Model Behaviour Policy

To get behaviour right in your school, a behaviour policy has to be written. We use 'Good to be Green' which is like a football card system. This policy has been discussed with all staff and is part of the induction for new staff. Consistency is the key. The underlined sentences is to add a school name. Hope it is helpful.

School Behaviour Policy

At _________________________________ we believe that a whole school approach to promoting positive behaviour is fundamental to the ethos of the school. Pupils are expected to be self-disciplined, considerate and co-operative and to have respect for one another, for all adults and the school environment. Politeness is expected at all times. Bullying, violence, offensive language and all forms of discrimination will not be tolerated. 

______________________ believes it is the right of all pupils to have access to high quality learning experiences in a stimulating and supportive environment where prejudice and stereotypes are challenged. The school believes that all pupils are of equal worth and they will be treated equally regardless of gender, physical or mental ability, cultural or ethnic background or sexual orientation. This policy recognises the importance of good behaviour as essential to providing such an environment where effective learning can take place and where pupils can develop self-esteem, independence, self-discipline and responsibility.
Aims

Through the promotion of positive behaviour the aims are as follows:

• To help all members of the school community accept and abide by the school rules and develop a sense of self-control. 
• To enable pupils to develop self-esteem, respect for others, tolerance and compassion and to prevent bullying. 
• To develop the sense of right and wrong and the ability to accept responsibility. 
• To promote an atmosphere of politeness, trust, honesty and fairness both within friendship groups and the whole community. 
• To promote further achievement, both academically and socially. 
• To encourage all members of the school community to take responsibility for the care and safety of others, their property and the environment. 

Roles and responsibilities

Staff
All staff have a shared responsibility for all pupils and should provide a consistent approach to rewards, sanctions and consequences at all times.

The responsibilities and powers of staff include the following:

• To praise and reward pupils
• To use sanctions and consequences when misbehaviour occurs in school or on school trips.
• To ensure that any sanctions and consequences applied are reasonable and proportionate in all the circumstances and have taken account of the pupil’s age, any special educational needs or disability they may have, and any religious requirements affecting them.
• To use reasonable means, de-escalation techniques or physical restraint should the circumstances require it provided staff act lawfully.
• To use the power to search a pupil without consent for dangerous objects or prohibited items
• To confiscate, retain or dispose of a pupil’s property as a sanction or consequence provided that it is reasonable in the circumstances and staff have acted lawfully.

Senior Management Team and Headteacher

If misbehaviour occurs outside of the school setting (i.e. not on the school premises and not on a school trip) and it impacts the school, if it is reported to the Senior Management Team (SMT) the matter will then be considered by the SMT in conjunction with the Headteacher and parents / carers will be notified. Any actions determined must also be reasonable, proportionate and lawful in all the circumstances.

The Headteacher will arrange, as appropriate, training for staff to understand reasonable means and ensure that they have a clear understanding of the use of de-escalation techniques or physical restraint.

In exceptional cases the SMT and the Headteacher may consider that it is appropriate to separate a pupil from their class. Such a decision would be made after consideration of the health and safety of pupils and any requirements in relation to safeguarding and pupil welfare.

If it is identified that a pupil has made a malicious accusation against a member of staff the Headteacher will determine an appropriate sanction, ensuring that it is reasonable, proportionate and lawful. If necessary, the Headteacher will consult with the SMT and the Chair of Governors.

The Headteacher will arrange for the dissemination of this policy to staff, pupils and parents / carers on an annual basis.


Support from Parents and Carers
_____________________________ believes that the Behaviour Policy is most effective when supported by parents and carers. You can support the school by helping the children to:

• Understand and follow the school rules and core values.
• Sign and follow the Home School Agreement.
• Attend school regularly and arrive at school punctually.
• Do homework and hand it in on time.
• Wear correct school uniform, including footwear.
• Remember full PE kit.
• Leave jewellery, toys and other valuables at home.

Organisation and planning

Core Values

_________________________ has ten core values which underpin the school’s ethos:

• Appreciation
• Care
• Co-operation
• Determination
• Friendship
• Honesty
• Patience
• Respect
• Responsibility
• Understanding

Each month the school promotes a different core value through assemblies and circle time.

School Rules

The school rules must be followed by the whole school community – pupils, staff, parents and carers, governors and visitors. Pupils and their families are asked to discuss the rules as they form part of our Home School Agreement. Parents / carers and pupils are asked to sign a reply slip to indicate they will endeavour to keep the rules.

The rules are:

1. Be polite.

2. Follow instructions the first time.

3. Keep hands, feet and objects to yourself.

4. Walk everywhere in school.

5. Ask before leaving the classroom or playground.

6. Respect school property and that of others.

At the beginning of each term pupils will discuss the school rules with their year group teacher / teaching team. This will include discussion about expectations, rewards, sanctions and consequences. School rules are effective at all times, in all activities and are implemented by all staff.

Implementation

Everyone needs praise and rewards. Good behaviour is encouraged whenever possible. The following are just some of the rewards that are employed by teachers and staff to encourage and recognise good behaviour.

Class Rewards

• Verbal praise
• Award stickers
• Marbles / jewels in the jar
• Raffle tickets
• Star of the day / role model
• Show and tell to another class
• Show and tell to Deputy Headteacher / Headteacher
• Extra ‘Golden Time’ or playtime
•  Letters sent to parents and carers to recognise achievement
• Teampoints

Year group teachers are free to devise their own individualised reward system within their own class and will ensure that all members of their teaching team are aware of it.

Whole School Rewards

• Certificates of Achievement are awarded for effort, achievement and attitude towards work and behaviour and for pupils demonstrating the core values. 
• Two pupils are chosen from every class each week and are awarded their certificate in the Friday Reward Assembly. 
• During the course of the year pupils work through a system of certificates, collecting bronze, silver, gold and diamond awards.

Consequences for Inappropriate Behaviour

Unfortunately there may be cases where behaviour falls below the standard expected and then sanctions or consequences will be used.

The decision to impose a sanction or consequence on a pupil must be made by a paid member of school staff or a member of staff authorised by the Headteacher. The decision must be made and the sanction or consequence itself must be imposed on the school premises or while the pupil is under the charge of the member of staff, it must not breach any legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.

A sanction or consequence must be proportionate i.e. the penalty must be reasonable in all the circumstances and account must be taken of the pupil’s age, any special educational needs or disability they may have, and any religious requirements affecting them.

The following 5 stage procedure is followed by all staff employing sanctions:
All pupils start on a ‘Good to be Green’ card at the beginning of each day, unless they are on a behaviour card (Appendix 2).


1. Verbal warning and rule reminders.

‘V’ written above the word ’warning’ on class Behaviour Tracking Sheet (Appendix 1).


2. Written warning.

‘Good to be Green’ card turned to amber and ‘warning’ circled on class Behaviour Tracking Sheet.


3. Time out within the class.

‘Good to be Green’ card turned to red and 2 circled on class Behaviour Tracking Sheet.


4. Time out in another class = this must be until the end of the current teaching session.

‘Good to be Green’ card turned on side and 3 circled on class Behaviour Tracking Sheet.


5. Further disruption during the day once the pupil has returned to class

White Behaviour Card - see below.

Examples of sanctions and consequences can include:

• A verbal reprimand. 
• Extra work or repeating unsatisfactory work until it meets the required standard. 
• Loss of privileges – for instance missing an after school club or missing a buddying playtime session. 
• Missing break time or lunchtime. Should this sanction be used staff will ensure that pupils have reasonable time to eat, drink or use the toilet.
• Regular meetings with a member of the Senior Management Team (SMT) if placed on a behaviour card. 
• In more extreme cases a temporary or permanent exclusion may be used.

White Behaviour Card

This is used to monitor and record a pupil’s behaviour over the course of 24 hours following continued disruption in lessons after time out in another class. Behaviour is monitored by the teacher each lesson and the behaviour card is completed by the pupil using the following colour coding:

· Green – target met.

· Yellow – had at least two warnings. 5 minutes of break time missed.

· Red – unable to turn behaviour around. Entire break time missed.

At the end of the 24 hour period, the pupil brings their card to the Deputy Headteacher or the Headteacher and the behaviour is logged.

Amber Behaviour Card

If behaviour continues to be a problem whilst on a white behaviour card, the pupil is moved to an amber behaviour card. This means that their behaviour is recorded by the class teacher and monitored by the Deputy Headteacher or the Headteacher at the end of each day for a whole week. The behaviour card is completed by the pupil using the following colour coding:

· Green – target met.

· Yellow – had at least two warnings. 5 minutes of break time missed.

· Red – unable to turn behaviour around. Entire break time missed.

Break times are missed if misbehaviour is recorded on the amber behaviour card.

At the end of the 5 day period, the pupil brings their behaviour card to the Deputy Headteacher or the Headteacher and the behaviour is logged.

Red Behaviour Card

If the pupil’s behaviour is still a concern, they may have to be moved to a red behaviour card. This will include a temporary internal exclusion to another class for a whole week. The class teacher will provide age relevant work for the pupil during this exclusion. Behaviour is recorded and monitored on the red behaviour card as above. The behaviour card is completed by the pupil using the following colour coding:

· Green – target met.

· Yellow – had at least two warnings. 5 minutes of break time missed.

· Red – unable to turn behaviour around. Entire break time missed.

Break times are missed if misbehaviour is recorded on the amber behaviour card.

At the end of the 5 day period, the pupil brings their card to the Deputy Headteacher or the Headteacher and the behaviour is logged. It may be necessary for the pupil to remain on the red behaviour card for another week in their own class.

Behaviour Tracking

For the vast majority of our pupils the above strategies prove effective most or all of the time. If persistent poor behaviour continues, the SMT will analyse the tracking records that have been completed to identify possible behaviour patterns, triggers and circumstances. The Special Educational Needs Coordinator (SENCo) or Inclusion Manager may become involved in drawing up a Pastoral Support Plan and the Headteacher may ask parents’ and carers’ agreement in approaching the relevant support services in working to address the needs of the pupil.

Exclusions and Managed Moves

In extreme circumstances the Headteacher (or Deputy Headteacher in consultation with the Headteacher) may decide to exclude a pupil for a fixed time, days or weeks, or permanently. Each serious incident is unique and the decision to exclude a pupil remains the responsibility of the Headteacher. The Chair of Governors and the Local Authority’s Inclusion Team will be informed immediately.

Reasons for exclusion may include:

• Aggressive or dangerous behaviour *
• Swearing and abusive language
• Continued refusal to work or follow instructions of school staff
• Continued persistent disruption over a period of days or weeks
• Stealing
• Leaving school premises without permission (See Appendix 3 for procedures) 

*Any pupil found in the possession of dangerous objects such as knives, lighters, matches etc. or prohibited items such as alcohol, fireworks, stolen items, unsuitable images or documents will have them removed. Parents / carers will be informed immediately and a meeting will be arranged in order to discuss the incident.

In any of the above situations, a pupil will be immediately removed from the class or the playground by the Headteacher, Deputy Headteacher or a member of the SMT and will spend time in a different year group / school office / Headteacher’s or Deputy Headteacher’s room. Persistent refusal to leave the classroom or playground may result in an immediate one-day exclusion.

In some circumstances there is the opportunity to arrange a managed move for a pupil to relocate to another local school. This will be agreed with parents / carers and is a means for a pupil to have a 'new start' and maximises learning opportunities. In these situations the school will still support the pupil in their new setting and the pupil will remain on the school roll. The time frame will be agreed by all stakeholders and in some instances the pupil will remain at their new setting.


Pupils’ Conduct outside of the School Premises

If pupils are taking part in any school organised or school related activity that is not on the school premises they are still expected to follow the same high standards that they would follow when they are on the school premises.

Worries or Concerns

____________________________ encourages parents and carers to discuss worries or concerns about any school issue. Staff are always happy to listen to concerns or problems. This often helps to prevent problems from becoming more serious.

The school informs parents and carers if their child has been involved in an incident during the day. The class teacher will deal with minor problems but more serious ones will involve the Deputy Headteacher or Headteacher.

Arrangements to see staff should be as follows:

• Seeing the teacher – please see the class teacher regarding minor issues. Ask the teacher for an appointment. This will be made at a mutually convenient time.
• Seeing the Deputy Headteacher or Headteacher – either phone or approach us in person to arrange the time for an appointment.

In urgent cases staff will try to see parents and carers straight away, but schools are very busy places and this is not always possible.

Parents / carers must not approach other parents / carers or pupils regarding any problems in the playground, but must bring their concerns to a member of staff instead.

Monitoring and Evaluation

• All staff monitor the incidence of poor behaviour in and around the school.
• Class teachers keep weekly behaviour tracking sheets.
• SMT monitor weekly behaviour tracking sheets on a half termly basis.
•  All staff complete a behaviour incident form (Appendix 4 = stored in Behaviour File) when appropriate.
• SMT monitor the incidence of serious behaviour recorded in the Behaviour File.
• Records are maintained to show the Certificates of Achievement that have been awarded.
• Information is presented to the Governing Body as appropriate.

Appendix 1 - Behaviour Tracking Sheet

Name	Mon	Tues	Weds	Thurs	Fri
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3
	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3	Warning  2  3

Notes:

Warning = ‘Good to be Green’ card turned to amber

2 = Time out in the class and ‘Good to be Green’ card turned to red

3 = Time out in another class, until the end of the current teaching session and ‘Good to be Green’ card turned on side

Appendix 2 – Behaviour Card





Appendix 3 – Procedures if a pupil leaves the school premises without permission

The school office and / or the Deputy Headteacher / Headteacher will be informed immediately of the situation.

1. If the whereabouts of the pupil is known:

- The pupil will be kept in sight but will not be approached or spoken to.

- Parents / carers will be informed of the situation immediately and told to come into school without delay to take over responsibility for their child.

- In situations where parents / carers cannot be contacted or the pupil refuses to comply, the police may be contacted.

2. If the pupil’s whereabouts are unknown:

- Parents / carers will be informed of the situation immediately and told to come into school without delay.

- Police may be informed.

Any adult leaving the school to follow a pupil at a discrete distance must take a mobile phone in order to keep in contact with the school office.

Feel the force!

This made me giggle. We created a thought storm for what we already knew about forces and this child has obviously just seen ‘Rogue One’

Education around the World – UK system compared to Sweden

The Education System in the UK has been heavily apparent in the media over the past four years. In this month, I have seen documentaries where pupils from Wales have been sent to South Korea, educational experts have been researching the Finnish system and how the Shanghai methodology for maths is the best!

The UK was ranked 26^TH in the PISA table (2014), which probably the main reason behind the New Curriculum 2014.  I am sure that most teachers will agree that the new curriculum is too much, too soon for a majority of our pupils. It has put pressure on kids and teachers, and has definitely narrowed the curriculum in a majority of schools. This debate is for another time.

This comparison has been created by Emma Breen that compares the UK Educational system to the Swedish Educational System. It is super interesting and thank you to her for letting me share this!

Statement on Behaviour Principles

Whole parts of my day are spent dealing with the behaviour of children, both for sanctioning and rewarding. I have evolved from my early years in teaching in handling difficult children (and adults) and trying to resolve incidents between pupils. In my blogs over the next months, I am going to examine;

• a positive behaviour policy including behaviour cards
• the importance of behaviour plans
• school rules and the application of these
• what to ignore and challenge in the classroom
• the management of difficult pupils
• resolving issues between pupils
• dealing with difficult parents
• learning from mistakes and moving forward.

As a starting point, a Statement of Behaviour Principles has to be created by the Governors in a school in conjunction with the Head, Deputy Head, SMT and even the School Council (if possible). Below is the DfE advice and a model Statement of Behviour Policy.

From DfE: Behaviour and discipline in schools – Guidance from Governing Policy:  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/463484/Behaviour_and_discipline_in_schools_guidance_for_governing_bodies.pdf

1. Under Section 88(1) of the Education and Inspections Act 2006 (EIA), governing bodies must ensure that policies designed to promote good behaviour and discipline on the part of its pupils are pursued at the school.

2. Section 88(2) of the EIA requires the governing body to:

a. make, and from time to time review, a written statement of general principles to guide the head teacher in determining measures to promote good behaviour and discipline amongst pupils; and

b. notify the head teacher and give him or her related guidance if the governing body wants the school’s behaviour policy to include particular measures or address particular issues.

3. When carrying out the functions under Section 88(2), the governing body must have regard to guidance issued by the Secretary of State. Paragraphs 6-11 below provide this statutory guidance.

4. Before making their statement of principles, the governing body must consult (in whatever manner they think appropriate) the head teacher, school staff, parents and pupils. And so on…

Statement of Behaviour Principles – A Model Policy

Introduction

The Governing Body of _______________________________ believe that a whole school approach to promoting positive behaviour is fundamental to the ethos of the school and have agreed that the statement of behavior principles as detailed below is to be used as guidance for the formation of a Behaviour Policy.

Statement of Behaviour Principles

• ·        All members of the school community are of equal worth and they will be treated equally regardless of gender, physical or mental ability, cultural or ethnic background or sexual orientation.
• ·        Pupils will be encouraged to develop self-esteem, independence, self-discipline and responsibility.
• ·        Core values and rules will be determined. They will be prominently displayed and discussed in the school.
• ·        Parents / carers and pupils are expected to be working collaboratively with the school in order to maintain an orderly climate for learning.
• ·        Violence, threatening behaviour or abuse by parents/ carers or pupils towards the school staff will not be tolerated. If a parent / carer does not conduct themselves in an appropriate manner the school may ban them from the school premises and if the parent / carer continues to cause a disturbance they may be liable to prosecution.
• ·        There will be a wide range of rewards which will be consistently and fairly applied by all staff in order to encourage and reward the pupils for good behaviour.
• ·        Sanctions for unacceptable / poor behaviour should be known and understood by all staff and pupils and consistently applied.
• ·        Sanctions must also be reasonable and proportionate to the circumstances. They must be age appropriate and take into account any special educational needs and disabilities of pupils as well as the needs of vulnerable children.
• ·        The use of exclusions will be considered within the range of sanctions.
• ·        The Headteacher will consider, in accordance with the law, the searching of pupils as well the confiscation of items.
• ·        The Headteacher will consider the use of sanctions to pupils for behaviour which has not occurred on the school premises and which may impact the school.
• ·        The Headteacher will consider the use of reasonable means, de-escalation techniques or physical restraint should the circumstances require it provided staff act lawfully.
• ·        The Headteacher will give consideration to the training requirements of staff in respect of reasonable means, de-escalation techniques or physical restraint.
• ·        The Headteacher will consider sanctions that will be taken against pupils who have been found to make malicious accusations against school staff.
• ·        Consistency in approach is to be applied by all staff when using both rewards and sanctions.

 Monitoring and Evaluation

The Governing Body will undertake to consult on a periodic basis with staff, parents / carers, children and visitors to the school in order to consider areas of development or enhancements to this statement of behaviour principles.

WW2... should probably start at the beginning

When I first started teaching in a Church of England school in Enfield, I regularly used quizzes as a useful assessment tool to get information quickly. This was so I could plan the topic to the needs of the class and not repeat what they already knew. In this case I was teaching a Year 5 class and we were studying World War 2. A conversation went a little like this.

Mr Madle: So children, when do you think World War Two started? (only one hand went up so they were chosen).

Pupil One: when Jesus was a little boy.

Mr Madle: (trying not to laugh) Oh… no quite but good try. Lets move on, what was Mussolini’s first name?

Pupil Two: Heil.

Mr Madle: (holding back the tears) Why do you think that is the answer?

Pupil Two: Whenever anyone sees him they shout ‘Heil’, so that must be his first name.

With no hesitation, we started the topic from the very start. There were two really interesting parent consultations that followed the quiz. Apparently Pupil One had a Grandfather who would answer every question about time (‘when’ questions) with the answer ‘when Jesus was a little boy.’ I was also told that Pupil Two was a big fan of the TV Series ‘Allo ‘Allo and would watch re-runs of the programme regularly . It is truly astonishing how a child’s mind works.

Everything is OK until something goes wrong...

It doesn’t matter whether you are a TA, teacher or Head teacher, you work in a school because you have a passion for education. Let’s face it, it is not to become rich, although a Porsche and a holiday to the Bahamas would be lovely.

I have only ever met a few individuals that work with children that do not care. Some staff obviously use it as a form of self-punishment, regularly stating in the staffroom that they ‘dislike children’ so what do they do? Seek a profession in a school and surround themselves where little ones are everywhere. Some do it to empower themselves; they revel in the control and self-gratification of telling kids what they have to do. To have someone listen to them and carry out the tasks that they have instructed gives them a thrill. They get found out by children very quickly as they do not suffer fools gladly. Some do it because the hours suit them, in respect to picking up their own children in other schools and holiday times… these cases are rare.

When I hear communities of people not in education pronounce ‘they have 13 weeks holiday a year! They are a bunch workshy, lazy and overpaid bunch!’ I want to cause a significant amount of pain to them. They have not got a clue. Teaching Assistants are the most motivated and caring bunch of individuals you are likely to meet. Currently, they are expected to be teachers without the pay. Most of them have another job to top up a really disgusting wage and many of them study outside education to improve themselves. On a basic level they are in early every day and stay later if they need to. They are invaluable to teachers.

What is expected of a teacher has quadrupled during the last decade. In nearly every case, teachers have to work most nights, pretty much at least one day of the weekend and yes, they are in school during the holidays. Many of the teachers also take intervention groups during their breaks due to the pressure on them to achieve the data that is expected of their pupils. Take a look at this list… are you ready? Creating long, medium and weekly planning (and the annotation of them) ; constant formative, summative assessment and endless marking; the making of resources; delivering interesting and focused lessons; pressurised subject leadership; ever changing safeguarding issues; resolving friendship and behaviour issues; daily planning of open and closed questioning; ticking various tick sheets; audits for everything; daily and weekly analysing of data; worrying about the progress of every child and wondering what accelerated progress is; organising the classroom and creating displays; motivating the motivated and unmotivated; up to 5 levels of challenge (differentiation) for each lesson; creating this ,that and everything; meeting parents who both are supportive and unsupportive; organising and attending various school events; meeting governors and showing them you know what you are doing; celebrating achievement; updating subject knowledge in concepts you have to revise yourself; being an ICT genius; evaluating and improving your curriculum linking subjects together; consulting with all school community; co-operating; judging and prioritising; problem solving; liaising; reviewing; advising; participating in staff meetings; maintaining sanity; nurturing and leading… and the list continues.

This is all ok and it’s the job we have chosen to do. It is all fine and dandy and you can cope until… something goes wrong.

The dreaded cold, a demanding shouty parent in the playground, the computer decides not to work, the photocopier is out of toner, there is frost on your car, there has been a change in the day and the deputy has not told you, assembly has been cancelled, Your TA is covering in another class, you have to cover a playground duty, a weekly plan has gone wrong on Monday or you have forgotten your lunch.

This list is so ridiculous but shows the fragile nature of education in the present times. I seriously compare being in education to Nick Wallenda’s tightrope walk over the Niagara Falls. When things go wrong, some staff are constantly walking on a long piece of cotton wool whereas other staff have an invisible harness to keep them sane. Some colleagues have bricks beneath them when they fall whereas other staff have lovely cushions for a landing. It is a question of resilience, experience, attitude and the ability to learn and adapt. All qualities that require a growth mind-set. Everyone knows that the mists and the gusts will occur, it is how you can cope with them.

The amazing thing is that sometimes when you are crossing the Niagara Falls - a pupil masters a concept, a parent says thank you, a kid playing their first game scores a goal, a SEN child writes a sentence, a kid that surprises you, a child makes you laugh or you have a fantastic idea for a lesson that works. That is the addiction.