Bickerton Holy Trinity Church of England

Primary School

Behaviour Policy

Person responsible for policy: Paul Sweetnam

Approved: 2nd October 2017

Signed: Claire Carman, Chair of Governors

To be reviewed: Autumn Term 2018

Our School PrayerThis is our school,Let peace be here,

Let it be full ofHappiness.

Let love be here.Love of one another,

Love of everyone,Love of life itself,And love of God.

Amen

Our Mission StatementRespect for oneself and others is central to our mission of

givingevery child in our school the highest standard of education

and care within a Christian community.

Our School RulesRespect and take care of each other.

Treat others how you would like to be treated.Share and use the school’s equipment carefully.

Listen to each other and to adults at school.Help others to learn.

SECTION A: POLICIES

General

This Section contains the Policies that the Governing Body has decided shall apply to

the School. Procedures specified by the Head Teacher to implement these policies are

detailed in Section B.

The following terminology is used in this Section:

“may” indicates a suggestion by the Governing Body to the Head Teacher

“should” indicates a recommendation by the Governing Body to the Head Teacher and

indicates what the Governing Body considers to be best practice

“must” indicates a mandatory requirement determined by the Governing Body

Where the Head Teacher is unable to implement any mandatory requirement specified

in this Section he must report the fact to the next meeting of the Governing Body or

the appropriate Committee and, in urgent matters, to the Chair of Governors.

Behaviour Principles

Bickerton Holy Trinity Church of England Primary School enjoys a reputation for

exemplary behaviour. We expect the highest quality of behaviour from all children and

adults; such behaviour enables everyone to learn and enjoy school. This is the guiding

principle upon which the behaviour policy is based. It is the duty of all in school to

develop children’s self-discipline in order to prepare them for their next stage of

schooling and eventually for adult life.

References

This Policy is intended to ensure compliance with:

Behaviour and Discipline in Schools – Advice for Head Teacher’s and Staff: DFE-00023-

2014 January 2016.

Use of Reasonable Force Advice for Head Teachers & Governing Bodies DFE-00295-

2013 July 2013.

Screening Searching and Confiscation Advice for Head Teachers, Staff & Governing

Bodies DFE-00034-2014 February 2014

Aims and expectations

The Governors intend that every member of the school community feels valued and

respected, and that each person is treated fairly. The School is a caring community

whose values are built on the values of the Church of England, mutual trust and

respect for all. This policy is designed to encourage all members of the school to live

and work together in a supportive way, to promote an environment where everyone

feels happy, safe and secure, and where everyone enjoys being at school.

Governors, Parents, Staff and Children share a responsibility to ensure the highest

standards of behaviour, demonstrating respect and consideration for others.

Rewards

The Governors believe that rewards are at least as important as sanctions in promoting

and encouraging good behaviour.

The Head Teacher should ensure that a fair and consistent system of rewards for good

behaviour is available for the staff to use.

Sanctions

The Governors accept that reward for good behaviour may not in all cases achieve the

required standards and the Head Teacher should, therefore, specify a fair and

consistent system of sanctions for unacceptable behaviour for the staff to use. This

should be designed in such a way that both staff and parents are confident that the

school deals effectively with any behavioural issues.

All members of staff must be made aware of the current regulations regarding the use

of force by teachers and the methods of restraint used by them. The Governors do not

place any further restrictions on the staff beyond those contained in current

regulations.

Staff must not hit, push or slap children, and only intervene physically to restrain

children in order to prevent injury to that or another child.

Adult Behaviour

The Governors realise that adults may display unacceptable standards of behaviour

and rely on the Head Teacher to support staff by ensuring that parents and other

adults treat staff with respect and in a way which is not threatening.

The Head Teacher is authorised to exclude adults from the school premises where, in

his judgement, this is warranted by their behaviour.

The role of parents

The Governors intend that the school works collaboratively with parents so that the

children receive consistent messages about how to behave at home and at school.

If the school has to use reasonable sanctions to punish a child the Governors expect

parents to support the actions of the school.

Parents who have any concern about the way that their child has been treated should

use the Complaints Procedure, the first stage of which is an informal discussion with

the Class Teacher.

Serious Misbehaviour and Exclusion

The Head Teacher must keep a record of all reported serious incidents of misbehaviour

and of resulting discussions with parents.

The Head Teacher (or an Acting Head Teacher) may, when appropriate, exclude a child

for a fixed term of up to 45 days in any school year or in the case of serious or

repeated acts of misbehaviour permanently. The Head Teacher may also convert a

fixed term exclusion into a permanent exclusion.

If the Head Teacher excludes a pupil the parents must be informed immediately. They

must also be told the reasons for the exclusion, that they can appeal to the Governing

Body, and how they may do this.

The Appeals Panel must meet as soon as possible after receipt of an appeal, and must

consider the circumstances in which the pupil was excluded, any representations by

parents and the LA, and consider whether the pupil should be reinstated.

If the governors’ appeals panel decides that a pupil should be reinstated, the Head

Teacher must comply with this ruling.

Neither the Governing Body nor the Appeals Panel may exclude a pupil or extend the

exclusion period specified by the Head Teacher.

Reports by the Head Teacher

The Head Teacher must report as follows:

All exclusions of children to the Chair of Governors as soon as possible

All permanent exclusions and exclusions of more than 5 days to the LA as soon as

possible

All permanent exclusions and exclusions of more than 5 days to the Governing Body in

the next Head Teacher’s Report (statistics only)

All exclusions of adults from the school premises to the Chair of Governors

immediately

All exclusions of adults from the school premises to the Governing Body in the next

Head Teacher’s Report (statistics only)

Monitoring

The Head Teacher must monitor the effectiveness of this policy and report to the

Governing Body via the appropriate Committee the effectiveness of the policy with, if

necessary, recommendations for improvements.

The Head Teacher must arrange for appropriate records to be maintained and

reviewed including a record of fixed term and permanent exclusions.

SECTION B: PROCEDURES

This policy has been reviewed in the light of the document; Behaviour and Discipline in

Schools – Advice for Head Teacher’s and Staff: DFE-00023-2014 January 2016.

Aims and expectations

It is a fundamental 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 the values of the Church of England, mutual

trust and respect for all. The school 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 an environment where everyone feels happy, safe and secure,

and where everyone enjoys being at school. Everyone at Bickerton Holy Trinity CE

Primary School has a responsibility to ensure the highest standards of behaviour;

children, parents, governors and staff.

The behaviour policy is a means of promoting good relationships, so that people can

work together with the common purpose of helping everyone to learn. This policy

supports the school community in aiming to allow everyone to work together in an

effective and considerate way, and to help every child enjoy their school life.

The school expects every member of the school community, children, parents, staff,

governors and visitors, to behave in a considerate way towards others.

We treat all children fairly and apply this behaviour policy in a consistent way.

This policy aims to help children to grow in a safe and secure environment, and to

become positive, responsible and increasingly independent members of the school

community.

We reward good behaviour, as we believe that this will develop an ethos of kindness

and co-operation. This policy is designed to promote good behaviour.

Rewards

Use of praise and positive encouragement of good behaviour is a very important way

that we reward children and encourage them to behave really well. We praise and

reward children for good behaviour in a variety of ways, examples of which are found

in Appendix 1.

Sanctions

As stated above, having high expectations and using praise and rewards are the most

important ways that we maintain high standards of behaviour. Sanctions (Ref

Appendix 2) are detailed in order that the way we respond to poor behaviour is made

clear to staff and parents so that there is confidence that the school deals effectively

and fairly with any behavioural issues.

The school employs a number of sanctions to reinforce the school rules, and to ensure

a safe and positive learning environment. We employ each sanction appropriately to

each individual situation.

The most common way that any poor behaviour is dealt with is by talking with the

child concerned, or with the group of children, helping them to recognise what they

have done wrong and getting them to realise what they should have done. It may be

that this might include an apology, as appropriate. If poor behaviour has an obvious

impact on someone else, both victim and perpetrator will be involved in discussion

about the behaviour to show impact and consequences.

The staff’s expectation of high quality behaviour is frequently raised in assembly and in

PSHCE lessons, in order to pre-empt poor behaviour. We have very high expectations

of children’s and adults’ behaviour.

The school does not tolerate bullying of any kind. If we discover that an act of bullying

or intimidation has taken place, we act immediately to stop any further occurrences of

such behaviour and implement the Anti-Bullying Policy. While it is very difficult to

eradicate bullying, we do everything in our power to ensure that all children attend

school free from fear. Each incident of bullying is recorded on the Bullying Incident

Log.

All members of staff are aware of the regulations regarding the use of force by

teachers, as set out in Use of Reasonable Force Advice for Head Teachers & Governing

Bodies DFE-00295-2013 July 2013. Staff in our school do not hit, push or slap children.

Staff only intervene physically to restrain children or to prevent injury to a child, or if a

child is in danger of hurting him/herself. The actions that we take are in line with

government guidelines on the restraint of children.

The role of the class teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced

in their class, and that their class behaves in a responsible manner during lesson time.

The class teachers in our school have high expectations of the children in terms of

behaviour, and they strive to ensure that all children work to the best of their ability.

The class teacher treats each child fairly and enforces the classroom code consistently.

The teacher treats all children in their class with respect, dignity and understanding.

If a child misbehaves in class, the class teacher deals with incidents him/herself in the

normal manner. This may include removal from the group within class, removal to

another class or area, missing breaks or isolation. However, if misbehaviour continues,

the class teacher seeks help and advice from senior teachers and the Head Teacher.

(Please refer to the Behaviour Record appended to this policy.)

The class teacher liaises with external agencies, as necessary, following the guidelines

about obtaining parental permission, to support and guide the progress of each child.

The class teacher may, for example, discuss the needs of a child with the EWO as well

as the school’s own SENCO.

The class teacher reports to parents about the progress of each child in their class, in

line with the whole–school policy. The class teacher may also contact a parent if there

are concerns about the behaviour or welfare of a child.

The role of the Head Teacher

It is the responsibility of the Head Teacher to implement the school behaviour policy

consistently throughout the school, and to report to governors, when requested, on

the effectiveness of the policy. It is also the responsibility of the Head Teacher to

ensure the health, safety and welfare of all children and staff in the school.

The Head Teacher supports the staff by implementing the policy, by setting the

standards of behaviour, and by supporting staff in the implementation of the policy.

The Head Teacher also supports staff by ensuring that parents treat staff respectfully

and in a way which is not threatening. Ultimately, if staff are feeling threatened by the

behaviour of parents or another adult, the Head Teacher may exclude that adult from

the school premises. The Chair of Governors will be informed of this by the Head

Teacher.

The Head Teacher keeps records of all reported serious incidents of misbehaviour, and

of discussions which take place with parents as appropriate.

The Head Teacher has the responsibility for giving fixed-term exclusions to individual

children for serious acts of misbehaviour and informs the Chair of Governors of this.

For repeated or very serious acts of bad behaviour, the Head Teacher may

permanently exclude a child. The Chair of Governors will be informed of this by the

Head Teacher.

The role of parents

The school works collaboratively with parents, so children receive consistent messages

about how to behave at home and at school. This is a very important part of our

school’s success in ensuring high standards of behaviour.

We expect parents to support their child’s learning, and to co-operate with the school,

as set out in the Home School Agreement. We try to build a supportive dialogue

between the home and the school, and we inform parents if we have concerns about

their child’s welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, parents should support

the actions of the school. If parents have any concern about the way that their child

has been treated, they should initially contact the Class Teacher or Head Teacher. If

the concern remains, they should use the published Complaints Procedure.

Fixed-term and permanent exclusions

Only the Head Teacher (or the Acting Head Teacher) has the power to exclude a pupil

from school. The Head Teacher may exclude a pupil for one or more fixed periods, for

up to 45 days in any one school year. The Head Teacher may also exclude a pupil

permanently. It is also possible for the Head Teacher to convert a fixed-term exclusion

into a permanent exclusion, if the circumstances warrant this.

If the Head Teacher excludes a pupil, he informs the parents immediately, giving

reasons for the exclusion. At the same time, the Head Teacher makes it clear to the

parents that they can, if they wish, appeal against the decision to the governing body.

The school informs the parents how to make any such appeal.

The Head Teacher informs the LA, and the governing body through the Head Teacher’s

Report, about any permanent exclusion, and about any fixed-term exclusions beyond

five days in any one term.

The governing body itself cannot either exclude a pupil or extend the exclusion period

made by the Head Teacher.

When an appeals panel meets to consider an exclusion, they consider the

circumstances in which the pupil was excluded, consider any representation by parents

and the LA, and consider whether the pupil should be reinstated.

If the governors’ appeals panel decides that a pupil should be reinstated, the Head

Teacher must comply with this ruling.

Monitoring

The Head Teacher monitors the effectiveness of this policy on a regular basis. He also

reports to the governing body on the effectiveness of the policy and, if necessary,

makes recommendations for further improvements.

The school keeps a variety of records of incidents of misbehaviour, including the

‘Behaviour Record’, which is reviewed by the SENCO, Head Teacher and Deputy Head

Teacher at the end of each half term, the ‘Individual Pupil Behaviour Incident Log’ and

the ‘Bullying Incident Log’. The class teacher may record minor classroom incidents in

order to establish if there is a pattern, or to act as a way of deterring the child from

continuing the behaviour. The Head Teacher records those incidents where a child is

sent to him on account of bad behaviour.

The Head Teacher keeps a record of any pupil who is suspended for a fixed-term, or

who is permanently excluded.

Appendix 1

Rewards

Use of praise and positive encouragement of good behaviour is a very important way

that we reward children and encourage them to behave really well. We praise and

reward children for good behaviour in a variety of ways, for example:

Teachers congratulate children highlighting such things as good behaviour,

attitudes, relationships, acts of kindness, play and work;

Explicit reference is made to the school rules highlighting instances when

children are observing them really well;

All staff talk with the children a lot, giving positive affirmation and contributing

to the lovely atmosphere in our school which helps children to behave well;

Teachers give children smileys; once they have 50 smileys, they get a Bronze

Award, 100 - Double Bronze, 150 – Silver, 200 – Double Silver, 250 – Gold, 300

– Double Gold, 350 – Platinum, 400 – Double Platinum;

Once all of the class has each certificate they receive a whole class tiered

reward;

We distribute smileys to children for all aspects of good behaviour, work, etc;

A range of other rewards may be introduced as appropriate;

All classes have an opportunity to show their work and achievements in

Friday’s Sharing Assembly, which is a positive and affirmative occasion;

Appendix 2

Sanctions

As stated above, high expectations and the use of praise and rewards are the most

important ways by which we maintain high standards of behaviour. The sanctions

below are detailed in order that the way we respond to poor behaviour is made clear

to staff and parents so that there is confidence that the school deals effectively with

any behavioural issues.

The school employs a number of sanctions to reinforce the school rules, and to ensure

a safe and positive learning environment. We employ each sanction appropriately to

each individual situation.

The most common way that any poor behaviour is dealt with is by talking with the

child concerned, or with the group of children, helping them to recognise what they

have done wrong and getting them to realise what they should have done. It may be

that this might include an apology, as appropriate. If poor behaviour has an obvious

impact on someone else, both victim and perpetrator will be involved in discussion

about the behaviour to show impact and consequences.

We expect children to listen carefully to instructions in lessons. If they do not

do so, they will be reminded of how to behave and of our expectations; we may

ask them either to move to a place nearer the teacher, or sometimes to sit

away from the rest of the group.

We expect children to try their best in all activities. If they do not do so, we may

ask them to redo a task, to use some of their own time to complete it or to give

them a bit more of an incentive towards getting something done.

If a child is disruptive in class, the member of staff reprimands him or her. We

do not intimidate children by shouting at them, or humiliate them. Teachers

may alter the volume of their voice to help press home the impact of an action,

but this is only done in a controlled and deliberate way. If a child misbehaves

repeatedly, we may isolate the child from the rest of the class until s/he calms

down, and is in a position to work sensibly again with others.

Where a child’s behaviour is considered by the teacher to necessitate formal

recording and use of a hierarchy of sanctions, the ‘Behaviour Record’ is

employed. (Ref Appendix: Behaviour Record)

The safety of the children is paramount in all situations. If a child’s behaviour

endangers the safety of others, the class teacher stops the activity and prevents

the child from taking part for part or all of the rest of that session.

If behaviour constitutes bullying, the Anti-Bullying Policy is implemented.

If a child deliberately hurts another pupil, the Class Teacher or Head Teacher

records the incident on the ‘Individual Pupil Behaviour Incident Log’ and the

child is punished, for example by missing part or all of breaktime/s. The nature

of the incident and action taken are recorded on this log. On the rare occasions

that we need to use this sanction, the log involves the child spending their own

time writing an action plan to avoid repetition of the behaviour in future. This is

discussed with the Head Teacher who may involve the child’s parents at this

stage.

If a child repeatedly acts in a way that disrupts or upsets others, the school

contacts the child’s parents and seeks an appointment in order to discuss the

situation, with a view to improving the behaviour of the child.

In the case of our younger children, or those with special needs relating to their

behaviour, an immediate conversation with parents may be the most

appropriate course of action.