As a school we are consulting with pupils, parents, staff and governors about the implementation of a new Behaviour Policy across New Marske Primary School and Blossom Tree Nursery. The aim of the consultation is to allow all stakeholders to comment on the appropriateness of the policy, allowing school leaders to know how all groups feel about how this policy could be implemented across school.
The Behaviour Policy 2017:
… sets out the systems used in school to develop effective behaviour amongst our pupils and the steps that will be taken by the school to tackle any unwanted behaviours.
The policy has not changed significantly from the 2015 behaviour policy. There have been no changes to the reward systems we have in school. These are the Golden Award certificates, subject award certificates, Head teacher’s award, Lunchtime awards, ‘Finer Diner’, the annual governor’s ‘Outstanding Pupil’ award, the annual ‘Mr Lee Reading Award’ as well as house points and house point team treats.
These awards are given for:
* Being kind
* Persevering with an aspect of behaviour that they find difficult
* Being helpful e.g. tidying equipment
* Answering a question or suggesting a solution
* Lining up well
* Listening well
* Concentrating well on a task
* Achieving a target
* Cooperating well with others
* Making a kind or thoughtful remark
* Being a good friend
* Behaving in a thoughtful way
* Using an appropriate tone of voice
* Using appropriate language
* Being able to see another person’s point of view
* Not reacting aggressively when provoked
For the vast majority of our pupils, these rewards are seen as incredibly positive and help to establish a positive ethos regarding behaviour management in school.
The policy continues to clearly establish what happens if unwanted behaviour is seen in and outside of school. The school will continue to use the STEPS programme to ensure pupils are warned about unwanted behaviours and modify their behaviours accordingly.
The STEPS programme.
1. When a problem arises the teacher gives a general instruction for example, “Please sit quietly .” Should the child not respond this is repeated with a specific instruction,
“……….. your instruction is to sit in your seat”
1. If the child again fails to respond a warning is given.
“………., this is your warning, your instruction is to sit quietly please”.
2. If the child ignores the warning the teacher says,
“Go to ‘Time Out’ please”
The child is sent to a chair at the edge of the room kept for that purpose for 5 minutes. The child then explains to the teacher what they were doing and why they we sent to ‘time out’. The teacher makes it clear what the next step is if they do not co-operate. ‘Time out’ can be used at the discretion of the teacher. It is recommended that it is not used more than once within a teaching session and more than twice during a morning or afternoon session. All ‘time outs’ need to be recorded at the back of the behaviour book.
4. If a third ‘isolation’ occurs in a week, then the child will be sent to the Deputy Head Teacher and will remain there for the remainder of the session. Home will be contacted by telephone about this behaviour.
5. If inappropriate behaviour persists the child will be sent to the Head Teacher who will immediately contact parents and request a meeting in school, with the clear possibility of a short exclusion from the school premises.
6. Lunchtime behaviour issues which cannot be dealt with on the playground will be referred to a member of the Senior Leadership Team.
7. If behaviour in class is entirely inappropriate/unacceptable the child can be sent to the deputy head teacher/head teacher, where, depending on the incident, parents could be contacted.
On the vast majority of occasions, the STEPS programme deals effectively with any incidents of unwanted behaviour in school.
On extremely rare occasions sanctions are needed to deal with behaviour which has not been changed after the implementation of the STEPS programme. Behaviour considered ‘unacceptable’ may be determined by the Governing Body where the Head teacher feels it necessary to bring to their attention any behaviour that does not fit into an already listed category. Please note that the following list is not exhaustive, but unacceptable behaviour could include the following:
* Disobedience to a reasonable instruction
* Non-completion of school work that could be reasonably expected
* Inappropriate dress, e.g. trainers, extreme hairstyles; e.g. Mohican, tram lines: ‘extreme’ will be determined by the Head teacher, body or facial piercing
* Biting, spitting, hitting and/or kicking
* Making unkind remarks
* Damaging property, including defacing property eg graffiti
* Answering back, rudeness or aggression to adults or others
* Stealing, including hiding another person’s property
* Carrying knives, drugs, alcohol or any offensive weapon into school
* Truancy, including non or poor attendance, and a regular pattern of late attendance
* Racist or derogatory comments eg use of the word ‘gay’ or behaviour that causes offence eg all forms of bullying (see Anti-Bullying Policy)
* Fighting or encouraging others to fight
* Forming gangs for the purpose of intimidating others, leading to peer on peer abuse
* Bullying, in any form, eg cyberbullying (including from home), homophobic bullying
* Wearing of any symbols that could cause offence to individuals and or groups, either by gender, sexuality, race, colour, culture, disability or religion
* Putting themselves, other children or adults at risk
* Moving around school in a way that falls below the expected standards of general behaviour, eg running, shouting, pushing
* Creating or spreading malicious ‘gossip’ about adults who work or volunteer in school, about other children and families, and including the use of social media
When children’s behaviour does fall below the acceptable standards (see above), the Head teacher, or delegated person is likely to carry out an investigation into the incident, informing parents about any issues that arise.
On most occasions a ‘firm reprimand’ is often enough to deal with most issues. If the unwanted behaviour continues, the following consequences could be used:
* Exclusion from a favoured activity – long term or permanently; not including mandatory curriculum sessions but for non-mandatory curriculum activities eg after-school clubs and may also be used on residential visits.
* Exclusion from the right to represent the school
* The establishment of a behaviour record/log or home school report book
* A verbal disciplining from a senior member of staff
* A requirement for a written apology
* A regular behaviour report/log to be given to the Head teacher
* A letter/telephone call to a parent from the Head teacher or Deputy
* A meeting with parents
* Other sanctions following a discussion between parents, class teacher and head teacher
* Implementation of a pastoral support programme
* Exclusion from school; LA guidelines to be followed for either a fixed term, or permanent exclusion
Often the most serious step that can be taken is a fixed term, or permanent exclusion. The 2017 Behaviour policy sets out in more detail the steps that will be taken in the case of a fixed term or permanent exclusion. The policy states that:
Fixed term or permanent exclusion
The Head teacher (or Deputy Head in the Head teacher’s absence) will decide whether to exclude a pupil, for a fixed term or permanently (to be approved by the Governing Body within 15 days of the exclusion being announced), taking into account all the circumstances, the evidence available and the need to balance the interests of the pupil against those of the whole school community.
The Head teacher may consider the following questions:
1. Is the behaviour in breach of the school Behaviour Policy? If so, have any other sanctions described in the policy been used and to what effect? Could any other sanctions be used as an alternative with the parents’ agreement?
2. Has the school previously supported the child (what/when/what level of impact did this have?)
3. Does the child have any recognised behaviour problems? Have reasonable adjustments already been made or could they now be made? (Evidence could be SEN documentation eg Statement, IEP, Risk Assessments) Even if the child does have a recognised behaviour problem the Head teacher has a duty of care to all children. If the risk to others cannot be controlled, then exclusion should be considered.
4. Would allowing the child to remain in school seriously harm the education or welfare of other children or adults?
Once all other considerations have been made, and the answer to this final question is ‘yes’ then an exclusion must be applied. In this case, the school will follow Local Authority guidelines and adhere to the ‘Exclusions from Maintained Schools, Academies and Pupil Referral Units in England’ 2012 document.
In addition to the sanction for unwanted behaviour in school, the policy also sets out the procedures that will be taken for behaviour outside of school. Section 89(5) of the Education and Inspections Act 2006 enables head teachers to be able to reprimand pupils for behaviour outside of school. The policy states that:
Conduct Outside the School Gates
As well as dealing with behaviour within school, staff have the power to discipline pupils for misbehaving outside the school gates, “to such an extent as is reasonable.” This includes behaviour witnessed by a member of staff or reported to the school by another person. This could include misbehaviour when:
* Taking part in school organised activities, eg offsite visits, residential visits, when representing the school
* Travelling to and from school,
* Misbehaviour when wearing school uniform
* Or any misbehaviour at any time that could have repercussions for the orderly running of the school, poses a threat to another pupil or member of the public, could adversely affect the reputation of the school and includes misbehaviour on- line.
* Poor Attendance
The policy is now more specific about what will happen if items need to be confiscated within school:
Confiscation of Inappropriate Items:
The general power to discipline, enables a member of staff to confiscate, retain or dispose of a pupils’ property as a punishment, so long as it is reasonable in the circumstances. The law protects staff from liability of damage to, or loss of confiscated items, provided they acted lawfully.
Once an item is confiscated, the member of staff must make an effort to keep the property safe. The confiscated item must then be returned to the child’s parent, at which time, the member of staff will explain to the parent why the property was confiscated. Staff also have the power to search without consent for prohibited items, including;
* Knives, weapons
* Stolen items
* Cigarettes, lighters, matches (including lighter fuel and propellants)
* Drugs, alcohol
* Pornographic material
* Any article that could be used to commit an offence, damage property or cause injury to self or another person
* Any item banned by the school rules (eg mobile phones)
The final section of the policy looks at the steps taken to deal with
bullying (see also the school’s bullying policy
incidents of a racist nature
allegations against staff
inappropriate behaviours from visitors, parents and other adults in school
A significant change to the policy describes how the school will record information about incidents that occur. The policy highlights that school will initially record incidents in the class behaviour book. More significant incidents and incidents of
- a racist nature
- homophobic nature
will be recorded on the Child Protection and On Line Management System (CPOMS). CPOMS allows the school to monitors the serious incidents logged, reporting them as necessary to other agencies.
Please follow the link below to see the draft version of the Behaviour Policy 2017. If you have any comments about the policy, please contact the head teacher before the 24th of April. This policy will be submitted to the Curriculum and Standards committee on the 26th of April for approval.