Behaviour and Discipline Policy

Introduction

Our school is a community of pupils, teachers, learning support assistants, lunchtime staff, governors, parents and other adults. A community works best where there is mutual respect between all members and an agreed code of conduct within which all activities take place.

It is our aim to ensure that every member of our school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built upon mutual trust and respect for all.

This behaviour and discipline policy is designed to support the way in which all members of the school live and work together.

What are the principles or ethos that underpins the promotion of effective behaviours for learning at Thurton Church of EnglandPrimary School?

 The school follows the principles of the Christian Values for Life.

The school vision is Enjoy, Achieve and Believe.

What are the purpose and aims of the policy?

 At Thurton Primary School we aim:

  • to recognise and reward positive behaviour
  • to promote a positive climate for learning
  • to work in partnership with parents and carers to support the social and academic development of all pupils
  • to provide a framework to support and promote socially acceptable behaviour
  • to promote an environment where the Christian values in class covenants are followed using the Values of Life values e.g. forgiveness, respect, responsibility, courage, perseverance, humility, generosity, courage, peace, trust, faithful, gratitude, tolerance, compassion, justice and togetherness
  • to ensure that all members of the school community ensure that they follow the school vision of Enjoy, Achieve and Believe.
  • to make it clear to pupils what they have done, why it is inappropriate and what they should do next time to make the right choice.
  • to secure the support of parents and pupils through the use of a home-school agreement.

What are the school’s expectations of behaviour?

  • we speak and listen to each other politely
  • we show tolerance and respect each other’s right to be different
  • we treat each other with respect at all times
  • we promote good behaviour, self-disciple and respect
  • we promote behaviour that prevents bullying
  • we promote behaviour to ensure that all children are able to complete their learning
  • we promote behaviour which helps regulate the conduct of other children
  • we promote an environment where no one deliberately sets out to make another person feel uncomfortable or unhappy

What are the school rules?

 To support the expectation of all in our school community, everyone follows a set of personal expectations – Do their best, be their best and try their best. As a school we have decided on these three main rules which will cover every eventuality in school. When the school community follows these expectations, they enable all stakeholders to be able to Enjoy, Achieve and Believe, which is our school vision statement.

What are the class rules?

At the start of each school year the class teacher will discuss with the children the values and rules within the classroom. They will be agreed, displayed and referred to regularly. The values will form the basis of a class Covenant.

How will positive behaviour be promoted?

The promotion of positive behaviours for learning is central to our school behaviour policy. We have a clear system of rewarding positive behaviour as follows:

  • each week, the staff award a certificate for children who have gone above and beyond in class, in their work or behaviour in a weekly Celebration Assembly. This is attended by staff and any member of the community (parents of the children receiving certificates are personally invited to share in the celebration).
  • any member of the school community can write a Golden Comment and put it into the “Golden Box”, to be read out at the celebration assembly for anyone who has upheld our school rules and values by trying their best, being their best and doing their best or helping each other.
  • any member of the school community are encouraged to praise and congratulate each other.
  • staff give house merits for following the school rules. There are four houses in school: red, blue, green and yellow. Whilst each child receives awarded individually they also count towards the team. House points are collected as merits and once a child reaches 10, they receive a bronze certificate, 25 for a silver certificate, 50 for a gold certificate and pencil and 100 for a platinum and bookmark.
  • lunchtime staff nominate pupils for a playground which is shared at the weekly Celebration Assembly.

How will the school respond when children do not meet the expected level of behaviour during playtime and lunchtime?

To ensure that the aims and values of our school community are upheld, the following series of sanctions will consistently be applied:

Step 1 All children begin each playtime/lunchtime on a green card.
Step 2 If a child breaks a rule, the adult will remind them to behave appropriately and remind them of the rule they have broken. Depending on how serious their actions have been could mean that Step 5 or 7 or 8 are the next step.Bad language or inappropriate gestures will move straight to Step 5. 
Step 3 If the child responds, praise will follow.
Step 4 If the child continues to break the rule they will be given a verbal warning and their name will be written in the lunchtime behaviour book and fedback to the class teacher, or into the class book after break time.
Step 5 If the child persists they will be given a “red card” and will be supervised by a member of staff inside the school. Children will be taken from the playground and isolated from other children, if a child is particularly young, the sanction may be to stand with the adult on duty for the remainder of the break. A discussion with the class teacher will be had with parents after school.
Step 6 If the child’s behaviour results in two or more “red cards”/time out in the playbround in a week, the class teacher will inform the head teacher. The head teacher will speak to the child and a note will be logged in the Head teacher’s Incident Book in the Office and parents will be asked to see the head teacher for a meeting.
Step 7 If this is not enough to stop the behaviour and it continues in the playground, their parents will be contacted to make an appointment to discuss the situation with the class teacher and head teacher, with a view to improving the behaviour of the child. If the child continues to be consistently disruptive and is not able to respond to the rewards and sanctions in place. The pupil will be supported and monitored closely. Further meetings will be arranged with parents to discuss progress.  If behaviour does not improve a behaviour plan may be implemented with both school staff and parents involved, outside agencies may be contacted to support the child.
Step 8 Serious breaches of behaviour and discipline such as acts of intentional or deliberate physical assault, verbal abuse, stealing, damage to property,  and absconding from school premises will result in an immediate phone call to parents requesting a meeting with the head teacher or assistant head teacher in her absence, as soon as possible, depending on the circumstances. The seriousness of the incident may result in either a lunchtime exclusion for a period of time up to 5 lunchtimes or a fixed-term exclusion which may lead to permanent exclusion. The consequences will be determined by evidence available to the head teacher or assistant head teacher in her absence. All aspects of the case will be taken into account in this step.

 

 

How will the school respond when children do not meet the expected level of behaviour in lesson time?

To ensure that the aims and values of our school community are upheld, the following series of sanctions will consistently be applied

 

Step A All children start the day on a green card or equivalent prompt for the younger children
Step B If a child breaks a rule, the adult will remind them to behave appropriately and remind them of the rule they have broken. Depending on how serious their actions have been could mean that Step F or H or I are the next stepBad language or inappropriate gestures will move straight to Step F. 
Step C If the child responds, praise will follow.
Step D If the child continues to break the rule, they will be moved straight to the orange card which signified that they need to think about their behaviour and change what they are doing to ensure that they make the right choice.
Step E If the child complies, their actions will be acknowledged by positive praise.
Step F If the child persists they will be given a “red card” or equivalent. This will result in a lunchtime exclusion for a period of one day.  If this child has been disruptive in the classroom, the teacher reserves the right to remove them to complete set tasks in another part of the school e.g. another classroom, library area or in head teacher’s officer. This could include completing a What I should do differently sheet.
Step G If the child’s behaviour results in two or more “red cards” in a short period of time, the class teacher will inform the head teacher. The head teacher will speak to the child and a note will be logged in the Head teacher’s Incident Book and parents will be asked to see the head teacher for a meeting.
Step H If this is not enough to stop the behaviour and it continues in the classroom, their parents will be contacted to make an appointment to discuss the situation with the class teacher and head teacher, with a view to improving the behaviour of the child. If the child continues to be consistently disruptive and is not able to respond to the rewards and sanctions in place. The pupil will be supported and monitored closely. Further meetings will be arranged with parents to discuss progress.  If behaviour does not improve a behaviour plan may be implemented with both school staff and parents involved, outside agencies may be contacted to support the child.
Step I Serious breaches of behaviour and discipline such as acts of intentional or deliberate physical assault, verbal abuse, banned items brought into school (see below), stealing, damage to property and absconding from school premises will result in an immediate phone call to parents requesting a meeting with the head teacher or assistant head teacher in her absence, as soon as possible, depending on the circumstances. The seriousness of the incident may result in either a lunchtime exclusion for a period of time up to 5 lunchtimes or a fixed-term exclusion which may lead to permanent exclusion. The consequences will be determined by evidence available to the head teacher or assistant head teacher in her absence. All aspects of the case will be taken into account in this step.

What items are banned in school?

If banned items are brought to school, be that intentionally or by unintentionally, the head teacher (or assistant head teacher in her absence) will refer to Step I for sanctions. Prohibited items are defined in the Education Act 1996 and the Schools Regulation 2012 as:

  • Knives or weapons, alcohol, illegal drugs and stolen items
  • Tobacco and cigarette papers, fireworks and pornographic images
  • Any articles that the member of staff reasonably suspect has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to property

What happens if a child makes malicious allegations against school staff or other children?

Pupils that are found to have made malicious allegations will have breached the aims and expectations of behaviour listed in this policy. The school will refer straight to Step I as an appropriate sanction and depending on the circumstances this will be referred to the police if there are grounds for believing a criminal offence may have been committed.

Can staff use reasonable force? 

The guidance issued by the Department for Education, ‘Use of reasonable force’, gives clear advice on the definition of reasonable force and how schools should apply the guidance.  The members of staff receive regular additional training to carry out their responsibilities.

What does exclusion mean?

Only the head teacher (or assistant head teacher if the head teacher is not on the school site) has the power to exclude a pupil from school. They 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.

Exclusion can be internal or external:

  • Internal means that this occurs inside school e.g. at break or lunchtimes, and/or outside own classroom.
  • External means at a place outside the school which the parent/carers deem safe for the child to be.

If the head teacher externally excludes a pupil, she 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 Local Authority and the governing body 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.

The governing body has a discipline committee which is made up of three members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider 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.

What about bullying?

Our school does not tolerate bullying of any kind. If we discover that acts of bullying or an act of intimidation has taken place, the Head teacher will be informed, the incident will be logged and parents will be notified. While it is very difficult to eradicate bullying, we will do everything in our power to ensure that all children attend school free from fear.

Please refer to the Anti-bullying policy.

How will this policy be monitored? 

The head teacher monitors the effectiveness of this policy on a regular basis and reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. This is done through informal discussions when necessary and at the beginning of each school year at staff meeting for teachers and support staff and by regularly checking the Playtime/Lunchtime Incident Book and the Head teacher’s Incident Book.

The head teacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.

What legislation does this policy refer to?

The Education Act 2002, as amended by the Education Act 2011
The School Discipline (Pupil Exclusions and Reviews) ( England) Regulations 2012
The Education and Inspections Act 2006 – Section 89
The Education (Provision of Full-Time Education for Excluded Pupils) ( England) Regulations 2007.