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.
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:
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:
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.
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.
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.
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.
Core Values
_________________________ has ten core values which underpin the school’s ethos:
_________________________ has ten core values which underpin the school’s ethos:
- Appreciation
- Care
- Co-operation
- Determination
- Friendship
- Honesty
- Patience
- Respect
- Responsibility
- Understanding
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.
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
Whole School Rewards
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:
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.
- 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
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.
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.
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:
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:
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
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)
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.
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.
|
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.
No comments:
Post a Comment