adults in the school may expect parents to:

• treat you and your colleagues with respect; • treat other parents, pupils and visitors to the school with respect; • behave responsibly whilst on school premises; • report any incidents of bullying including cyber bullying as soon as they are discovered so that

the issue can be dealt with promptly by school staff; • ensure that their child arrives at school on time; • ensure that their child is dressed appropriately, in school uniform with any necessary

equipment e.g. PE kit; • ensure that their child attends school regularly and contact the school in the event of an absence

or lateness; • encourage their child to achieve their very best in school; • encourage their child to have high standards of behaviour in and out of school; • support the school’s policies, strategies and guidelines for behaviour; • work with school staff to help their child accept responsibility for their behaviour and actions; • inform the school of any concerns or problems that may affect the child’s work or behaviour; • support their child’s homework and other home-based learning activities; • support the school in its use of rewards and sanctions; • take some responsibility for the behaviour of their child; • discuss any issues of concern with the class teacher or Head teacher in a calm and non-

aggressive or threatening manner; • consider the implications of posting inappropriate or defamatory details on Social Network sites

and the detrimental effect inappropriate comments can have on individuals and the school as a whole;

• support the school’s approach to e-safety which includes not uploading or posting to the internet any pictures, video or text that could upset, offend or threaten the safety of any member of the school community or bring the school into disrepute;

• recognise the need for security and not create online media “on behalf” of the school without the Head teacher’s express permission.

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5.5 What Parents Can Expect from Staff and other adults at Valley Park Community Primary School

You may expect staff and other adults working in the school to:

• treat you with respect; • set high standards of work and behaviour for all children in their care; • encourage your child to do their best at all times; • deal promptly with any incidents of bullying regardless of whether your child is seen as either

the bully or the victim; • impose sanctions consistently in accordance with this policy and the school system; • promote positive behaviour and reward such behaviour in accordance with this policy and the

school system; • promote positive behaviour beyond the school gates and impose sanctions for inappropriate

behaviour which reflects negatively on the school and its values; • discuss your child’s actions with them, give a warning and ensure that your child knows what

the consequences will be should they continue to misbehave. All sanctions will be carried out; • provide a balanced curriculum in order to meet the needs of each child; • keep you informed about general school matters, and your child’s individual progress; • let you know if there are any concerns about a child’s work, attendance or behaviour; • support the child’s homework and other home-based learning activities.

6. Policy Objectives

• To reward and praise children for their positive behaviour e.g. thank you for walking in the corridor, well done for staying on task and working quietly etc.

• To offer the children a challenging, relevant and interesting curriculum, a stimulating environment and an orderly routine. The curriculum will support the development of positive responses to others, and a sense of responsibility and co-operation e.g. school council, debate, drama activities etc.

• To promote the five agreed school rules.• To maintain a healthy balance between rewards and agreed sanctions, and be consistent in

their deployment.• To have high expectations of the children so that they give of their best, value themselves and

what they do.• To offer children the opportunity to take responsibility and reflect on their actions. Support

children in the development of the skills needed to deal with aggressors by being powerful without using violent or abusive retaliation.

• To promote self-esteem, teach children to challenge “aggressors” verbally by using language like “stop it, I don’t like that”, and likewise develop a respect for that challenge from all children.

• Encourage all children to be actively involved in the implementation of this policy by helping them to take charge of situations verbally e.g. “you’re supposed to keep the ball at that end of the playground – over there by the gate.”

• To promote home school partnership through the Home School Agreement, Class Dojo including class and whole school stories, the use of letters (see appendix) and the recognition that we need to seek ABSOLUTE parental support for our “don’t hit back” policy.

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7. What is positive behaviour?

Positive Behaviour is demonstrated by pupils when:

• they spontaneously follow rules and routines and match realistic teacher expectations;• they are motivated to learn and take a full part in school life;• they value their strengths and attempt to build on them;• they identify areas for development and work on them with perseverance; • they exercise autonomy in their behaviour and learning, and are able to stop and think before

acting;• they relate positively to others;• they can express and deal with their feelings appropriately;• they can talk about their thoughts, feelings and behaviour.

To learn these skills Valley Park Community Primary School will focus on 5 specific learning behaviours, which are the main categories for positive Class Dojo points.

• Courage• Concentration• Respect• Resilience• Imagination

8. Rewards

All children will be awarded points using the Class Dojo system (see details in Appendix).

Certificates will be awarded as children reach the allocated number of points below:

Bronze certificate Awarded for 250 points Certificates presented during Friday Celebration Assembly

Silver certificate Awarded for 500 points Certificates presented during Friday Celebration Assembly

Gold certificate Awarded for 750 points Certificates presented during Friday Celebration Assembly

Red certificate Awarded for 1000 points Certificates presented during Friday Celebration Assembly

Orange certificate Awarded for 1250 points Certificates presented during Friday Celebration Assembly

Yellow certificate Awarded for 1500 points Certificates presented during Friday Celebration Assembly

Green certificate Awarded for 1750 points Certificates presented during Friday Celebration Assembly

Blue certificate Awarded for 2000 points Certificates presented during Friday Celebration Assembly

Indigo certificate Awarded for 2250 points Certificates presented during 12

Friday Celebration AssemblyViolet certificate and prize Awarded for 2500 points Celebrated during a special

assembly with governorsTea Party Invite Invite for significant

contribution to British Values / School life / Champions

Tea partyPhoto in book/display

Governors Awards Prize at end of year NewsletterPhoto in book/display

Diamond Dojos Top 20 Club

Each week there is a league table of the top 20 pupils withthe most Dojos in the whole school. The Top 20 Diamond Dojo notice board is in the dining halland is updated weekly.Each half term the photos of the Top 20 pupils will be added to the Diamond Dojo notice board. These pupils will be given rewards for this achievement in school and will receive certificates in assembly from Governors.

Records of the weekly top 20 Dojo winners and half termly dojo winners will be kept.

9. Expectations at Valley Park Community Primary for behaviour

It is absolutely essential that everyone at Valley Park is aware of the importance of consistency when rewarding behaviour or when putting consequences and sanctions in place. Everyone must also understand the importance of consistent expectations. For example:All staff should expect children to

ALWAYS open the doors for people ALWAYS pick items up from the floor ALWAYS sat “Good morning (Mr Allison)” when adults are seen ALWAYS say “Thank you” for certificates, equipment etc.

The following sections give some very clear examples of acceptable and unacceptable behaviour. These are also listed in the Appendix.

9.1 Examples of Acceptable Behaviour:

• Being polite and helpful to all staff, visitors and to each other • Children doing as they have been asked by an adult in charge without arguing • Children being silent when they are asked to be silent

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• Arriving on time in the morning • Children making it easy for everyone to learn and for the teacher to teach • Walking calmly and quietly around the school • Keeping the school clean and tidy • When in the playground asking an adult(s) on duty to help sort out disputes

9.2 Examples of Unacceptable Behaviour:

• Constant interruption during a lesson or assembly • Refusing to work • Refusing to do as the adult has asked – un-cooperative behaviour that makes • Difficult for the teacher to carry out their duties • Preventing others from working • Deliberately damaging property or equipment • Damaging or spoiling the work of others • Rudeness to adults, lying or answering back • Bullying – use or threats (actual or implied) • Leaving the class/lesson/school without permission • Physical attack on another child/adult • The use of offensive, abusive, racist or sexist language intended to hurt or upset another

10. Sanctions and Disciplinary Action

There is a clearly defined process for issuing sanctions in this school. Where possible pupils are issued with a warning to enable them to rectify their behaviour though there are times when the nature of the behaviour does not warrant a warning as it is so serious. The school uses a wide range of consequences for poor behaviour which are outlined in the Appendix. Although this school aims to focus on positives at all times, there are unfortunately occasions when a minority of pupils let themselves, the school and others down through their unacceptable or inappropriate behaviour.

We want pupils to take responsibility for their behaviour and will encourage pupils to do this through restorative justice approaches which enable pupils to reflect on their behaviour and to make amends. This process does not, however, replace consequences. At our school, we know that consistency is essential for pupils to understand what is expected of them and to avoid mixed messages. It is vital that children learn early on in life that there are always consequences for poor and unacceptable behaviour which undermine the positive atmosphere of our school community.

Sanctions will result in the recording of negative points on SIMS, using various different levels. The table in the Appendix clearly gives the level, examples of such behaviour and possible consequences/sanctions including the number of negative points given.

10.1 Stages of consequences/Point based policy

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When a particular misdemeanour takes place an identified sanction or range of protocols must follow. The protocol is not open to negotiation or debate. This is the key area of consistency.

The following rules and expectations apply to the classroom:• Teachers will expect pupils to settle quickly at the beginning of all lessons• Pupils will be expected to do as they are told by staff – first time, every time• Pupils will be expected to listen carefully when the teacher or another person is talking• Pupils will always be expected to try their best without disturbing others

Warning protocol

During all lessons we have a 7 stage system.Unacceptable behaviour includes all that is disrupting teaching and learning and/or is behaviour/attitude which is producing sub-standard work.

Stage 1Verbal Warning

The adult gives an explanation and a rule reminder and why the behaviour displayed in inappropriate.

Stage 2Name on board

Pupils name is put on whiteboardNo reminder is necessaryThe first warning should not be given as a blanket warning to the full class

Stage 3Tick against name

The pupil moves seat to where the teacher decides. The teacher places a tick against the pupil’s name on the board

Stage 4Second tick against name

A final warning is punished by a teacher sanction.The teacher records the behaviour leading to this warning and the action taken on an incident record sheet and ticks appropriate boxes on the reverse side including action taken. This is placed in the Senior Learning Mentors’ room by 3.30pm unless urgent action is required (see SLT On Call.) Staff are expected to make sure that the child completes the Pupil Letter as part of the sanction; this should be done at the next available time (break/lunch) with the member of staff. Once the sanction has taken place it is up to the member(s) of staff concerned to decide upon an appropriate ‘follow-up’ strategy with each pupil’s case being viewed individually.Pupil must be told that this is their final warning andnegative points will be recorded.Teacher organises message sent to parents on Dojo or letter written home.Stage 4 means minus 5 minutes for Golden Time

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Stage 5On Call

If problems persist On Call is requested by phoning 206.On Call takes the pupil to the Isolation Room where they write out behaviour protocols/rules and complete work set.On Call might involve SLT remaining with pupil in class to help support or re-engage.Teacher completes incident record sheet or adds to previous form.SLT organises letter home from pupil, message sent to parents on Dojo or letter written.If a pupil fails in isolation he/she will be excluded for a fixed term period.If pupil remains in isolation he/she loses 10 minutes from Golden Time.

Stage 6Internal Exclusion

Internal Exclusion is a planned period out of class as a consequence.Incident record sheet completed and letter home from pupilMeeting with SLT / Parent - recorded on proforma in appendix and placed on CPOMSIn Internal Exclusion there is no communication with other pupils; this includes break and lunchtimeIf a pupil fails on Internal Exclusion he/she will be excluded for a fixed term periodAny period of Internal Exclusion means no Golden Time for that week

Stage 7Fixed Term Exclusion

Exclusion – fixed termIncident letter completedLetter Home from pupilMeeting with SLT / Parent – recorded on proforma and placed on CPOMSNo Golden Time

Once white slips have logged in SIMS, they will be returned to teaching staff so that they can see the action taken and the points allocated. Teachers are responsible for messaging parents about incidents up to Stage 4. SLT to contact parents from Stage 5 onwards.

10.2 Behaviour points

We operate a point based system. All behaviour incidents are recorded. Each behaviour is attributed a number of points. The scale we operate within is on a tariff of 1-5 points per behaviour. The more severe the behaviour, the higher the allocated points.All points are recorded on our Sims.net database. The points are cumulative and add up to provide a picture of a pupil’s behaviour throughout the academic year. The tariff we operate within is subject to

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change and may be modified throughout the year to meet the needs of the school. Each child begins at 0 points in September.

We have very well defined trigger points for intervention with pupils during an academic year. The following points of escalation are clearly set:

Points Possible Optional Support List

SEND Interventions

0-10 Teachers phone/ meet parentsComplete proforma and save

on CPOMS

• Crime Youth Team referral

• Homework Club• Off-site

alternative provision

• Ed. Psych• TAF Meeting• CLA Meeting• CAMHS• Counsellor• Social time

supervision• Peer mentoring• Anger

management• Behaviour Team

(in-class support)• Nurture Group• Mentoring

Programme• LSS Assessment• SOVA referral• MAST referral• FCAF• Supporting letter

for parents for Ryegate, Centenary House or Housing

• 1 to 1 SEND support• Pen portrait• Literacy intervention• TA support• Units of Sound

(spelling intervention)• Speech and Language

withdrawal• ASD support (1 to 1)• Dyslexia support or

intervention• Turnabout• Handwriting• Referrals tooutside agencies(Speech and Language,Autism Team, HearingImpairment Service, VisualImpairment Service etc)

11-20 Teacher, SENCO, SLT phone and meet parents

Complete proforma and save on CPOMS

21-30 HT, SENCO/Behaviour Lead, other agencies phone and

meet parentsComplete proforma and save

on CPOMS31-49 Formal meeting of parents, SLT

and other agenciesComplete proforma and save

on CPOMSAgreement and contract signed

Support plan and FCAF

50-100 Governors’ PanelLetter to parents

101 - 150 Formal review

150 Permanent exclusion

When a pupil gets to:50 behaviour points – Governors’ PanelAt 50 behavioural points a formal meeting occurs in school. The parent and the pupil must attend a disciplinary meeting. A formal warning is issued to the pupil. The meeting is conducted by aHeadteacher in the presence of School Governors. The facts and context are shared with the Governors. The pupil, parent and senior leader sign a formal warning contract. At the meeting it is made very clear that this is a formal warning and further instances of poor behaviour may result in permanent exclusion.

100 behaviour points – Formal Review of Governors’ PanelAt 100 behavioural points a second formal meeting occurs in school. The parent and the pupil must attend a disciplinary meeting. A final formal warning is issued to the pupil. The meeting is conducted by

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a Headteacher in the presence of School Governors. The facts and context are shared with the Governors. The pupil, parent and Headteacher sign a final formal warning contract. At the meeting it is made very clear that this is a final formal warning and further instances of poor behaviour may result in permanent exclusion.

150 behaviour points- Permanently ExcludedAt 150 behavioural points the Headteachers meet to discuss the permanent exclusion of a pupil. A decision is made, taking into account the following:

The pupil’s previous record The threat to the health, safety and welfare of those in the school community. The effect on other pupils in relation to their learning entitlement. The threat to the school standards and behaviour. The detriment the incident has had on the school’s reputation. The precedents – how other pupils have been treated in similar cases (when appropriate)

We reserve the right to permanently exclude any pupil at any point for persistent breaches of the Consistent Behaviour Policy. We will permanently exclude any pupil where allowing them to remain in school would seriously harm the education or welfare of the pupil or others in the school community. We also reserve the right to issue a Formal or Final Formal Warning at any point. Equally, ‘one off’ incidents can lead to permanent exclusion as set out in our Exclusion Policy.

At the beginning of each academic year, a pupil will start at 0 points. However, previous behaviour history is recorded and monitored.

5th Ever Exclusion - Headteacher Meeting:To ensure previous poor behaviour is not ignored, when a pupil receives their 5th ever exclusion for a fixed term period, a meeting between the Headteachers is conducted. At the meeting the Headteachers consider the permanent exclusion of the pupil, using the criteria set out above (see 150 behaviour points). The context of the exclusions and the time frame that they have occurred will also be taken into consideration, in line with the school exclusion policy.

10.3 Restorative Justice/Reflection on Actions

Restorative justice is a process which restores relationships where there have been problems. It is an opportunity for both sides to explain what happened and to try and come up with a solution. Where there has been an issue the individuals involved will meet with a mediator who will ask them three main questions:

• What happened? • Who else has been affected by this? • What can be done to prevent this happening again?

The questions have been designed so that both sides have an opportunity to hear the situation from each other. It enables them to think about how this may have affected the other person but also the other pupils and their learning. By doing this and coming up with solutions it encourages both parties to take responsibility for their actions and make them aware of the impact they are having on others. It is also very helpful to hear the other side of the story and really appreciate why others may be upset. It is vital that both sides feel that they will have their turn to speak and listen.

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Restorative justice works extremely well if there has been a repeated problem for a pupil and member of staff. This is because it gives them an opportunity to air their differences, appreciate how the other feels, and move on in a positive light, always with the aim to solve the problem, move on and prevent the same situation arising again.

Restorative justice also works very well when pupils fall out with each other, allowing them to see the impact of their actions, apologise if necessary and put it behind them.

Meetings are always held in a neutral place with a mediator who is not involved. The mediator’s job is to keep everyone calm and civil and help those involved to move forward to restore the relationship.

Reflection on actions is normally used to allow the individual to reflect on their behaviour and to allow the pupil to decide for themselves why their behaviour was inappropriate and how it might have affected others in the school. Pupils are generally asked to write down their reasons for the behaviour and how that behaviour could be improved or what alternatives to the inappropriate behaviour might have been possible if the same circumstances arise again.

10.4 Screening, Searching and Confiscation

The school follows Government advice when confiscating items from pupils which is outlined in their document “Screening, Searching and Confiscation – Advice for Head teachers, Staff and Governing Bodies – February 2014 (A copy of this document is available from the school on request or to download from the DfE Website).

The following items are what are termed ‘Prohibited Items’ and their presence on school premises or if found on an individual pupil will lead to the highest sanctions and consequences:

• Knives • Firearms/weapons • Illegal drugs • Alcohol • Fireworks • Tobacco and cigarette papers • Pornographic or unsuitable images • Stolen items • Any article that the member of staff (or other authorised person) reasonably suspects

has been, or is likely to be, used: i) to commit an offence, ii) to cause personal injury to, or damage to the property of, any person (including the pupil)

Head teachers 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. The following are items which are banned by the school under the school rules:

• Mobile phones used in class • MP3 players or similar used in class • Jewellery not in accordance with the school uniform policy • Lighters or matches

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The school will confiscate any electronic items being used inappropriately on the premises such as mobile phones, MP3 players etc. Pupils are allowed to bring these to school on the understanding that they remain switched off and are signed in at the school office at the start of the day. Staff in this school have the right to confiscate, search and ultimately delete any media which they “reasonably suspect” is being used to bully or otherwise cause an individual harm. This would normally be done with a member of the Senior Leadership Team and with parental engagement. Pupils wearing any accessories or jewellery which do not follow the School Uniform Policy can expect to have these items confiscated. Any confiscated items will be logged and kept in the school office and made available for collection at the end of the school day. Where a pupil repeatedly flouts the rules, they may be asked to hand in items at the beginning of each day to reduce unnecessary time wasting for teachers. For repeated offences of this nature, parents will be asked to collect confiscated items. Where items are not collected, the school will dispose of them at the end of each term.

Pupils found with tobacco and/or cigarette papers will have these confiscated and destroyed whether they are found to be smoking or not. They will also be issued with a sanction for bringing tobacco on to school premises. Pupils will also receive sanctions for smoking near the school and on their way to and from school.

Staff have the power to search pupils with their consent for any item banned under the school rules. This includes searching bags, classroom drawers and lunchboxes. Where items are ‘prohibited’ as outlined above, these will not be returned to pupils and will be disposed of by the school according to the DfE advice and statutory guidance ‘Screening, Searching and Confiscation – Advice for Head teachers, staff and Governing Bodies’. Pupils must not bring any of the items listed above on to school premises. The school will automatically confiscate any of the ‘prohibited’ items and staff have the power to search pupils without their consent for such items. There will be severe penalties for pupils found to have ‘prohibited’ items in school. In certain circumstances this may lead to permanent exclusion.

10.5 Removal from Class

Where a pupil fails to respond to repeated warnings and reminders to improve an aspect of behaviour which disrupts the learning of others, they can be removed from class and sent to a member of the Senior Leadership Team. In such circumstances, the pupil will automatically receive a sanction. Pupils may also be removed from class for more serious misconduct without the use of warnings.

10.6 Isolation

Isolation is an extremely serious sanction. In addition to the classroom rules, pupils are not allowed to communicate with other pupils and must put their hand up to communicate with the adult supervising. The warning protocols within Isolation are the same as the warning protocols in classrooms. Pupils will be isolated in the fullest sense of the word. Break and lunch time will be taken in the Isolation room and at no point will the isolated pupil be allowed to socialise with other pupils. The duration of the day in the Isolation Room will be from 8.50am to 3.20pm. Supervision at break and lunch will be assigned by the Senior Learning Mentors.

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If a pupil in Isolation is removed by ‘On- Call’ following a final warning, they will be excluded for a fixed term period. On the pupil’s return they must repeat Isolation satisfactorily before they are able to return to mainstream lessons.

The level of commitment displayed by the pupil in Isolation will also be monitored at the end of each period. We expect full commitment and pupils to engage in their work. A pupil who works satisfactorily or better will re-join mainstream education after their allocated time. However, where the pupil has failed to meet our expectations in work produced and commitment, the isolated period will be repeated until at least satisfactory progress has been made.

10.7 Fixed Term Exclusion

We will endeavour to avoid exclusion from school at all costs. A decision to exclude a pupil for a fixed period is taken only in response to very serious breaches of the school’s Consistent Behaviour Policy, including persistent disruptive behaviour, where these are not serious enough to warrant permanent exclusion and lesser sanctions are considered inappropriate.

10.8 Permanent Exclusion

A decision to exclude a pupil permanently will be taken only:

a) In response to serious breaches of the school’s Consistent Behaviour Policy; and

b) If allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school

A decision to exclude a pupil permanently is a serious one and will only be taken where the basic facts have been clearly established on the balance of probabilities and taking into account all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the whole school community. It will usually be the final step in a process for dealing with disciplinary offences following a wide range of other strategies which have been tried without success. It is an acknowledgement by the school that it has exhausted all available strategies for dealing with the pupil and will normally be used as a last resort.

There will, however, be exceptional circumstances where, in the Head teacher’s judgement, it is appropriate to permanently exclude a pupil for a first or ‘one-off’ offence.

10.9 Exclusions - The Right of Appeal and Legal Duties

Depending on the type of exclusion, in most cases, parents have the right to make representations to the governing body (or discipline committee). In all cases of permanent exclusion, parents have the additional right to appeal to an independent appeal panel.

The school has a duty to provide suitable full-time education for the excluded pupil from the sixth school day of any fixed period of exclusion of more than five consecutive school days. Local Authorities have a duty to provide suitable fulltime education from the sixth school day of a permanent exclusion.

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11. Home School Agreements

We are required to have, and to ask parents to sign, a Home School Agreement that outlines the responsibilities of the parent and the school; including those around behaviour. These are signed as part of the admissions pack and after any Fixed Term exclusions. A copy of this is in the Appendix.

12. School Rules

These set the boundaries within which the school operates. They are based upon a set of “individual human rights” that include:

• The right to feel emotionally and physically safe • The right to be happy • The right to be able to work hard and make progress • The right to be treated fairly

Valley Park Community School has the following rules throughout school:

At Valley Park we:

1. have kind hands2. use kind words3. listen4. show pride5. walk like champions

The school rules will be:

• reviewed annually in September (School Council) and shared with all the community;• always limited in number (5 max); • written in positive terms;• displayed throughout school; • taught and promoted in assemblies, in class, through SEAL work, through P4C work and

reinforced throughout the school year;• CONSISTENTLY applied (to everyone);• shared with parents each year.

13. Pupil Conduct and Misbehaviour Outside the School Premises - What the Law Allows

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

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travelling to or from school; or wearing the 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.

14. Out of School Behaviour This school is committed to ensuring our pupils act as positive ambassadors for us.

Taking the above into account, we expect the following:

• good order on all transport (including public transport) to and from school, educational visits.

• good behaviour on the way to and from school. • positive behaviour which does not threaten the health, safety or welfare of our pupils, staff,

volunteers or members of the public. • reassurance to members of the public about school care and control over pupils in order to

protect the reputation of the school. • protection for individual staff and pupils from harmful conduct by pupils of the school when

not on the school site.

The same behaviour expectations for pupils on the school premises apply to off-site behaviour.

15. Pupil Support

We aim to support all our pupils to ensure that every child succeeds during their time at Valley Park Community Primary School. Where it becomes clear that a child is having on-going difficulties in managing their behaviour, there are a wide range of strategies which are used to support pupils.

• Increased communication between home and school • Individual support plans • Referral to the learning mentors • Support from the Inclusion Team which consists of the SENCo (Special Educational Needs

Co-ordinator), Senior Learning Mentors, and TAs• Small group work or 1:1 support in self-esteem, emotional literacy, anger management,

nurture group sessions, etc. • Additional literacy or numeracy support where this is identified as a barrier to learning

and impacts on the child’s behaviour • Alternative curriculum provision • Referral to outside agencies such as Educational Psychologist, MAST, LSS, etc.

16. Routine

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Routines are essential to allow the smooth running of the school and to provide feelings of security to pupils. Routines will be discussed regularly in each class and there will be a display in every classroom explaining the following:

• Beginning of the day • End of the day • Break / lunch times • Change of activity • Different lessons• Changing for PE • Getting the attention of children – this will be done by the adult/member of staff putting their

hand up as a visual prompt and then counting down from 5• Wet play times

All classrooms will be expected to have a clear visual timetable to reinforce the routines and help children to deal with change.

17. Attendance and Punctuality

The school is required by law to keep a record of pupil attendance. In an emergency, such as a fire, it is essential that we have an accurate record of who is in school. Good attendance and punctuality are essential for good learning. They are also essential skills for later life.

• Parent should telephone or text the school in the morning on the first day of their child’s absence.

• Any absence needs to be explained, on return to school, by a letter or phone call from parent.

Parent should contact the school again if an absence is more than three days. If they do not do so, the school will make attempts to contact them. In some circumstances this may also involve a home visit. Serious lapses in punctuality may lead staff to decide that further action is required.

We strongly discourage parents from taking their children out of school for holidays or family outings during the school term. The Head teacher is no longer able to grant any leave of absence during term time unless there are ‘exceptional’ circumstances. Absences taken without the authorisation of the Head teacher will be recorded as ‘unauthorised’.

We are promoting good attendance by: • Providing a breakfast club • Providing lunchtime activities • Providing The Rainbow Room and associated support for children and families • Use of Senior Learning Mentors • Use of counselling • Use of brain gym and Activate • Rewards and incentives for good attendance • Attendance panels • A creative and engaging curriculum that enthuses and excites children• After School Clubs

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18. Rewards and Positive Strategies When giving rewards to children we need be very clear and explicit as to why we are rewarding a particular behaviour (see Appendix). We must always be aware of the messages being sent to other children. Effective praise helps the child appreciate how their achievement is helped by their own attitude. It acknowledges effort, focuses attention on appropriate behaviour and fosters intrinsic motivation. Some children may not respond to teacher’s verbal praise. They may find public praise embarrassing. We aim to catch children displaying appropriate behaviour and make a professional decision about the appropriate reward. We must ensure we are consistent when rewarding behaviour and avoid giving mixed or confused messages to the children. Rewards and strategies:

• Verbal praise • Class Dojo Points• Approving nod, look, smile etc. • Private praise – including message to parents/carers on Class Dojo• Public praise – including message on Class Story• Stickers, stamps in books, comments on work • Special chair • Letters and postcards home see Appendix • Circle times• Celebration assemblies – class assembly, good work assembly, Friday assembly• Special responsibilities either in class or around the school• Showing work to HT or AHT or other adult significant to the pupil in school

The following are some useful strategies to change behaviour:

• Circle time as a class meeting • Worry boxes • Behaviour diary • Sticker Charts • Parental involvement • Contracts • Philosophy for Children • Learning conversations

19. The Use of Reasonable Force

In order to maintain the safety and welfare of our pupils, it may sometimes be necessary to use reasonable force on a pupil, as permitted by law.

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The Governing Body have taken account of advice provided by the DfE - Use of reasonable force: advice for head teachers, staff and governing bodies and the school’s public sector equality duty set out in section 149 of the Equality Act 2010.

Force is generally used for two different purposes, either to control pupils or to restrain them. Control can mean either passive contact (standing between two pupils or blocking a pupil’s path) or active physical contact (leading a pupil by the hand or arm, ushering a pupil away by placing a hand in the centre of the back).

All members of school staff have a legal power to use reasonable force. This power also applies to people whom the Head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying pupils on a school organised visit.

Any use of force by staff will be reasonable, lawful and proportionate to the circumstances of the incident and the seriousness of the behaviour (or the consequences it is intended to prevent). Reasonable force will be used only when immediately necessary and for the minimum time necessary to achieve the desired result and in order to prevent a pupil from doing or continuing to do any of the following:

• committing a criminal offence • injuring themselves or others • causing damage to property, including their own • engaging in any behaviour prejudicial to good order and discipline at the school or among

any of its pupils, whether that behaviour occurs in a classroom or elsewhere.

Force will never be used as a punishment.

Whether it is reasonable to use force and to what degree, also depends on the age and understanding of the pupil and whether they have Special Educational Needs or disabilities. Medical advice will always be sought about the safest way to hold pupils with specific health needs, special educational needs and disabilities.

Please read the Positive Handling Policy for further information.

20. Bullying

Please read the Anti-Bullying Policy.

20.1 What is Bullying?

According to the DfE document ‘Preventing and Tackling Bullying – Advice for Head teachers, staff and Governing Bodies, bullying may be defined as: ‘’Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally’’. Specific types of bullying include those relating to:

• race, religion, culture or gender; • SEN or disabilities

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• Send siblings • appearance or health conditions; • sexual orientation; • young carers or looked after children or otherwise related to home

circumstances; • sexist or sexual bullying.

It can take place between pupils, between pupils and staff, parents and staff or between staff; by individuals or groups; face-to-face, indirectly or using a range of cyber bullying methods. Acts of bullying can include:

• name-calling; • taunting; • mocking; • making offensive comments; • kicking; • hitting; • pushing; • taking belongings; • inappropriate text messaging and emailing; • sending offensive or degrading images by phone or via the internet e.g. via Social

Networking sites; • producing graffiti; • gossiping; • excluding people from groups; • spreading hurtful and untruthful rumours.

Many experts believe that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.

Cyber bullying can be defined as the use of information and communications technology particularly mobile phones and the internet, deliberately to upset someone else. Cyber bullying that occurs while pupils are under the schools direct supervision will be dealt with in line with this Policy. In cases where cyber bullying occurs while pupils are outside our direct supervision (i.e. at home), parents will be encouraged to report these incidents to the police as criminal laws (such as those pertaining to harassment, threatening and menacing communications) may apply. Parents are also encouraged to report such bullying to the school. If the alleged perpetrator is a member of this school community, the school will take action in line with this Behaviour Policy. The school wherever possible will support parents in this, and may impose a sanction upon the bully where this individual is recognisable.

20.2 The Law

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Valley Park Community Primary School endeavours to comply with the legal requirements placed on schools and the Governing body to determine detailed measures (rules, rewards, sanctions and behaviour management strategies) that ‘’encourage good behaviour and respect for others on the part of pupils and in particular preventing all forms of bullying among pupils’’ Education and Inspections Act 2006 , section 89. The school will exercise its legal powers (as outlined in section 89/5) and (section 91, Education and Inspections Act 2006) as deemed appropriate and practicable.

Schools are required to comply with the new equality duty ‘The Equality Act 2010’. The public sector equality duty has three aims:

• Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act;

• Advance equality of opportunity between people who share a protected characteristic and people who do not share it; and

• Foster good relations between people who share a protected characteristic and people who do not share it.

20.3 Reporting and Recording Incidents of Bullying

Pupils and parents are encouraged to report bullying to any member of staff. Incidents are, in the first instance, referred to the pupil’s Class teacher or a member of the Senior Leadership Team to be investigated, appropriate action taken and parents will be informed promptly using usual school procedures. Pupil voice is important at this school and pupils are encouraged through various means to report any incidents of bullying behaviour which they encounter personally or become aware of. This is reinforced via assemblies, Anti-Bullying Week, PSHCE, P4C and during class/circle time. The Consistent Behaviour Policy also reinforces the school’s expectation as to how members of the school community should conduct themselves. A log will be maintained of racist incidents and information on incidents of bullying.

Staff will complete the proforma and save on CPOMS. See Appendix.

20.4 Tackling Bullying

The aim of any anti-bullying intervention is to safeguard and support the victim, discipline and modify the behaviour of the bully with a view to prevent, de-escalate and stop further incidents of harmful behaviour.

Useful Strategies for Dealing with Bullying:

• Ensuring that there is a promotion of an open and honest anti-bullying ethos in the school • Investigate all allegations of bullying • PSHCE programme that discusses issues such as diversity and anti-bullying messages • Calendared anti-bullying week • Poster and leaflet campaigns – designed and written by pupils • Assemblies - both whole school and class/form that promote a sense of community • Class discussions and role plays in Drama, English and RE that draw out anti-bullying

messages • Circle time

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• Acceptable Internet Use Policy is signed by all and e-safety is discussed in ICT lessons. • On-going staff induction and training programme • Adequate staff supervision at lunch and break times • Clear and consistently applied policies for Behaviour and Uniform • Home school agreement signed by all pupils and parents • Champions throughout school

Useful Strategies for Dealing with the Bully (support the victim first):

• Disciplinary sanction imposed either exclusion or period of time in the inclusion room • Engage promptly with parents to ensure their support and involvement • Restorative justice approaches taken as appropriate • One to one interviews with staff or peer mentors • Counselling offered • Work with the educational psychologist or other outside agency • Anger management strategies discussed

Useful Strategies to Support a Victim:

• Disciplinary sanctions as appropriate applied to the bully • Counselling offered • Time with Senior Learning Mentors on 1:1 or as part of a group• Mediation • Short term modification of school timetable • One to one parental interview, parental support and involvement • Private diaries given • Self-assertive strategies discussed

21. Expected adult conduct when dealing with any behaviour management

Adults working in the school should offer models of excellence. We need to make every effort to be aware of different learning styles, our own inconsistencies and the group dynamics within our classes. We need to:

• Check perception and understanding when issues arise • Use encouragement and positive strategies to promote acceptable behaviour • Use our voices appropriately, and be careful with the choice of vocabulary • Ensure consistency, listen to all involved parties (supporting the victim first) and always follow

issues through • Empower the children to verbalise what they want to happen e.g. – ask the aggressor to stop

teasing them – “Please stop calling me names – I don’t like it” • Ensure that the learning environment is well organised • Have high expectations of appropriate behaviour • Avoid confrontation

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We often expect the children who are not used to conforming to ‘be good’ for long periods e.g. all day. We may need to consider splitting the lessons into smaller segments to ensure success, or set smaller targets for which the child can be rewarded, thus feel successful and consequently raise self-esteem. Children with a positive self-regard are more likely to achieve, and less likely to engage in unacceptable

behaviour.

22. Criteria for evaluating the success of the policy.

Through monitoring and evaluation procedures and review of the School Improvement Plan the school will discuss the policy annually and making any necessary changes to ensure all children take responsibility for their behaviour and learning at Valley Park Community Primary and all adults support this approach.

List of Appendices

A. ‘Ensuring Good Behaviour’ DfE summary documentB. Class Dojo detailsC. Copy of Reward chartD. Example of Behaviour and ConsequencesE. Stages of ConsequencesF. Script for Restorative Justice

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G. Home School AgreementH. Language of praise and Class DojoI. Incident record sheetJ. Back of incident record sheetK. Behaviour tariffL. Points escalationM. Proforma for meetingsN. Pupil Letter 1O. Pupil letter 2

Appendix A

ENSURING GOOD BEHAVIOUR IN SCHOOLS (DfE summary document)

A Summary for Head Teachers, Governing Bodies, Teachers, Parents and Pupils Introduction

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The role of the Government is to give schools the powers they need to provide a safe and structured environment in which teachers can teach and children can learn. The Government expects:

• All pupils to show respect and courtesy towards teachers and other staff and towards each other;

• Parents to encourage their children to show that respect and support the school’s authority to discipline its pupils;

• Head teachers to help create that culture of respect by supporting their staff’s authority to discipline pupils and ensuring that this happens consistently across the school;

• Governing bodies and Head teachers to deal with allegations against teachers and other school staff quickly, fairly and consistently in a way that protects the pupil and at the same time supports the person who is the subject of the allegation; and

• That every teacher will be food at managing and improving children’s behaviour. This document summarises the legal powers and duties that govern behaviour and attendance in school and explains how they apply to teachers, governing bodies, pupils and parents. The Behaviour Policy Every school must have a behaviour policy. The Governing body is responsible for setting general principles that inform the behaviour policy. The Governing body must consult the Head teacher, school staff, parents and pupils when developing these principles. Head teachers are responsible for developing the behaviour policy in the context of this framework. They must decide the standard of behaviour expected of pupils at the school and how that standard will be achieved, the school rules, any disciplinary penalties for breaking the rules and rewards for good behaviour. The behaviour policy must include measures to prevent all forms of bullying among pupils. Head teachers must publicise the school behaviour policy, in writing, to staff, parents and pupils at least once a year. Powers to discipline

Teachers, teaching assistants and other paid staff with responsibility for pupils have the power to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow reasonable instruction.

Their power to discipline applies to pupil behaviour in school and outside school, in certain circumstances. Punishment Teachers, teaching assistants and other paid staff with responsibility for pupils can impose any reasonable disciplinary penalty in response to poor behaviour. Reasonable penalties can include: confiscation, retention or disposal of a pupil’s property; and detention. Head teachers can also decide to exclude a pupil for a fixed period (to suspend) or to permanently exclude them.

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Appendix B

Class Dojo Details

The Class Dojo system has proved to be extremely effective in school for rewarding children and helping to improve communication between home and school. The feedback that we have had from parents and carers has been exceptionally positive. This year we will continue to develop the use of Class Dojo across the school and the use of the Class Stories and the Whole School Story.

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Class Dojo is very easy to use and all teaching staff have a mini IPad to ensure that children can easily be rewarded. The display is the same in every classroom, and where possible, in the same place (near the front/teacher’s computer).

The Behaviour Team would like the whole school to focus on one learning behaviour per half term (except term 1.1) as follows:

o 1.1 – introduction to all 5 and develop vocabulary, displays and class identity – photos taken for all areas for display

o 1.2 – focus on respecto 2.1 – focus on courageo 2.2 – focus on resilienceo 3.1 – focus on concentrationo 3.2 – focus on imagination

During the half term any Dojo given for the focus learning behaviour would equal 2 Dojos (teachers responsible for changing the settings on the app). The focus learning behaviour will be introduced and discussed during assemblies and with a whole school display – will also be highlighted on each class display in the same way (displays must be the same in every classroom apart from vocabulary and photos).

The Behaviour Team has come up with five different examples of behaviours that we will expect to see for each focus learning behaviour

Courage (dark blue)

Being a friend and allowing others to play Sharing their learning with others Walking away from difficult situations Not getting involved with children/situations when they know it would not be the right choice –

especially if encouraged by others Trying something new

Concentration (yellow)

Remaining focussed Staying on task Putting effort into their work Following and responding to instructions Reading quietly

Resilience (light blue)

Keep trying even when things are hard Keep going even when they do not feel great Having a ‘can do’ attitude Responding to ‘green pen’ work Coming to school with a positive attitude every day

Respect (purple)

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Listening to others Walking ‘like champions’ Looking after property, resources and equipment Presentation of work Being polite

Imagination (green)

Use of vocabulary Use of creative materials Solving problems Playing outside Showing empathy towards others

Appendix CReward Chart

Bronze certificate Awarded for 250 points Certificates presented during Friday Celebration Assembly

Silver certificate Awarded for 500 points Certificates presented during Friday Celebration Assembly

Gold certificate Awarded for 750 points Certificates presented during Friday Celebration Assembly

Red certificate Awarded for 1000 points Certificates presented during

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Friday Celebration AssemblyOrange certificate Awarded for 1250 points Certificates presented during

Friday Celebration AssemblyYellow certificate Awarded for 1500 points Certificates presented during

Friday Celebration AssemblyGreen certificate Awarded for 1750 points Certificates presented during

Friday Celebration AssemblyBlue certificate Awarded for 2000 points Certificates presented during

Friday Celebration AssemblyIndigo certificate Awarded for 2250 points Certificates presented during

Friday Celebration AssemblyViolet certificate and prize Awarded for 2500 points Celebrated during a special

assembly with governorsTea Party Invite Invite for significant

contribution to British Values / School life / Champions

Tea partyPhoto in book/display

Governors Awards Prize at end of year NewsletterPhoto in book/display

Diamond Dojos Top 20 Club

Each week there is a league table of the top 20 pupils withthe most Dojos in the whole school. The Top 20 Diamond Dojo notice board is in the dining halland is updated weekly.Each half term the photos of the Top 20 pupils will be added to the Diamond Dojo notice board. These pupils will be given rewards for this achievement in school and will receive certificates in assembly from Governors.

Records of the weekly top 20 Dojo winners and half termly dojo winners will be kept.

Appendix D

Examples of Behaviours and Consequences

Scenario 1

Child A in Y6 interrupts learning on several occasions and although responds to warnings he continues throughout the lesson to disrupt learning.

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Stage: 4 Incident record completed, teacher sends message on dojo, pupil letter completed, teacher gives sanction.

Scenario 2

Child A in Y2 walks into class during registration, laughing and talking and generally disrupting the class.

Stage: 1 Clear verbal warning

Scenario 3

Child A in Y4 comes into class after break, sits on a table and does not settle. When spoken to again, eventually sits down.

Stage: 2 Name on board

Scenario 4

Child A in Y2 goes to a member of staff at break time and explains that his friend, Child C, has told him to ‘fuck off’. Child B (Child A’s friend) says that he heard it too. Child C maintains he has not.

Stage: 4 (if it is true) – requires staff to follow up

Further action: if swearing continues then a meeting with parents/carers needs to be arranged with SLT

Scenario 5

Child A in Y4 tells his teacher after lunchtime that Child B has called him a ‘gay boy’ outside. Several other children from their class have heard it too but they have not reported it to anyone.

Stage: 5 On Call. SLT to investigate and take appropriate action. If true, isolation. SLT to contact parents.

Scenario 6

Child A in Y5 repeatedly puts very little effort into his work and is therefore not making expected progress. He has already had letters home and there has been a meeting with parents to discuss these concerns. The Learning Support Teacher has identified no areas of concern although his parents believe this is the issue.

Stage: 4 every time work is unacceptable. Meeting with parents arranged and recorded following points escalation.

Scenario 737

Child A in Y5 is discussing an incident with staff. However, he walks away and refuses to engage. There have already been meetings in place with parents and other agencies and this child also has a Positive Handling Plan.

Stage: 5 SLT to investigate. SLT to contact parents. Meetings arranged and recorded following points escalation.

Scenario 8

Child A has been tired and bad tempered all morning. At lunchtime staff observe him walking across the yard and punching another child in the face. He then walks away swearing.

Stage: 5 as above

Scenario 9

Child A has been on-called and as Emma asks him to leave the classroom he says “I’m not bloody going anywhere with you, you fucking bitch”. He then knocks his chair over and storms out of the classroom.

Stage: 5 as above. Isolation for a period of time unless fails to accept consequences.

Appendix E

Stages of Consequences

Stage 1Verbal Warning

The adult gives an explanation and a rule reminder and why the behaviour displayed in inappropriate.

Stage 2Name on board

Pupils name is put on whiteboardNo reminder is necessary

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The first warning should not be given as a blanket warning to the full class

Stage 3Tick against name

The pupil moves seat to where the teacher decides. The teacher places a tick against the pupil’s name on the board

Stage 4Second tick against name

A final warning is punished by a teacher sanction.The teacher records the behaviour leading to this warning and the action taken on an incident record sheet and ticks appropriate boxes on the reverse side including action taken. This is placed in the Senior Learning Mentors’ room by 3.30pm unless urgent action is required (see SLT On Call.) Staff are expected to make sure that the child completes the Pupil Letter as part of the sanction; this should be done at the next available time (break/lunch) with the member of staff. Once the sanction has taken place it is up to the member(s) of staff concerned to decide upon an appropriate ‘follow-up’ strategy with each pupil’s case being viewed individually.Pupil must be told that this is their final warning andnegative points will be recorded.Teacher organises message sent to parents on Dojo or letter written home.Stage 4 means minus 5 minutes for Golden Time

Stage 5On Call

If problems persist On Call is requested by phoning 206.On Call takes the pupil to the Isolation Room where they write out behaviour protocols/rules and complete work set.On Call might involve SLT remaining with pupil in class to help support or re-engage.Teacher completes incident record sheet or adds to previous form.SLT organises letter home from pupil, message sent to parents on Dojo or letter written.If a pupil fails in isolation he/she will be excluded for a fixed term period.If pupil remains in isolation he/she loses 10 minutes from Golden Time.

Stage 6Internal Exclusion

Internal Exclusion is a planned period out of class as a consequence.Incident record sheet completed and letter home from pupilMeeting with SLT / Parent - recorded on proforma in appendix and placed on CPOMSIn Internal Exclusion there is no communication with other pupils; this includes break and lunchtimeIf a pupil fails on Internal Exclusion he/she will be excluded for a fixed term period

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Any period of Internal Exclusion means no Golden Time for that week

Stage 7Fixed Term Exclusion

Exclusion – fixed termIncident letter completedLetter Home from pupilMeeting with SLT / Parent – recorded on proforma and placed on CPOMSNo Golden Time

Appendix F

Script for Restorative Justice

Aim: - restorative language is a tool to lead a restorative ethos within schools. Restorative scripts are often used as a framework for a restorative conversation but the ultimate aim is to have a fluent restorative vocabulary. Restorative language can be highly effective when there is a real understanding of what restorative solutions are trying to achieve. Restorative language aims to create not only emotionally literate but “emotionally articulate” pupils and staff within school.

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Characteristics of Restorative Language:Open questions: - always ask open questions that require an answer rather than a question where you only need to answer with a yes or no. Fair: - Ask both parties the same questions giving every one the opportunity to speak. i.e. what happened? What happened next? What could you have done differently? Respectful: - restorative language is respectful to all parties. Non-judgemental questions: - remember not to prejudge the outcome of any conversation before they happen. Enquiring: - never assume you know what has happened.

Possible script: (Introduce participants if necessary)

Step 1 - I have spoken to all of you about the incident (briefly outline what happened) I remind you that you are here to discuss what happened, not the character of anyone involved. I will invite you all to talk about how you and others may have been affected by what happened. This will help everyone understand what needs to be done to help put things right. I would also like to remind you of the ground rules that we discussed in preparation to ensure that this meeting runs safely and respectfully. Do you remember what we discussed? (If necessary read them out e.g. turn taking, listening to others, not interrupting, no shouting, respect for everyone) are you still happy to agree to those ground rules?

Step 2 - START WITH PERSON WHO HAS TAKEN THE MOST RESPONSIBILITY FOR THE CONFLICT OR CAUSED THE MOST HARM – I would like to start by asking ……….… to talk about their experience(s) that have brought us here today. In preparation we discussed how all participants have been upset and affected by the situation and how in turn how they may have behaved in a way that has caused upset or affected others present. I would like to ask that you focus/think about not only on the upset that has been caused to each of you but also the upset that you may have caused to others. Tell us about what happened and how you became involved? What do you personally need to take responsibility for? What else? (ask this until their story unfolds) What were you thinking at the time? What have your thoughts been since?How has this affected you and others? What has been the hardest thing for you?

Step 3 - THEN ASK ALL REMAINING PARTICIPANTS IN TURN THE ABOVE QUESTIONS

Step 4 - You have had the opportunity to speak and listen to each other. You have heard how people have been affected by what has happened and the harm that has been caused. ASK IN TURN Is there anything you would like to say at this stage? Do you see that harm has been caused? Do you think that something needs to be done to repair that harm? SAY TO ALL – What do you all think needs to happen to repair the harm? SAY TO ALL – What would you like to see come out of today’s meeting?

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Appendix G - Home School Agreement

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Home School Agreement

September 2016

As a part of the Mercia Trust, our mission is to provide an outstanding education for pupils from 0-19. We are passionate that all our children should see their time at school as happy

and fulfilling, with their potential developed to the utmost.

Appendix H - Language of praise and Class DojoAppendix H

Language of Praise and Class Dojo

Behaviour Specific Praise is a nonintrusive way to reinforce the specific, desired behaviour of our pupils. It should be used consistently throughout school by all staff.

Behaviour Specific Praise focuses on 3 key elements and should be:1. A description of a desired behaviour2. Specific to the pupil or class

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In order to achieve this, adults in school will:

Provide your child with learning opportunities that will help them to develop skills and knowledge.

Support your child, regardless of their learning needs and abilities; this includes challenging everyone and recognising effort and achievement in all areas of learning.

Support your child to feel happy and safe by listening to their concerns, helping them to solve problems and providing safe and secure classrooms and playgrounds.

Operate a fair set of rules and expectations that are based on respect, co-operation, determination, courage, equality, inspiration and excellence.

In order to achieve this you as parents can:

Take an active interest in your child’s learning; this includes talking with them about learning in school and supporting them with activities such as reading and other homework tasks.

Praise your child when they have tried hard and encourage them to be determined even when learning is tricky.

Encourage your child to make the right choices in their behaviour at all time: know the Valley Park ABC!

Recognise the importance of the need for school rules and expectations and do all that you can to support them by showing all adults and children respect even when things go wrong!

In order to achieve this, children will:

Be determined and make lots of effort with their learning, even when it is quite tricky! Accept praise and understand that sometimes they will need to improve work to make it

even better. Know the Valley Park ABC and understand that making a poor choices has consequences.

I have read the Home School Agreement and understand why it is important to have a strong partnership between children, adults in school and parents and carers. I will support the school in

order to help ensure that my child is happy and receiving an excellent education.

Signed: __________________________________ (parent/carer) Date: ________________________

Signed: __________________________________ (member of school staff)

3. A positive praise statement

The general guidelines is that children should receive a ratio of 4:1 in terms of praise statements and negative comments. Also children should receive at least 6 praise statements every 15 minutes.

Examples of statements:

Tom, I like how you are sitting with your hands to yourself. You are showing respect. Well done.

Thank you for keeping your hands to yourself, Riley! You are concentrating really well.

Great job being quiet, Emily. You are concentrating really hard.

Tim, I like that you are sharing your materials with John.

Laura, excellent use of our new WOW word! You are showing courage by using new vocabulary.

Dave, great job sitting in your chair and listening to me while I was explaining the maths problem.

Vikki, thank you for looking after Sam at play time.

Beth, well done! You have shown resilience by having another go at the maths problems.

Gregory, thank you for holding the door open. You are very polite.

Luke, you have put lots of effort into your work and completed your target! Well done.

Paul, thank you for apologising to Henry and taking responsibility for your action.

Wherever possible these comments need to be linked immediately to Class Dojo points and children need to get used to hearing the specific reason for why they have received points.

Appendix I - Incident record sheet

VALLEY PARK SCHOOL – INCIDENT RECORD SHEETPlease post in the year trays in the Senior Learning Mentors’ office by 3.30pm on the day of the incident. Attach more detailed information as necessary.

Pupil name Class Date of incident

Time of day Subject Staff initials

Location of incident

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Type of behaviour Brief description of other type of incident:

Action taken by teacher: Points Action taken by SLT: Points

Incident record sheet Incident record sheetPupil letter completed Pupil letter completedMeeting with parent/s Meeting with parent/sProforma completed and entered on CPOMS Proforma completed and

entered on CPOMS

Appendix J - Back of incident record sheet

Name of pupil: Class:Date: Staff initials:Staff to tick next to appropriate type of behaviour and point levelTYPES POINTS ACTION SLT

toTICK

Lack of equipment 1 Pupil apologised to staff/adultGraffiti in book 1 Pupil apologised to pupilLow level silly behaviour 1 Verbal warning given

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Homework not completed 1 ON CALLRude or impolite 1 Mediation between pupilsName calling 1 Missed break with teacherOut of bounds 1 Missed break with SLTInappropriate language 1 Missed lunch with teacherSwearing 2 Missed lunch with SLTLeaving the classroom without permission 2 Letter home to parents/carersPlay fighting 2 Phone call home to parentsLow level bullying - physical 2 External agency involved/meetingLow level bullying - verbal 2 Police involved/meetingLow level bullying - racial 2 Daily reportLow level bullying – homophobic 2 IsolationLow level e-Safeguarding concern 2 Meeting with parent/carerLow level vandalism or damage 2 Failed re-admission meetingBehaviour led to ON-CALL 3 FTE – 1 dayOffensive/inappropriate behaviour 3 FTE – 2 daysPersistent disruptive behaviour 3 FTE – 3 daysMisuse of mobile phone 3 FTE – 4 daysDefiance/insolence 4 FTE – 5 daysAggressive or threatening behaviour 4 FTE – 5 day pendingFailure to comply with isolation rules 5 Govs Panel meetingSerious level bullying - physical 5 PIP meetingSerious level bullying - verbal 5 PX meetingSerious level bullying - racial 5Serious level bullying – homophobic 5Serious level e-Safeguarding concern 5Unfounded allegations against staff 5Serious confrontation with staff 5Dangerous behaviour (H&S issue) 5Theft 5Extreme refusal to follow instructions 5Extreme verbal abuse towards staff 5Extreme verbal abuse towards pupil 5Serious/deliberate vandalism or damage 5

Appendix K - Behaviour tariff

TYPES POINTSLack of equipment 1Graffiti in book 1Low level silly behaviour 1Homework not completed 1Rude or impolite 1Name calling 1Out of bounds 1

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Inappropriate language 1Swearing 2Leaving the classroom without permission 2Play fighting 2Low level bullying - physical 2Low level bullying - verbal 2Low level bullying - racial 2Low level bullying – homophobic 2Low level e-Safeguarding concern 2Low level vandalism or damage 2Behaviour led to ON-CALL 3Offensive/inappropriate behaviour 3Persistent disruptive behaviour 3Misuse of mobile phone 3Defiance/insolence 4Aggressive or threatening behaviour 4Failure to comply with isolation rules 5Serious level bullying - physical 5Serious level bullying - verbal 5Serious level bullying - racial 5Serious level bullying – homophobic 5Serious level e-Safeguarding concern 5Unfounded allegations against staff 5Serious confrontation with staff 5Dangerous behaviour (H&S issue) 5Theft 5Extreme refusal to follow instructions 5Extreme verbal abuse towards staff 5Extreme verbal abuse towards pupil 5Serious/deliberate vandalism or damage 5

Appendix L – Points Escalation

Points Possible Optional Support List

SEND Interventions

0-10 Teachers phone/ meet parentsComplete proforma and save

on CPOMS

• Crime Youth Team referral

• Homework Club• Off-site

alternative provision

• Ed. Psych• TAF Meeting

• 1 to 1 SEND support• Pen portrait• Literacy intervention• TA support• Units of Sound

(spelling intervention)• Speech and Language

11-20 Teacher, SENCO, SLT phone and meet parents

Complete proforma and save on CPOMS

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• CLA Meeting• CAMHS• Counsellor• Social time

supervision• Peer mentoring• Anger

management• Behaviour Team

(in-class support)• Nurture Group• Mentoring

Programme• LSS Assessment• SOVA referral• MAST referral• FCAF• Supporting letter

for parents for Ryegate, Centenary House or Housing

withdrawal• ASD support (1 to 1)• Dyslexia support or

intervention• Turnabout• Handwriting• Referrals tooutside agencies(Speech and Language,Autism Team, HearingImpairment Service, VisualImpairment Service etc)

21-30 HT, SENCO/Behaviour Lead, other agencies phone and

meet parentsComplete proforma and save

on CPOMS31-50 Formal meeting of parents, SLT

and other agenciesComplete proforma and save

on CPOMSAgreement and contract signed

Support plan and FCAF

51-100 Governors’ PanelLetter to parents

101 - 150 Formal review

150 Permanent exclusion

Appendix M - Proforma for meetingsProforma for meetings – to be scan when completed and added to CPOMS

DatePupilClassAttendees:

Current positive points and negative points (report from SIMS and Dojo):

SEN needs Current concerns(behaviour, learning, etc)

Actions(Plan, Do, Review, My Plan, EHCP, any assessments)

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Interventions Summary of current support and impact

Actions

Parent/carer concerns

Next step/review date:Signatures from all involvedDate/staff initials after inputting info on to SIMS

Post Incident Form (Pupil letter 1)

Valley Park Community Primary School

Post Incident Form

Name: Date: Class:What did I do?

How was I feeling at the time?

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Who was upset? Why?

Which rule did I break?

What can I do to make this better? If this happens again, what will I do?

Count to 10 Forgive Apologise Walk it off Take deep breathes ListenTalk to someone Stop-Think-Choose Ask for help Take time out

Post Incident Form (Pupil Letter 2)

Valley Park Community Primary SchoolPost Incident Form

Name: Date: Class:What did I do?

How was I feeling at the time?

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Who was upset? Why?

Which rule did I break?

What can I do to make this better? If this happens again, what will I do?

Count to 10 Forgive Apologise Walk it off Take deep breathes ListenTalk to someone Stop-Think-Choose Ask for help Take time out

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