Behaviour policy and statement of Behaviour principles
Rachel Gibbons CFCC committee
Date: January 2022
Last reviewed on:
Next review due by:
When changes occur
1. Aims. 2
This policy aims to:
2. Legislation and statutory requirements
This policy is based on advice from the Department for Education (DfE) on:
It is also based on the special educational needs and disability (SEND) code of practice.
In addition, this policy is based on:
Positive Behaviour: Behaviour which is good and complies with the our rules and with our Behaviour Principles (Appendix 1)
Misbehaviour is defined as:
Serious misbehaviour is defined as:
We know that from time to time pupils will be upset and so we prepare pupils for life outside of school by developing resilience and the tools to deal with disagreements, differences of opinion and disappointments.
We firmly believe that bullying is a serious breach of the school’s Behaviour Policy and ethos. Bullying will NOT be tolerated.
Pupils, parents and staff need to be clear about what bullying is and what we intend to do when it occurs.
Bullying repeated verbal, physical, social or psychological aggressive behaviour over a period of time, by a person or group, directed towards others that is intended to cause harm, distress or fear. * Definitions of Online abuse include single incidents as they can be forwarded /shared
Bullying can include:
TYPE OF BULLYING
Being unfriendly, excluding, tormenting
Hitting, kicking, pushing, taking another’s belongings, any use of violence
Prejudice-based and discriminatory, including:
Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)
Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Direct or indirect verbal
Name-calling, sarcasm, spreading rumours, teasing
Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites
How will we deal with bullying?
Responses to bullying may include:
5. Roles and responsibilities
5.1 The governing board
The CFCC Committee is responsible for reviewing and approving the written statement of behaviour principles (appendix 1).
The CFCC Committee will also review this behaviour policy in conjunction with the headteacher and monitor the policy’s effectiveness, holding the headteacher to account for its implementation. The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.
5.2 The head teacher
The head teacher is responsible for reviewing this behaviour policy in conjunction with the CFCC committee, giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.
The Headteacher will have ultimate responsibility for the implementation of the Behaviour Policy and will take responsibility when serious incidents occur and when there is a possibility of exclusion. S/he will also provide governors with contextual information about year groups such as number of pupils with SEN / behavioural issues. This will allow governors to make strategic decisions and allocate funding appropriately to support pupil learning.
The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.
Staff - Roles and responsibilities
All members of staff have a collective responsibility for managing behaviour and as such are required to consistently implement the school’s Behaviour Policy.
Teaching staff are responsible for;
• Following school procedures and the Behaviour policy consistently;
• Promoting high standards of behaviour and modelling positive behaviour
• Establishing school rules within their classes;
• Delivering lessons that engage children thus reducing opportunities for poor behaviour;
• Implementing effective classroom management strategies;
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording Red and patterned behaviour incidents
• Dealing with serious or long term problems in consultation with senior staff in communication with parents.
The senior leadership team will support staff in responding to behaviour incidents.
Personal, Social and Health education (PSHE) curriculum
The school has a curriculum map of PSHE themes. Training is given to assist staff in the delivery of these activities.
There are times when a member of staff may decide that a particular issue requires an immediate or tailored response in order to address the needs of a particular group or concern.
Parents - The partnership with parents
Staff work with parents in the interest of their child .It is important that we form close and trusting relationship with parents. Staff do not blame parents for the behaviour of a child. Communication should reflect Tudor rules and values. Staff will be conscious that the reporting of only negative behaviour is negative and counterproductive .Opportunities at the start (when permitted) and end of the day are essential for positive and productive communication with parents and sharing information.
We use parent meetings and interactions as opportunities to build positive relationships so we can work together to recognise and support the needs of our children together.
6. Tudor Rules – staff to induct their classes to these image appropriate language with examples
Pupils are expected to:
7. Rewards, sanctions, serious breaches, exclusions and malicious allegations
7.1 Good behaviour is rewarded and poor behaviour choices have consequences.
It is important to reward children who are following the school rules by recognising and rewarding good behaviour and reinforce it.
Positive behaviour will be reinforced with rewards which could include:
At Tudor School we use the Good to Be Green Behaviour System which uses a traffic light system.
The Pupil Code of Conduct and School rules inform expectations of good behaviour.
All pupils start on a personal Green Card – It is “Good to be Green.” Transgressions will be followed by
Stage 1 : Verbal warning
Stage 2: Verbal warning - pupil moved to yellow card
Stage 3: If misbehaviour continues or it is a serious breach of Behaviour. pupil moved to red card
Possible Sanctions which may follow
Red because 2 Yellow
Consequence for red card : staff can select an appropriate consequences
Serious breaches so straight to Red
Dealt at teacher level
Incident and reflection sheet
5 minutes aside to reflect
Written or oral apology
5 minutes off playtime
Mainly teacher level
Loss of playtime to complete work not finished during the lesson;
Time off next play
10 minutes supervised by Phase Leader;
Moved to another class for a set time.
Inform parents if 2x Red in one week (verbally)
Behaviour contracts /charts
To complete behaviour incident form / reflection chart where relevant.
All reports to SMT
Work in another class
Letter sent home
Meeting with parents may be arranged
Other agencies called in
Behaviour contracts /charts
Minimum loss of one break
Where there are very serious breaches or persistent and open defiance of school rules, exclusion will be considered.
Red cards should always be recorded on SIMS
Responding to serious misbehaviour
We are confident that the majority of the pupils will respond positively to the school rules and choose to behave sensibly There are times when a pupil’s behaviour is dangerous, violent or totally in appropriate
Behaviour interventions may include:
Strategies to avoid exclusion may include:
There may be occasions where External Exclusions will be warranted.
Tudor School has adapted its policy in line with the summary of that in the DfE and Ealing LA guidelines on Exclusions https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/921405/20170831_Exclusion_Stat_guidance_Web_version.pdf
This outlines Exclusion Procedures for school staff and any governors considering exclusions. The full text of the DfE’s guidance can be obtained via the DfE website.
Contacts: Principal Officer and Support Officer – Exclusions, Children’s Services, Behaviour Strategy & Social Inclusion Service, Ealing Council, 2nd Floor, Perceval House, 14-16 Uxbridge Road. Ealing, W5 2HL Telephone: 020 8825
Types of External Exclusion Schools need to have policies, procedures and staff training in place that will promote good behaviour and prevent bad behaviour. Such behaviour policies need to be applied consistently and be widely publicised so that all pupils, school staff and parents are aware of the standards of behaviour expected of pupils, and the range of sanctions.
A school’s behaviour policy may regulate pupils’ behaviour where the pupils are neither on school premises nor in the care of school staff, where it is reasonable to do so.
There are three types of exclusion that a school may use:
Fixed-term exclusion: Imposed in response to breaches of the behaviour policy, including persistent disruptive behaviour, where these are not considered sufficiently serious to warrant a permanent exclusion but where lesser sanctions such as detention/internal exclusion are considered inappropriate.
This is a temporary exclusion of between 1 and 45 school days in length (no pupil may be excluded for more than a total of 45 school days in any one academic year). This means that the pupil is not allowed to attend school for the fixed period determined by the headteacher. Parents are reminded of their responsibility to care for their child and to ensure that their child stays at home during normal school hours. Failure to adhere to this may result in a fixed penalty notice of £50 which, if not paid, could lead to prosecution.
During this time the school will inform parents in writing, report to the governors and set work to complete during the exclusion. On return to school, a reintegration meeting will be convened with parents and the pupil to agree new targets and to clarify next steps if behaviour continues to be poor.
When is permanent exclusion appropriate?
For persistent breaches of the behaviour policy i.e. as a final step in a process for dealing with unacceptable behaviour and following a wide range of strategies that have been tried without success, it is an acknowledgement that the school has exhausted all available strategies.
•If there are exceptional circumstances where, in the head teacher’s judgement, it is appropriate to permanently exclude a child for a first or ‘one off’ offence. These might include:
• Involvement with an offensive weapon
• Supply or intent to supply an illegal substance
• Serious actual or threatened violence against another pupil or a member of staff
• Sexual misconduct
These instances are not exhaustive or prescriptive but indicate the severity of such offences and the fact that behaviour can affect the discipline and wellbeing of the school community...
Schools will consider whether or not to inform the police where such a criminal offence has taken place. They will also consider whether or not to inform other agencies, e.g. the Youth Offending Service, social workers etc.
What happens at lunchtimes?
The school rules still apply at lunchtime irrespective of where pupils are on site.
We believe that lunchtime should be a time where children can eat, socialize and play safely.
The Lunchtime Organisers are experienced and they receive continuous ongoing training. This training may be provided by the local authority or in school. They understand that lunchtimes provide opportunities for pupils to develop communication, social skills, negotiation, confidence and enjoyment. Lunchtimes can at times also be difficult, stressful and require adult support to manage issues.
Our staff will endeavor to:
They will work with the headteacher to ensure that the children enjoy their dinner times and follow the School Rules.
If a pupil breaks school rules, others may be affected or upset.
How do we appreciate good behaviour at lunchtimes?
Praise, Stickers, certificates, feedback to other staff, etc.
What happens if a pupil breaks School Rules?
If a pupil breaks the lunchtime rules then they will face consequences. In the first instance they may be sent to a dinner supervisor who may:
Consequences at Lunch Time
Instances of poor behaviour are recorded.
Lunchtime Organiser will warn the pupil.
Lunchtime Organiser will warn the pupil for a second time.
Lunchtime Organiser instigates Time Out or Reflection Time for pupils to consider their actions.
Lunchtime Organiser refers the pupil to the senior Lunchtime Organiser who will instigate time out away from the child’s peers.
The senior Lunchtime Organiser will refer the issues to the headteacher or deputy headteacher.
The head, or deputy in her absence, may implement an internal lunchtime exclusion of up to 5 days.
If the pupil has more than 5 lunchtime exclusions then the parent may be asked to provide for lunchtimes at home.
Persistent problems at lunchtime
If behaviour continues to be poor or deteriorate, the school will take action to deter further repetition and to support good behaviour. In this case lunchtime exclusion may be considered.
This means that the pupil must be collected at the start of lunchtime, and brought back to school at the end of lunchtime. Please note that parents/carers are responsible for the safety and behaviour of their child during this time and ensuring they are returned on time to avoid absences. The school will inform parents of lunchtime exclusion in writing and it will be reported to the governors.
7.2 Zero-tolerance approach to sexual harassment and sexual violence
The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored. Please see Behaviour Management Section below
Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.
The school’s response will be:
The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:
Manage the incident internally; Refer to early help; Refer to children’s social care; Report to the police
Please refer to our Child Protection and Safeguarding policy for more information https://primarysite-prod-sorted.s3.amazonaws.com/tudor-primary-school/UploadedDocument/021a2d3a-300d-4b0c-80ee-79cc41ab63be/safeguarding-tudor-child-protection-and-safeguarding-sept-21.pdf
7.3 Malicious allegations
Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.
Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.
In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer, where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.
The school will also consider the pastoral needs of staff and pupils accused of misconduct.
Please refer to our child protection and safeguarding policy] for more information on responding to allegations of abuse against staff or other pupils.
8. Behaviour management
8.1 Classroom management
The class teacher should aim to know their pupils as individuals. This means learning their names, family background, friends, personalities and interests.
Points for staff to consider to reduce potential behavioural issues:
Maintaining good Learning Behaviour
Good behaviour is rewarded and poor behaviour choices have consequences. It is important to reward children who are following the school rules by recognising and rewarding good behaviour in order to reinforce it.
8.2 Off-site behaviour
Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:
Sanctions may also be applied where a pupil has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:
Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of the staff member (e.g. on a school-organised trip).
Remember, we want our children to be safe, secure and happy!
8.3 Physical restraint
In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:
Incidents of physical restraint must:
We will confiscate any item which is harmful or detrimental to school discipline or prohibited. These items will be returned to pupils, parents or to the police/statutory services if appropriate after discussion with senior leaders and parents.
Items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.
8.5 Pupil support
The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.
School staff and Leadership will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. Where this may be the case, we will follow our child protection and safeguarding policy.
9. Pupil transition
To ensure a smooth transition to the next year, pupils have transition sessions with their new teacher(s). In addition, staff members hold transition meetings.
To ensure behaviour is continually monitored and the right support is in place, information related to pupil behaviour issues may be transferred to relevant staff at the start of the term or year.
Behaviour management forms part of continuing professional development.
11. Monitoring arrangements
This behaviour policy will be reviewed by the headteacher and CFCC Committee annually. At each review, the policy will be approved by the headteacher.
The written statement of behaviour principles (appendix 1) will be reviewed and approved by the CFCC Committee annually.
Monitoring the policy
Relevant data will be collected to measure the impact of the Behaviour Policy. This will be monitored by the Governing Body through Headteacher’s reports. These can include:
• Record of incidents;
• Record of exclusions;
• Day to day observations of the Behaviour Policy being implemented.
Names of pupils will not be shared unless essential and only with relevant governors e.g. exclusion procedure
12. Links with other policies
This behaviour policy is linked to the following policies:
The following principles are suggestions only. Adapt this statement to suit your school’s circumstances.
The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.
This written statement of behaviour principles is reviewed and approved by the CFCC Committee annually.