Behaviour Policy

Our behaviour policy has been reviewed in line with the school vision and values drawn together by staff, pupils, parents and governors in June 2015.

Vision statement

 

 

 

 

 

 

 

 

Our core values are to be:

Aspirational
Have high expectations of ourselves and others.
Be ambitious.
Challenge ourselves and take risks in our learning.
To want the best for our community and make a positive contribution towards achieving it.
Curious
Challenge assumptions.
Think independently.
Engage in learning outside the classroom.
Ask questions.
Wonder why.
Seek explanations.
Explore different options in a creative and imaginative way.
Be inspired and excited to find out more.
Be inquisitive and caring about the world in which we live.
Recognise that the world is constantly changing and develop the skills to enable us to live in an ever changing world.
Confident
Have courage to take risks in our learning and learn from mistakes.
Understand that making mistakes is a part of learning.
Embrace challenge.
Believe in ourselves and in others.
Share our achievements with others.
Trust in our ability.
Be resilient and have the confidence to persevere.
Respectful
Respect the thoughts and feelings of others.
Care for each other and for the environment.
Listen to, and value, the views and opinions of others.
Understand that everyone is unique and respect our individuality.
Show respect for people, property and the environment.
Understand the impact that our actions have on others and on the environment.
Successful
Celebrate and share achievement and success.
Be proud of our achievements.
Praise and celebrate the achievement of others.
Enjoy being successful.
Be reflective about the journey to success and learn from it.
Share success to influence others positively.
Contribute within a team to achieve success.

Freegrounds Junior School Behaviour Policy supports our vision and core values

Our Behaviour Policy Aims 

  • To have a consistent whole school behaviour policy supported and followed by the whole school community, based on a sense of community and shared values
  • To apply positive policies to create an atmosphere in which teaching and learning can take place in a safe, happy and productive environment
  • To teach values and attitudes, as well as knowledge and skills, with the development of spiritual, moral, social and cultural understanding at the heart
  • To promote responsible behaviour, self-discipline and encourage children’s respect for themselves, for other people and for property
  • To reward good behaviour by providing a range of rewards for children of all ages and abilities
  • To make clear to children the distinction between minor and more serious misbehaviour and the range of sanctions that will follow
  • To treat problems when they occur in a manner that aims to achieve an improvement in future behaviour

Code of Conduct

  • All members of the school community are asked to respect each other
  • All children should respect their own and other people’s property and to take care of the school environment and property
  • Children should be well-behaved, well-mannered and attentive
  • Children should move around the school safely
  • Children report problems with their peers to a member of staff who will deal with the matte
  • Physical violence is unacceptable. Repeated or serious incidents will lead to exclusion
  • Foul or abusive language is not used
  • Children are expected to be punctual
  • Children must not bring sharp or dangerous instruments to school, or any item that might cause a problem
  • Children should wear the correct school Hairstyles should be reasonable for the age of the child
  • Jewellery is limited to stud earrings and watches
  • Children do not wear any make-up, including nail varnish

School Rules 

  • show respect and kindness
  • be polite and courteous
  • show honesty
  • be helpful
  • respect property
  • take pride
  • be positive
  • ensure safety
  • follow instructions
  • do your best

 

The rules encapsulate our vision, core values and attitudes. They are explained to the children and
displayed around the school. The school community is expected to abide by them at all times.

Incentive Scheme
A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward for all children.

House Points
Freegrounds Junior School reward scheme is based on house points through which individual children are rewarded for academic and non-academic achievements, for example, for great effort, being caring and for all aspects of good work and good behaviour. House points contribute toward a whole house total, with weekly, half termly and yearly house trophies. Points also lead to children earning individual awards. Bronze, silver and gold badges and certificates are awarded throughout the year.
In the autumn term 2015 the School Council will be reviewing the guidelines for the awarding of house points.

Other rewards
Alongside the awards system, each class has their own system of points or awards. For example, table points. This ensures that pupils experience some variety as they move through the school. Those who receive sanctions but whose behaviour then improves receive verbal praise and parents are verbally told with details recorded on End of Year Reports.  Children can be sent at 12:15 or 3.15pm with examples of their work if appropriate, to the Deputy Headteachers / Headteacher for personal congratulations.

 

Certificates
Individual certificates, celebrating achievements based on our Learning to Learn values, are awarded weekly during Friday’s Celebration Assembly. These certificates are displayed on the Learning to Learn board in the hall throughout the following week.

Our children benefit enormously from this positive approach where their efforts are seen to be valued, and try hard to improve their work, and, where necessary, their behaviour.

 

Attendance Awards
At the end of each half term awards will be given for 100% attendance.

 

Sanctions
Unfortunately, occasionally children choose to behave in a manner not in keeping with the school code of conduct. Children need to discover where the bounds of acceptable behaviour lie, as this is an important part of growing up.

Minor breaches of discipline are generally dealt with by the class teacher in a supportive and fair manner, with some flexibility regarding age of the child, as far as sanctions are concerned.

Each case is treated individually. Generally children are made aware that they are responsible for their own actions and that breaking rules will lead to sanctions. Each new day is a fresh start.

 

Consequences for children who choose to misbehave
During lessons, the procedure for dealing with misbehaviour is as follows:

  • For a minor first offence a child will receive a warning.
  • For a second offence the child’s name will be written on the
  • For a third offence a cross will be added and the child will be sent to work in a part of the room where they are isolated from other
  • If there are any further offences then the child will be sent, along with an appropriate activity with which they require no help, to another (twinned) The year learning and progress leader will be informed by the class teacher and, at the end of the lesson, they will both talk to the child to discuss and agree the conditions for a return to class. Classes are twinned as follows:

Year 3 with Year 5
Year 4 with Year 6

If there are any concerns during the child’s time in the twinned class a message will be sent to a Deputy Head or Headteacher and the child will be removed.

Names on board will be removed at the end of each day to allow children the chance to have a fresh start. However, teachers will keep track of any poor behaviour by using behaviour record books. They will then contact and involve parents at the earliest possible stage if problems are persistent or recurring.

 

Major Breaches of Discipline
Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving the school premises without permission, verbal abuse, refusal to work and sustained disruptive behaviour in class.
This type of behaviour is extremely rare and is dealt with by the Headteacher or a Deputy Headteacher.
The standard procedure for this sort of problem follows a set pattern. Failure to improve leads automatically to the next stage.

Procedures for Dealing with Major Breaches of Discipline

  • A verbal warning by the Headteacher or Deputy Headteacher as to future conduct
  • Withdrawal from the classroom for a fixed period
  • A meeting with parents, and a warning given about the next stage unless there is an improvement in the child’s behaviour
  • An Individual Behaviour Management Plan is drawn up
  • A case conference involving parents and support agencies

If the problem is severe or recurring then temporary or permanent exclusion procedures are implemented

  • Temporary or permanent exclusion in line with County procedures
  • Parents have the right of appeal to the Governing Body against any decision to exclude

NB A very serious problem may result in the normal procedure being overruled and a child being taken home straight away following an immediate exclusion from school, in which cases the County’s procedures are followed.

 

Lunchtime Supervision
At lunchtime the senior supervisor and a team of supervisory assistants carry out supervision. The supervisors maintain order and encourage safe and enjoyable play.  If unacceptable behaviour takes place  a warning is given. If it persists details are  recorded in a lunchtime behaviour book by the Senior Lunchtime Supervisor. Year Learning and Progress Leaders liaise with the Senior Lunchtime Supervisor and monitor names recorded in the book, ensuring appropriate action is taken. This may lead to a lunchtime detention being given the following day by the child’s class teacher.
Lunchtime badges are awarded to pupils for good behavior at lunchtime and these lead to the awarding of a house point.

Persistent or serious misbehaviour at lunchtime is brought to the attention of the Headteacher or the Deputy Headteacher. Parents will be informed if there is no improvement in behaviour and the child will be excluded from the premises at lunchtime for a fixed time. This will be followed, if necessary, by permanent exclusion.

Major breaches of discipline procedures will be followed as stated previously.

 

Catch up time
If a child has wasted time during a lesson and clearly not worked hard enough or for the expected time then the class teacher may insist that the child spends a similar amount of time working during their ‘own time’ .This will only be at lunchtime and after the child has finished their lunch. The catch up time will be proportionate to that time wasted during a lesson and a child will receive warning that this may happen if they do not complete the requested amount of work. If a child is required to ‘catch up’ on more than two occasions, it will be reported and discussed with the Year Learning and Progress Leader. The Year Learning and Progress Leader will decide the appropriate course of action. Teachers supervise catch up time.

Behaviour report card
If there are ongoing concerns about a child’s behaviour then they may be issued with a behaviour report card. This will completed by a teacher after each lesson.  The class teacher is responsible for reviewing the child’s behaviour with them at the end of each day and for setting behaviour objectives.  Any pupil on a behaviour report card will review them at the end of the week with the Year Learning and Progress Leader.  The cards will be sent home to parents at the end of each day for a comment and signature.   Before a child is given a behaviour report card parents will be informed. The Deputy Heads / Headteacher will be kept updated of the child’s progress by the Year Learning and Progress Leader.

 

Bullying and Harassment
Bullying and Harassment within school are totally unacceptable and the school operates a zero tolerance policy.  All incidents are recorded on pupils Behaviour Concerns sheet (both bully and bullied) and dealt with in accordance with the sanctions within this policy.  Bullying and harassment are seen as a serious breakage of the code of conduct and will be dealt with accordingly. Please refer to our separate Anti –Bullying policy for further details.   Anti-Bullying Policy

Parents
A strong partnership with parents is important in maintaining and improving our high standards of behaviour. All parents are asked to sign a Home School Agreement when their child starts at the school.  In addition, parents can help:

  • By recognising that an effective school behaviour policy requires close partnership between parents, teachers and children
  • By discussing the school rules with their child, emphasising their support of them and assisting when possible with their enforcement
  • By attending parents’ evenings and other school based event as well as by developing informal contacts with school
  • By knowing that learning and teaching cannot take place without sound discipline and a positive behaviour for learning ethos
  • By remembering that staff deal with behaviour problems patiently and positively

Incident Forms
These forms are used to record:

  • Any incidents involving a child, or anyone employed in school which results in personal injury or damage to property
  • Loss, theft, or damage to property
  • Any other incidents or matters of a serious nature

 

These incidents are ones which may give rise to disciplinary or legal action or become a matter of public interest (for example confrontational incidents, absconding etc.).

Incident forms should be used and are available from the office. These are covered by the Data Protection Act 1998.

 

Intervention and Restraint

In certain circumstances a member of staff may have to use reasonable force to prevent a pupil from hurting themselves or others, from damaging property, or from causing disorder.

The decision on whether or not to physically intervene will always depend on individual circumstances.

 

For further details on the control or restraint of a pupil please refer to the DfE document
Use of reasonable force: Advice for headteachers,staff and governing bodies (July 2015)
This is available in hard copy from school or by clicking this link: Use_of_reasonable_force_advice_Reviewed_July_2015

 

 

Policy reviewed May 2015

Review date May 2018