Lansdowne:
a de Ferrers Trust Academy
Behaviour Policy
Written: September 2016
Review: September 2019
Behaviour Policy
To be read in conjunction with the following policies;
Anti Bullying
Restrictive Physical Intervention
Special Educational Needs
Emotional Well Being
1 Aims and expectations
1.1
It is a primary aim of our academy that every member of the academy community feels valued and
respected, and that each person is treated fairly and well. We are a caring community, whose values are built on
mutual trust and respect for all. We believe the academy provides the children with a happy and secure
environment where there is equal opportunity for the individual child to develop ‘a caring approach leading to cooperation, tolerance and respect for others’. These qualities are highlighted in the home/academy agreement which
is shared with parents during the induction process. Our behaviour policy is therefore designed to support the way
in which all members of the academy can live and work together in a supportive way. It aims to promote an
environment where everyone feels happy, safe and secure.
1.2
The academy has a number of values and the primary aim of the behaviour policy is not a system to enforce
rules but to establish shared values. It is a means of promoting good relationships, so that people can work
together with the common purpose of helping everyone to learn. This policy supports the academy community in
aiming to allow everyone to work together in an effective and considerate way.
1.3
We acknowledge that all members of the academy community have rights and responsibilities in relation to
behaviour.
1.4
We treat all children fairly and apply this behaviour policy in a consistent way.
1.5
This policy aims to help children to grow in a safe and secure environment, and to become positive,
responsible and increasingly independent members of the academy community.
1.6
The academy rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
2 The promotion of positive learning behaviour and emotional health and
wellbeing
2.1
At the heart of this policy is the children’s knowledge that they will be listened to. Each teacher sets up
clear listening systems with their class. Circle time provides the ideal group listening system for enhancing
children’s self esteem, promoting moral values, building a sense of team and developing social skills. It is a
democratic system, involving all children and giving them equal rights and opportunities. It offers our children a
practical opportunity to discuss concerns, consider and debate moral values, practise positive behaviours and work
out solutions and plans in an enjoyable context which is highly motivational.
Our PSHE curriculum provides a way to develop our children’s emotional health and wellbeing by enabling them to
develop a better understanding of their feelings, how they learn best and how they can all ‘get along’ together.
Classroom displays reinforce this positive message which is also a basis for certain academy assemblies. The
philosophy of the curriculum permeates all areas of academy life and provides consistent positive feedback to the
children.
3 Establishing the Class Charter
3.1
Each class establishes a Charter for the classroom. This Charter is the moral values agreed by everyone
that will inform and develop the ‘culture’ of the classroom. Once the Charter has been agreed it is displayed on the
classroom wall. After each holiday the Charter is discussed and reaffirmed or reappraised in the light of the needs
of the class. The values may often be used as a basis for circle time discussions when children themselves solve a
class problem.
4 Incentives
4.1
Central to our incentives scheme is the development of positive relationships so that children want to
please the adults in the academy. Our clearly established values help the children to know how they can do this.
We also praise and reward children for good behaviour in a variety of other ways:
 All
staff give positive verbal and written feedback to children on their personal, social and academic
development which reinforces all aspects of the Charter.
 Children also receive positive feedback from their peers during circle time activities or when they are
‘Star of the Week’.
 Staff award children stickers for their achievements which children collect from the Head teacher.
 Each week we have a celebration assembly when children who have filled their certificate with stickers
receive a ‘head teacher’s golden award’ and have the opportunity to talk about something special which they
have achieved. The sticker book is then displayed in the academy hall alongside a photograph of that week’s
‘Golden Children’.
 Lunchtime staff reinforce the behaviour policy and may issue their own additional incentives such as
stickers or having the opportunity to be a ‘buddy’ to the younger children or a monitor at lunchtime.
4.2 The academy acknowledges all the efforts and achievements of children, both in and out of academy. The
Record of Achievement File contains information regarding pupil achievement out of academy, for example, music
or swimming certificates.
5 Procedures through Behaviour Levels
5.1 There may be times when children’s behaviour is not conducive with learning. At these times it is vital that a
consistent, whole academy approach is taken.
Children should understand that, in life there are consequences that result from how we behave. Whilst we wish to
emphasis the importance of praise for
behaviours that we want to promote we also accept that unacceptable behaviour needs to be acknowledged.
Level One This level will apply as a result of behaviours that disrupt learning or cause offense or upset for
others.
Phase 1
Child should remain within the classroom.
•use positive strategies to highlight good behaviours
• Talk through what they did that was not appropriate.
• Use the phrase “You are not going to do that againl”
• Age appropriate thinking spot time (a blue circle or square)
Phase 2
If similar behaviour continues
• Visual cues to be used, such as beads on a string, reward cards with stickers, colouring in targets
• Discussion with parents
5.2 Level Two This level will be applied when the behaviour is likely to cause greater disruption to learning
because the child is not showing that they are in control of their emotions.
Phase 1
Removal from the classroom to a safe area within the academy i.e. another year group
• behaviour discussed with other member of staff
• collection from that area within 15 minutes
• record in behaviour log, making the child aware of the recording
Phase 2
5.3
• Referral to Pupil Support Manager for discussion with parents re parenting strategies
Level Three If the challenge presented by the child’s behaviour escalates then level 3 strategies should be
applied.
Phase 1
• Letter home from SMT
• Behaviour meetings with all stakeholders
• Referral to behaviour support
Phase 2
• part time exclusion eg lunchtimes / clubs
• reduced timetable
•fixed term exclusion
• permanent exclusion
6 Children beyond’
6.1
Sometimes children suffer trauma or distress for a short period of time due to problems within
the home. This can have a knock on effect of disrupting their work and behaviour at our academy. At
times such as this the academy endeavours to work with parents to improve the situation. With the
parents consent these children may have the opportunity for additional nurture, Hope provision or
Positive Play.
6.2
Occasionally, however, there may be a child who, despite all these measures and interactions,
continues to adhere to disruptive or unhappy behaviour, If a child is repeatedly disruptive and the
safety of the other children is at risk, we isolate the child from the rest of the class until s/he calms
down, and is in a position to work sensibly again with others. The safety of the children is paramount in
all situations.
We would say that this child is ‘beyond’ the normal behaviour system and a range of children ‘beyond’
strategies must be considered. These children normally have a very high level of inner turmoil and a very
low level of self-esteem, ensuring that they dare not risk changing their negative behaviours for more
positive ones, as they have learnt that their negative response keeps their perilous world ‘safe’.
6.3
Guaranteed daily success for a child such as this with low self-esteem is vital if he/she is
frightened to face its implications but, he/she must only be given a tiny bit at a time. To achieve this
aim the class teacher and the child will agree a daily programme of achievable targets. To start with this
could be two or three 3-minute sessions during the morning when the child agrees to try to reach a
previously negotiated and agreed standard of behaviour or work one which both individuals know is
achievable in order to gain a suitable self-esteem award in the afternoon. Once the child has achieved
his/her target, a star goes on his card. An agreed number of stars will lead to a special self-esteem
award. Gradually, over a period of weeks, the timed target sessions should become longer, whilst
the accompanying afternoon rewards become less frequent. The normal incentives often don’t work for
children ‘beyond’. The most potent reward may be to offer the child a range of opportunities whereby
he/she can influence someone else’s world by helping.
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6.4
Some of these children are not able to benefit from whole-class Circle Times. Their needs are so
great that they cannot be met quickly enough within a circle of up to twenty nine other children. If,
despite supporting a child with incentives and sanctions systems within the circle, the child is still unable
to respond, the teacher will organise the closer therapeutic support of a smaller circle. This may be done
by a teaching assistant leading one of the groups or by the provision of a smaller group or individual
sessions.
7 Outside Agencies
7.1
If after working with parents and all the above systems, there is still no improvement in the
child’s behaviour then the academy will, with the parents’ permission, seek advice from the LEA
Psychological Service or Behaviour Support Team and work with them on programmes to improve the
behaviour. Staff will liaise with external agencies, as necessary, to support and guide the progress of
the child.
8 Restrictive Physical Intervention
8.1
All members of staff are aware of the regulations regarding the use of force by teachers, as set
out in DfES Circular 10/98, relating to section 550A of the Education Act 1996; The Use of Force to
Control or Restrain Pupils. Staff only intervene physically to restrain children or to prevent injury to a
child, or if a child is in danger of hurting him/herself. The actions that we take are in line with
government guidelines on the restraint of children.
9 The role of the head teacher
9.1
It is the responsibility of the head teacher, under the School Standards and Framework Act
1998, to implement the academy behaviour policy consistently throughout the academy, and to report to
governors, when requested, on the effectiveness of the policy. It is also the responsibility of the head
teacher to ensure the health, safety and welfare of all children in the academy.
9.2
The head teacher supports the staff by implementing the policy, by setting the standards of
behaviour, and by supporting staff in the implementation of the policy.
9.3
The head teacher keeps records of all reported serious incidents of misbehaviour.
9.4
The head teacher has the responsibility for giving fixed-term suspensions to individual children
for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head
teacher may permanently exclude a child. Both these actions are only taken after the academy governors
have been notified.
10 The role of parents
10.1
The academy works collaboratively with parents, so we strive to ensure that children receive
consistent messages about how to behave at home and at academy.
10.2 We explain the academy values through the Home/academy agreement and accept their signature
as their ongoing support.
10.3 We expect parents to support their child’s learning, and to co-operate with the academy, as set
out in the home-academy agreement. We aim to build a supportive dialogue between the home and the
academy, and we inform parents immediately if we have concerns about their child’s welfare or
behaviour.
10.4 If the academy has to use reasonable sanctions to help a child to learn how to behave properly at
academy, parents should support the actions of the academy. If parents have any concern about the way
that their child has been treated, they should initially contact the class teacher. If the concern remains,
they should contact the academy governors. If these discussions cannot resolve the problem, a formal
grievance or appeal process can be implemented.
11 The role of governors
11.1
The governing body has the responsibility of setting down these general guidelines on standards
of discipline and behaviour, and of reviewing their effectiveness. The governors support the head
teacher in carrying out these guidelines.
11.2
The head teacher has the day-to-day authority to implement the academy behaviour policy, but
governors may give advice to the head teacher about particular disciplinary issues. The head teacher
must take this into account when making decisions about matters of behaviour.
12 Fixed-term and permanent exclusions
12.1
Only the head teacher (or the acting head teacher) has the power to exclude a pupil from
academy. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any
one academy year. The head teacher may also exclude a pupil permanently. It is also possible for the
head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant
this.
12.2 If the head teacher excludes a pupil, s/he informs the parents immediately, giving reasons for
the exclusion. At the same time, the head teacher makes it clear to the parents that they can, if they
wish, appeal against the decision to the governing body. The academy informs the parents how to make
any such appeal.
12.3 The head teacher informs the LA and the governing body about any permanent exclusion, and
about any fixed-term exclusions beyond five days in any one term.
12.4 The governing body itself cannot either exclude a pupil or extend the exclusion period mode by
the head teacher.
12.5 The governing body has a discipline committee which is made up of between three and five
members. This committee considers any exclusion appeals on behalf of the governors.
12.6 If an appeals panel meets to consider an exclusion, they consider the circumstances in which the
pupil was excluded, consider any representation by parents and the LA, and consider whether the pupil
should be reinstated.
12.7 If the governors’ appeals panel decides that a pupil should be reinstated, the head teacher must
comply with this ruling.
13 Monitoring
13.1
The head teacher monitors the effectiveness of this policy on a regular basis. She also reports to
the governing body on the effectiveness of the policy and, if necessary, makes recommendations for
further improvements.
13.2 The head teacher keeps a record of any pupil who is suspended for a fixed-term, or who is
permanently excluded.
13.3 It is the responsibility of the governing body to monitor the rate of suspensions and exclusions,
and to ensure that the academy policy is administered fairly and consistently.
14 Review
14.1
The governing body reviews this policy every three years. They governors may, however, review
the policy earlier than this, if the government introduces new regulations, or if the governing body
receives recommendations on how the policy might be improved.
Date: September 2016