Aims and expectations

  • It is the primary aim at Green Park School that every member of the school community feels valued and respected and that each person is treated fairly according to the values of the school.
  • We are a caring community whose values are based on mutual trust and respect for all.
  • The agreed values are: RESPECT, INTEGRITY, EQUALITY, EMPATHY, POSITIVITY, ASPIRATION
  • The school behaviour policy is therefore designed to support the way in which all members of the school community can live and work together in a supportive way and demonstrate these values at all times.
  • We aim to provide an environment where everyone feels happy safe and secure and where positive relationships are at the centre of all that we do. Our aim is for all children to grow into positive, responsible and increasingly independent members of the school community.
  • The school expects EVERY member of the school community to behave in a considerate way towards others. This includes every member of staff, parents, governors, visitors and children.
  • We treat everybody fairly and apply this behaviour policy in a consistent way.
  • Restorative Practices are at the centre of all that we do. Every member of our community should be listened to and given the opportunity to restore relationships and learn from mistakes. This helps everyone to understand the impact of actions and behaviours and deal with incidents in a positive manner. Everyone has the right to learn and work in a calm and safe school.
  • As a school we reward good behaviour at every opportunity but will use sanctions when necessary. Positive behaviour management should be used whenever possible.
  • Behaviour which is deemed to be serious or dangerous will be dealt with swiftly and with clear consequences. There is a stepped approach to dealing with negative behaviour which should be used consistently by all members of the school community.

Rewards and sanctions

We praise and reward children for good behaviour and effort in a variety of ways:

  • Verbal praise and feedback
  • Written praise and feedback in books
  • Merit stickers and prizes
  • House points
  • Stickers from senior members of staff
  • Star of the week
  • Termly star certificates and WOW prizes
  • Play leader awards/golden tickets for playground behaviour
  • Sports trophies
  • Attendance awards
  • Special awards for those pupils who always follow the behaviour policy or demonstrate significant contribution to the school or community
  • Awards for achievements outside school e.g. music/dance/sport etc. mentioned in assemblies

Sanctions

We use a stepped approach to sanctions which must be applied consistently across the whole school and by every member of the community. These are to ensure school rules are enforced and to make sure the environment remains calm and positive. Each sanction should be enforced appropriately to each individual situation.

In the classroom

We expect children to listen carefully and behave appropriately in lessons. If they do not do this then:

  • The child will be reminded how to behave in the expected way – this may need to be reinforced visually for younger pupils or those with SEN
  • Receive a verbal warning and another reminder of the impact of their actions on others
  • Second warning – name written on the board/moved to the next step on behaviour display
  • Any further warning will result in a five minute loss of Golden Time – this time can be added up over the course of a week until Golden Time is lost completely.
  • Any further negative behaviour/another warning will result in being sent to another teacher in the team
  • Following this, the child will be sent to a member of the senior management team
  • Parents contacted to discuss and agree further intervention
  • Final sanction is to be sent to the Head Teacher who will contact parents
  • Restorative conversations should be used where appropriate so the child understands the impact of their actions in the classroom. However, this should not be done during learning time when teachers should be teaching.

EVERY DAY IS A NEW DAY WITH A FRESH START. WE ARE ALL RESPONSIBLE FOR OUR CHOICES, ACTIONS AND WORDS.

We expect children to try their best in all activities – if they do not do so, we may ask them to redo a task. This should be done respectfully and through a quiet conversation between the adult and child – NOT in front of the class with any chance of perceived ‘humiliation’ or embarrassment.

We do NOT rip out work from children’s books – this is completely unacceptable. Children should be able to make improvements and be praised for this by showing them what they can achieve.

Through use of critiquing – pupils can support each other to make improvements in a positive way.

On the playground

We expect children to listen carefully, follow instructions from any adult and behave in a calm and responsible way. If they do not do this then:

  • The child will be reminded how to behave in the expected way – this may need to be reinforced visually for younger pupils or those with SEN
  • Receive a verbal warning and another reminder
  • Second warning – sent to stand by the fence for ‘time out’ for five minutes or remain with the teacher on duty for five minutes
  • Third warning (or serious/dangerous behaviour) the child will be sent in to sit in the Year 5/6 shared area outside the staff room. Please ensure younger children are accompanied by a play leader or older pupil so they get there safely.
  • If a child refuses to co-operate then a senior member of staff should be sent for to deal with the incident and prevent escalation.
  • A different member of SMT is on duty each lunchtime and the child should be spoken to by that person. Restorative conversations should be used where appropriate to investigate the incident, hear all sides and restore relationships.
  • Parents may be contacted if behaviour is serious or a series of incidents recorded.

Serious incidents and behaviour

  • The safety of every member of the community is paramount in all situations. If a child’s behaviour endangers the safety of others (physically or verbally) then any activity should be stopped and the child will be prevented from taking part for the rest of the session.
  • A senior member of staff should be sent for if necessary.
  • Fighting and play fighting are absolutely unacceptable at Green Park School and may lead to the child having to be kept inside at playtimes
  • Other examples of serious behaviours include bullying, racist, sexist or homophobic comments; swearing; assaulting another person and any other forms of verbal or physical aggression; wilful damage to property etc.
  • Any incident of this kind will be dealt with immediately by the Head, Deputy or other senior member of staff who will log the incident, speak to any witnesses and contact parents.
  • Extremely serious behaviour or a series of incidents could result in a fixed term exclusion
  • Pupils who have been involved with any serious incident may not be allowed to represent the school at outside fixtures or events.
  • Pupils whose behaviour is dangerous may not be allowed to attend events or visits where their behaviour may be a risk to others or themselves (but only after a risk assessment is carried out and the head teacher consulted along with parents).
  • In extreme cases it may be necessary to permanently exclude a pupil.

Physical restraint (see ‘Use of Reasonable Force’ 2013)

All members of staff should be aware of the regulations regarding the use of positive handling and use of reasonable force (DfE 2013). Staff will be updated of any changes made by the government relating to the use of force.

Staff only intervene physically to control or restrain children to prevent injury to a child/children, or if a child is in danger of hurting him/herself or others, or of causing damage to the property of any person, or from causing disorder e.g. teachers will physically separate pupils found fighting or that if a pupil refuses to leave a room when instructed to do so they will be physically removed.
The actions of staff will always be in the best interest of the child and are in line with government guidelines on the use of reasonable force. Under no circumstances will physical force or restraint be used as a form of punishment.
Where it is felt that there a child may need to be restrained a positive handling plan will be written and shared with relevant staff. Parents should be aware of the regulations regarding the use of force by teachers.

Supporting pupils with specific behavioural needs

As a school we recognise that certain behaviours are often a sign of an underlying issue or problem with children and should be further investigated. This is crucial as part of our safeguarding role.

Staff should consider:

  • What behaviours is the child demonstrating?
  • Are they an indicator of a greater need or worry?
  • Can parents shed any light on the behaviour? Is it happening at home too?
  • Does the child need someone to talk to or a therapeutic approach?
  • Could there be a specific need that hasn’t been addressed?

It is our responsibility to support pupils wherever we can, particularly if they are experiencing turmoil or worry and their behaviour is a call for help. This is why relationships with our children and families are so crucial to everything we do at Green Park School.

If we have a concern about a pupil’s behaviour and what it may indicate, we should:

  • Talk to the child to see if they are worried about anything
  • Talk to their parents – are they behaving OK at home?
  • Raise concerns with a team leader or other senior member of staff

Green Park School can offer support in various ways:

  • Access to the learning mentor who is trained in counselling, anger management, bereavement and drawing and talking therapy.
  • Access to the school counsellor
  • Specific support and advice from outside agencies through the school SENCo (e.g. behaviour support/CAMHs)
  • Advice for parents and families with help from local children’s centres and support networks.

Our main aim is to always provide families and children with positive strategies in order to strengthen resilience and lessen negative behaviours.

Roles and responsibilities

Class Teachers should:

  • Ensure the school rules are enforced consistently and that their class behaves in a responsible manner
  • Always have high expectations – of their own behaviour and their pupils – CATCH CHILDREN BEING GOOD
  • Treat all pupils fairly and with respect
  • Always remain calm and objective – always refer back to the code of conduct
  • Anticipate behaviour and try to prevent it from occurring
  • Make the distinction between the behaviour and the pupil
  • Try to ascertain the root cause of the problem and talk to the pupils individually without an audience
  • Communicate empathy by reflecting their viewpoint back so as to defuse the situation
  • Discuss the consequences of their actions and give pupils choices. Help them to realise that they are in control and can bring about a change
  • Avoid nagging, shouting and lecturing – behaviour often comes from feeling insecure
  • Take responsibility for talking to parents about behaviour issues. THIS SHOULD ALSO BE FOR CONSISTENTLY POSITIVE BEHAVIOUR.
  • Apologise when we make mistakes
  • Use Restorative techniques & conferences in resolving issues where there has been a victim or victims – see ‘Relationships’ policy
  • Keep a log of repeated incidents in case of necessary further support/safeguarding concerns
  • Report any serious incident to the team leader or any senior leader

Each class should develop a class behaviour agreement that documents rights and responsibilities for behaviour. The rules include how we will choose to:

  • Show respect
  • Be ready to learn
  • Be safe and keep others safe

 

  • The role of the Head Teacher and Senior Management Team
  • It is the responsibility of the head teacher, under the School Standards and Framework Act 1998, to implement and monitor 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 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 keeps records of all reported serious incidents of misbehaviour.
  • The head teacher has the option to issue a fixed term exclusion for repeated refusal to follow instructions.
  • The head teacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour.
  • For repeated or very serious acts of anti-social behaviour, the head teacher may permanently exclude a child.
  • The school does not tolerate racial prejudice in any form and all such incidences of racial bullying will be reported to the LA.
  • The head teacher has a responsibility to support parents/families, particularly with those children who find following the policy challenging. The head teacher will work closely with parents for the benefit of all children’s emotional health and wellbeing.

The Role of Parents

  • The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school. The importance of these relationships between home and school are crucial.
  • Parents are asked to sign a home school agreement when they join Green Park School and receive a new behaviour agreement each year.
  • Parents are expected to promote the school policy at home and support the school when asked.
  • We try to build a supportive dialogue between the home and the school and we inform parents immediately 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 head teacher. If the concern remains, they should contact the Chair of Governors. If these discussions cannot resolve the problem, an appeal process can be implemented. (see complaints procedure)
  • We expect parents to conduct themselves in an appropriate manner and acts of aggression towards staff or other parents, whether verbal or physical, will not be tolerated. All such acts will be referred to the Governing Body, reported to the LA and reported to the police. The head teacher has the right to ban aggressive individuals from the school grounds for a fixed period of time. (See ‘Dealing with aggressive parents’).

 

 

The Role of Governors

  • The Governing Body has the responsibility of setting down these general guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The governors support the head teacher in carrying out these guidelines.
  • The head teacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the head teacher and are fully involved in the process of reviewing policy and guidelines.

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 fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. In some rare cases, where a pupil deliberately attempts to have a fixed term exclusion issued against them the head teacher may take the decision to exclude within the school. This means that the child is isolated from the rest of the school for the duration of the exclusion.
  • If the head teacher excludes a pupil, they inform 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 about all permanent exclusion, and all fixed-term exclusions immediately.
  • 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 between three and five members. This committee considers any exclusion appeals on behalf of the governors.
  • When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and 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.

Procedures following a Permanent Exclusion

  1. The meeting of the Discipline Committee of the Governing Body should be held with all parties, including the member of staff who is putting the school’s case, the parent/carer*, pupil and LA representative in attendance. All parties should be present at the start of the meeting.
  2. If a governor has a connection with the pupil or the incident that could affect their ability to act impartially they should declare that interest and withdraw from the meeting.
  3. The senior member of staff presenting the school’s case should give a report outlining the reasons for the exclusion.
  4. The Governors, parent/carer*, pupil and the Director of Education’s representative should be allowed to ask questions.
  5. The Director of Education’s representative will share any relevant reports relating to the exclusion. Other agencies who have information relevant to the exclusion should be given the opportunity to inform the meeting.
  6. All parties should have an opportunity to consider this information at this stage.
  7. The parent/carer* and pupil should be heard.
  8. The Governors, School’s representative and the Director of Education’s representative should be allowed to ask questions of the parent/carer* and pupil.
  9. The member of staff should summarise the school’s case.
  10. The parent/carer* and pupil should summarise their case.
  11. The parent/carer*, pupil, LA representative (unless he or she is Clerk to the Discipline Committee), Head Teacher and member of staff putting the school’s case and any governors whose connection with the excluded pupil requires them to withdraw must leave the meeting. If any further advice or clarification is required all participants will be recalled together.
  12. The Discipline Committee of the Governing Body consider the evidence, representations from parents/carers, pupil and LEA and advice from DfE ‘Improving Behaviour and Attendance Guidance on Exclusions from Schools and Pupil Referral Units’, and decides:

(i) Whether to direct reinstatement and, if so, whether extra short-term support would help to ensure successful reintegration.

(ii) If the exclusion is upheld, ensure that the school has satisfactory arrangements in place for the pupil to continue their education while away from school until any appeal process has been completed.

  1. The Clerk to the Discipline Committee will write to the parent/carer* within one school day after the meeting confirming the decision of the Discipline Committee including reasons for their decision, and explaining the parents/carers* right of appeal, should the decision be upheld.

Parents/carers may if they wish have someone of their choice to accompany and assist them at the meeting or send a representative.

Procedures following a Fixed Term Exclusion

Exclusions up to 5 consecutive days – work should be set and marked by the school. During this period the parents of the excluded pupil must ensure that their child is not found in a public place during normal school hours without reasonable justification. Parents may be subject to a Fixed Penalty Notice if they fail to do this.

 

Behaviour Outside of School

The Education and Inspections Act 2006 gives head teachers the power to regulate the conduct of pupils when they are away from school premises. If a pupil is not on school premises/not in the charge of school staff, but is either travelling to/from school or involved in an incident of violence/aggression as a direct result of a threat made in school/incident in school, they will be dealt with in accordance with the school behaviour and discipline policy which may result in an exclusion.

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
  • travelling to or from school or
  • wearing 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.

If a pupil bullies other pupils or staff members online using a home computer, mobile phone or tablet the head teacher has the right to investigate these issues in school and put in place appropriate sanctions. (See safeguarding and social media policies).

We work closely with the police and will support them fully in any investigations about incidents which take place outside of school hours. Parents will be asked to be present if a child requires to be formally interviewed by the police.

Power to Search Pupils

The Law states that the Violent Crime Reduction Act 2006, inserted into the Education Act 1996, makes it lawful for the head teacher and staff authorised by the head teacher to search pupils or their possessions without consent, where they suspect the pupil has weapons, alcohol, illegal drugs and stolen items.
If a pupil refuses to be searched the police will be called.

Confiscation, Retention and Disposal

Confiscation – Staff may confiscate items such as mobile phones and sharp objects if they are deemed inappropriate. If safe to do so these items will be returned to the child or their parents or carer at the end of the day.
Retention or disposal of a pupil’s property- inappropriate items such as knives, cigarettes and any item which may be used to commit an offence and items banned under school rules will be retained and disposed of safely.

Monitoring

The head teacher monitors the effectiveness of this policy on a regular basis. They also report to the Governing Body on the effectiveness of the policy and if necessary, make recommendations for further improvements.

The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents and weekly discussions of behaviour are logged during staff meetings.

All incidents in which the SMT or Head Teacher are involved/have been investigated, are recorded on CPOMs. Racial incidents are logged on the report form (Report of Racial Incident) and sent off to the Local Authority.

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

It is the responsibility of the Governing Body to monitor the rate of exclusions and to ensure that the school policy is administered fairly and consistently.

Review

The Governing Body reviews this policy every two years.

Other Policies linked to Behaviour and Discipline

  • Relationships Policy
  • Anti-bullying
  • Safeguarding Statement
  • Staff safer code of conduct
  • General code of conduct
  • E-safety policy
  • Equal opportunities
  • SEN policy
  • Health and Safety

Appendixes

Appendix A

Rights and responsibilities agreed after consultation with all parties

Pupils rights Pupils responsibilities
·       To be treated with respect

·       To be safe

·       To learn

·       To be listened to

·       To be happy in school

·       To show respect and courtesy towards everyone

·       To take responsibility for their behaviour.

·       To work hard and be willing to learn

·       To allow others to learn

·       To cooperate with adults and children and follow instructions

·       To do their best

School and staff rights School and staff responsibilities
·       To enforce the school behaviour policy

·       To be treated with respect and courtesy

·       To teach without disruption or intrusion

·       To be happy

·       To be safe

·       To be supported by parents in maintaining an orderly climate for learning

·       Not to tolerate violence, threatening behaviour or abuse

·       To ask parents to sign the Home School Agreement

·       To promote school  values in accordance with the school vision

·       To communicate clearly measures to ensure good order, respect and discipline

·       To treat children and adults with respect

·       To be a positive role model

·       To let every pupil achieve their potential

·       To be prepared for work

·       To create a safe and secure environment for learning

·       To foster positive relationships with parents and carers

Parents rights Parents responsibilities
·       That children are treated fairly and with consistency

·       To expect children are safe, secure and respected

·       To have any complaint about behaviour or bullying taken seriously by the school and investigated/resolved as necessary

·       To be kept informed about their child’s progress including behaviour

·       To encourage their children to show respect and support the school’s authority to discipline its pupils

·       To ensure their child is well- behaved in school by following reasonable instructions and adhering to the school rules

·       To send their child to school each day punctually, suitably clothed, fed, rested and equipped ready to learn

·       To ensure staff are aware of any SEN- related or other factors which may affect their child’s behaviour

·       To support children at home

·       To support the home-school agreement

 

Appendix B

Minor, intermediate and major incidents
At school there is a hierarchy of sanctions for dealing with minor, intermediate or major incidents. Minor incidents become more serious through repetition. It is important there are small sanctions for minor incidents as this reinforces the certainty of consequences for behaving unacceptably. The following is a guide.

Minor incidents

·       pushing in

·       interrupting the teacher

·       attention seeking

·       clowning around

·       spoiling games

·       avoiding work

·       time wasting

·       teasing

·       being noisy

·       running inside

·       arguing

·       swearing (accidentally)

·       cheekiness

·       wearing jewellery or inappropriate hairstyles

·       carrying unauthorised items such as toys, sweets or money

·       throwing small things in class or outside

·       Carrying other children or picking up younger children

More serious incidents

·       repeated minor incidents

·       interfering with other pupils’ work

·       arguing back

·       rudeness

·       name calling

·       telling lies

·       graffiti

·       spitting

·       refusal to follow instructions

·       swearing (with intent)

·       leaving the room without permission

·       Play fighting

·       Rough or aggressive play eg wrestling

·       deliberately upsetting others or excluding from games

Major incidents

·       fighting

·       vicious kicking

·       hitting back

·       throwing dangerous objects

·       persistent lying

·       vandalism

·       swearing at staff

·       verbal abuse of staff

·       physical abuse of staff

·       stealing

·       running out of school

·       bullying

·       racist incidents

·       bringing dangerous items onto school premises

Appendix C

Dealing with incidents during playtimes

Minor, intermediate and major incidents
The following is a guide to incidents which may occur in the outdoor environment. The list is not exhaustive and there may be other behaviour adults will use their professional judgment

Minor incidents

·       pushing in

·       attention seeking

·       clowning around

·       spoiling games

·       teasing

·       being noisy

·       arguing

·       swearing (accidentally)

·       cheekiness

·       carrying unauthorised items such as toys, sweets or money

·       Carrying other children or picking up younger children

More serious incidents

·       repeated minor incidents

·       Play fighting

·       Rough or aggressive play eg wrestling

·       deliberately upsetting others or excluding from games

·       Throwing objects dangerously

·       arguing back

·       rudeness

·       name calling

·       telling lies

·       spitting

·       refusal to follow instructions

·       swearing (with intent)

Major incidents

·       fighting

·       vicious kicking

·       hitting back

·       throwing dangerous objects

·       persistent lying

·       extortion

·       vandalism

·       swearing at staff

·       verbal abuse of staff

·       physical abuse of staff

·       stealing

·       running out of school

·       bullying

·       racist incidents

·       bringing dangerous items onto school premises.