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Behaviour Policy 2019

 

Last Reviewed: Summer 2019 Next Review: Summer 2020
Committee Responsibility: Strategic committee       Approved on:           September 2019             
Approved By: Governing Body

 

ntents

1. Aims. 2

2. Legislation and statutory requirements. 2

3. Definitions. 3

4. Bullying. 3

5. Roles and responsibilities. 4

6. Pupil code of conduct 5

7. Rewards and sanctions. 5

8. Behaviour management 6

10. Training. 7

11. Monitoring arrangements. 7

12. Links with other policies. 7

Appendix 1: written statement of behaviour principles. 9

Appendix 2: staff training log. 10

Appendix 3: behaviour log. 11

Appendix 4: letters to parents about pupil behaviour - templates. 12

 

 

 

1. Aims

This policy aims to:

  • Provide a consistent approach to behaviour management
  • Define what we consider to be unacceptable behaviour, including bullying
  • Outline how pupils are expected to behave
  • Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
  • Outline our system of rewards and sanctions

 

2. Legislation and statutory requirements

This policy is based on advice from the Department for Education (DfE) on:

In addition, this policy is based on:

  • Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils
  • Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property
  • DfE guidance explaining that maintained schools should publish their behaviour policy online

 

3. Definitions

Misbehaviour is defined as:

  • Disruption in lessons, in corridors between lessons, and at break and lunchtimes
  • Non-completion of classwork or homework
  • Poor attitude

Serious misbehaviour is defined as:

  • Repeated breaches of the school rules
  • Any form of bullying
  • Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation
  • Vandalism
  • Theft
  • Fighting
  • Racist, sexist, homophobic or discriminatory behaviour
  • Possession of any prohibited items. These are:
  • Knives or weapons
  • Mobile phones
  • Alcohol
  • Illegal drugs
  • Stolen items
  • Tobacco and cigarette papers
  • Fireworks
  • Pornographic images
  • Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)

 

4. Bullying
 

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

  • Deliberately hurtful
  • Repeated, often over a period of time despite being made aware of the impact of previous behaviours on another child
  • Difficult to defend against

 

Bullying can include:

Type of bullying

Definition

Emotional

Being deliberately unfriendly, deliberately excluding, deliberately tormenting.

Physical

Hitting, kicking, pushing, biting,taking another’s belongings, any use of violence

Racial

Racial taunts, graffiti, gestures

Sexual

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 intended to cause distress, spreading rumours, teasing

Cyber-bullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

 

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying strategy.

 

5. Roles and responsibilities

5.1 The governing board

The Strategic committee of the governing body is responsible for reviewing and approving the written statement of behaviour principles (appendix 1).

The Strategic committee of the governing body 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.

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5.2 The headteacher

The headteacher is responsible for reviewing this behaviour policy in conjunction with the Strategic committee of the governing body giving due consideration to the school’s statement of behaviour principles (appendix 1). The headteacher will also approve this policy.

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.


5.3 Staff

Staff are responsible for:

  • Implementing the behaviour policy consistently
  • Modelling positive behaviour
  • Providing a personalised approach to the specific behavioural needs of particular pupils
  • Recording behaviour incidents (see appendix 3 for a behaviour log)

The Head teacher will support staff in responding to behaviour incidents.

5.4 Parents

Parents are expected to:

  • Support their child in adhering to the Schools behaviour expectations
  • Inform the school of any changes in circumstances that may affect their child’s behaviour
  • Discuss any behavioural concerns with the class teacher promptly

 

6. Pupil code of conduct

Pupils are expected to:

  • Behave in an orderly and self-controlled way (dependent on the nature of any additional needs)
  • Show respect to members of staff and each other
  • In class, make it possible for all pupils to learn
  • Move quietly around the school
  • Treat the school buildings and school property with respect
  • Wear appropriate school clothing ( see school uniform policy) at all times
  • Accept sanctions when given
  • Refrain from behaving in a way that brings the school into disrepute, including when outside school

 

7. Rewards and sanctions



7.1 List of rewards and sanctions

Positive behaviour will be rewarded with:

  • Praise
  • In school awards (set out in each classroom dependent on children’s ages and stages)
  • Letters or phone calls home to parents
  • Special treats or visits 

The school may use one or more of the following sanctions in response to unacceptable behaviour:

  • A verbal reprimand
  • Moving the pupil to another part of the classroom (or out of the class, dependent on the child)
  • Expecting work to be completed at home, or at break or lunchtime
  • Missing break or lunchtime social time
  • Referring the pupil to the headteacher
  • Letters or phone calls home to parents
  • Agreeing a behaviour contract
  • Putting a pupil ‘on report’

See appendix 4 for sample letters to parents about their child’s behaviour.

We may use [isolation in response to serious or persistent breaches of this policy. Pupils may be sent to the work with the headteacher in her office during lessons if they are disruptive, and they will be expected to complete the same work as they would in class.


7.2 Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the bus on the way to or from swimming or a sports event..

7.3 Malicious allegations

Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the headteacher will discipline the pupil in accordance with this policy.

Please refer to our safeguarding policy/statement of procedures for dealing with allegations of abuse against staff for more information on responding to allegations of abuse.

The headteacher will also consider the pastoral needs of staff accused of misconduct.

 

8. Behaviour management


8.1 Classroom management

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.

They will:

  • Create and maintain a stimulating environment that encourages pupils to be engaged
  • Display the pupil code of conduct or their own classroom rules
  • Develop a positive relationship with pupils, which may include:
  • Greeting pupils in the morning/at the start of lessons
  • Establishing clear routines
  • Communicating expectations of behaviour in ways other than verbally
  • Highlighting and promoting good behaviour
  • Concluding the day positively and starting the next day afresh
  • Having a plan for dealing with low-level disruption
  • Using positive reinforcement


8.2 Positive handling

In some circumstances, staff may use reasonable force to positively handle a pupil to prevent them:

  • Causing disorder
  • Hurting themselves or others
  • Damaging property

Incidents of positive handling must:

  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the safety and dignity of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents (see appendix 3 for a behaviour log)

8.3 Confiscation

Any prohibited items (listed in section 3) found in pupils’ possession will be confiscated. These items will not be returned to pupils (except for mobile phones which will be kept in either the school or head teachers office and returned to a parent at the end of the school day)

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with the head teacher and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.


8.4 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.

The school’s special educational needs co-ordinator 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.

 

9. Pupil transition

To ensure a smooth transition to the next class, 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. Information on behaviour issues may also be shared with new settings for those pupils transferring to other schools.

 

10. Training

Our staff are provided with training on managing behaviour, including positive handling and the proper use of restraint.

Behaviour management will also form part of continuing professional development.

A staff training log can be found in appendix 2.

 

11. Monitoring arrangements

This behaviour policy will be reviewed by the headteacher and the Strategic committee of the governing body every 3 years 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 Strategic committee of the governing body every year.

 

12. Links with other policies

This behaviour policy is linked to the following policies:

  • Exclusions policy
  • Safeguarding policy
  • Anti bullying policy
  • SEND and Inclusion policy

 

 

 

Appendix 1: written statement of behaviour principles

  • Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
  • All pupils, staff and visitors are free from any form of discrimination
  • Staff and volunteers set an excellent example to pupils at all times
  • Rewards, sanctions and positive handling are used consistently by staff, in line with the behaviour policy
  • The behaviour policy is understood by pupils and staff
  • The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions
  • Pupils are helped to take responsibility for their actions
  • Families are involved in behaviour incidents to foster good relationships between the school and pupils’ home life

 

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 Strategic committee of the governing body every 3 years.

 

 

 

Appendix 2: staff training log

 

TRAINING RECIEVED

DATE COMPLETED

TRAINER/TRAINING ORGANISATION

TRAINER’S SIGNATURE

STAFF MEMBER’S SIGNATURE

SUGGESTED REVIEW DATE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 3: behaviour log
 


Pupil’s name:

 

 

 


Name of staff member reporting the incident:

 

 

 


Date:

 

 

 


Where did the incident take place?

 

 

 


When did the incident take place? (Before school, after school, lunchtime, break time)

 

 

 


What happened?

 

 

 


Who was involved?

 

 

 


What actions were taken, including any sanctions?

 

 

 


Is any follow-up action needed? If so, give details

 

 

 


People informed of the incident (staff, governors, parents, police):

 

 

 

 

 

 

 

 

 

Appendix 4: letters to parents about pupil behaviour - templates

First behaviour letter

 

Dear parent,

Recently, your child, _____________________________, has not been behaving as well in school as they could.

It is important that your child understands the need to follow our pupil code of conduct, and I would appreciate it if you could discuss their behaviour with them.

If your child’s behaviour does not improve, I will contact you again and suggest that we meet to discuss how we can work together. However, at this stage I am confident that a reminder of how to behave appropriately will be sufficient.

Yours sincerely,

 

Class teacher name: _____________________________________________________________________

 

Class teacher signature: __________________________________________________________________

 

Date: ________________________

 

 

 

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Behaviour letter – return slip

 

Please return this slip to school to confirm you have received this letter. Thank you.

 

Name of child: __________________________________________________________________________

 

Parent name: ___________________________________________________________________________

 

Parent signature: ________________________________________________________________________

 

Date: ________________________

 

 

 

 

 

Second behaviour letter

 

Dear parent,

Following my previous letter regarding the behaviour of ________________________, I am sorry to say that they are still struggling to adhere to our pupil code of conduct.

I would appreciate it if you could arrange to meet me after school so we can discuss a way forward.

Yours sincerely,

 

Class teacher name: _____________________________________________________________________

 

Class teacher signature: __________________________________________________________________

 

Date: ______________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Third behaviour letter

 

Dear parent,

I am sorry to report that, despite meeting and creating a behaviour contract, _______________________, has continued to misbehave.

_________________________ would now benefit from a structured approach to help improve their behaviour in school.

I would be grateful if you could attend a meeting with the headteacher, the special educational needs co-ordinator and myself, to discuss how we can best support your child in improving their behaviour.

Insert details of the meeting time, date and location, as necessary, or how to contact the school to arrange the meeting.

 

Yours sincerely,

 

Class teacher name: _____________________________________________________________________

 

Class teacher signature: __________________________________________________________________

 

Date: _______________________

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