HOLMWOOD SCHOOL
BEHAVIOUR & DISCIPLINE
POLICY
1
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
Rationale
It is a primary aim of our school “To bring out the best in everyone” so that every
member of the school 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. The school behaviour policy is therefore designed to
support the way in which all members of the school can live and work together in a
supportive way. At Holmwood School we promote an environment where everyone
feels happy, safe and secure.
The school has a number of Golden Rules, but the primary aim of the behaviour policy
is not a system to enforce rules. It is a means of promoting positive behaviour and
good relationships, so that people can work together with the common purpose of
helping everyone to learn. This policy supports the school community in aiming to allow
everyone to work together in an effective and considerate way.
Aims and expectations:
The school expects every member of the school community to behave in a considerate
way towards others.
We treat all children fairly and apply this behaviour policy in a consistent way.
We aim to develop a positive self image in our children in order that they have a
sense of pride in their achievements.
We aim to help children to grow in a safe and secure environment, and to become
positive, responsible and increasingly independent members of the school community.
The behaviour policy values all members of the school community and promotes a
culture of equal opportunity for all regardless of race, culture and ability.
The school rewards good behaviour, as it believes that this will develop an ethos of
kindness and co-operation. This policy is designed to promote good behaviour and
2
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
encourage children to take responsibility for their own behaviour, rather than merely
deter anti-social behaviour.
Rewards and sanctions
We work to improve the behaviour of pupils and rewarding them with Golden Time on
a Friday afternoon, has always been a successful strategy. Providing young children
with a clear list of Golden Rules, and clear rewards for good behaviour, along with
defined consequences for failing to follow the rules, means we can effectively
address the social and emotional development needs that lead to poor behaviour. Less
time spent responding to bad behaviours ultimately means more time for teaching and
learning.
The children have had new reward boards introduced into their learning areas which
along with the Golden Rules, help to reinforce the positive behaviours we expect to
see. These new boards have been named, ‘Wow boards’.
Children will always begin the day with their photographs on the ‘Happy’ face. The
incentive is to stay on the ‘Happy’ face until the end of the day or to do something
‘Wow’ and get moved up to the ‘Wow’ star. If a child remains on the ‘Wow’ star until
the end of the day, they will receive a ‘Wow’ sticker.
However, when a Golden Rule has been broken children will receive a warning and
given a choice to either return to the Golden Rules or move further down the list of
consequences. Children will always be encouraged to make the right choice.
If
children continue to misbehave their photographs will then be moved to the ‘Sad’
face. If their photograph remains on the ‘Sad’ face at the end of the day, 5 minutes
Golden time will then be taken. Other consequences will also follow if poor behaviour
continues;
1. 5 minutes time out
2. Miss a playtime
3. Time out with Mrs. Newman, Mrs. Waters or Mrs. Fearis
4. Inform parents
This system also allows children to move up and down the ‘Wow’ board throughout the
day, if their behaviour improves or declines, allowing some children the second chance
3
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
they sometimes need. The system is being used throughout the school with assembly,
playtimes and lunchtimes included.
Children who do not lose any Golden Time during a half term will receive a certificate
to let parents know how well they are behaving at school.
Rewards
We praise and reward children for good behaviour in a variety of other ways:
All staff praise children for effort and positive behaviour and rewarded with
stickers as appropriate
Golden Time on Friday afternoons
In celebration assemblies, every two weeks with parents attending
Through individual reward charts using stars or stickers as appropriate
Through ‘Star of the Week’
Through whole class incentives such as; pebbles in a jar as appropriate
Smiley face in Foundation at the end of each week
Children are rewarded for various displays of positive behaviour including:
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perseverance with work
hard work
good listening skills,
sharing
being kind
positive playtime behaviour and lining up
very good lunchtime behaviour
lining up and walking quietly from Assembly
The school acknowledges all the efforts and achievements of children, both in and out
of school.
Sanctions
The school employs a number of sanctions to enforce the Golden Rules and to ensure
a safe and positive learning environment. We employ each sanction appropriately to
each individual situation.
Examples of sanctions are listed below:
4
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
We expect children to listen carefully in lessons. We explain to children that it is
important to be good listeners as this helps us to learn. However, if they do not do
so, we may ask them either to move to a place nearer the teacher, or to sit on their
own.
We expect children to try their best in all activities. If they do not do so, we will try
to understand if there is a problem preventing successful completion of the task.
However, if a child has not given his/ her best we may ask them to redo a task.
If a child is disruptive in class, the teacher reprimands him or her. If a child
misbehaves repeatedly, we may request the LSA, if available, to support the child and
remind him/ her of expectations or in a more serious incident 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. If a child’s behaviour
endangers the safety of others, the class teacher stops the activity and asks for
additional support from the Headteacher or other senior members of staff. The child
will then be prevented from taking part for the rest of that session and parents will
be informed.
If a child threatens, hurts or bullies another pupil, the Headteacher records the
incident and an appropriate sanction is applied (see Appendix 1 – Anti-bullying). If a
child repeatedly acts in a way that disrupts or upsets others, the Headteacher
contacts the child’s parents and seeks an appointment in order to discuss the
situation, with a view to improving the behaviour of the child.
The class teacher discusses the Golden Rules with their class and they are displayed
on the wall of the room and in the Hall. In this way, every child in the school knows
the standard of behaviour that we expect in our school. If there are incidents of
anti-social behaviour, the class teacher may discuss these with the whole class during
‘Quality Circle Time’.
Should a child break a Golden Rule they are given a verbal warning. A further breach
leads to 5 minutes deducted from their 30 minutes Golden Time on Friday
afternoons. It is intended that each child should experience at least 5 minutes of
Golden Time every week to enforce what is being missed when rules are broken.
The exception to Golden time is the Foundation Stage. Although Foundation children
are expected to be aware of and display our Golden Rules in their behaviour, the
children are often too young to understand that their sanction for breaking one of
these rules will take effect on a Friday, therefore Foundation children are spoken to
5
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
immediately and given time out as and when an incident occurs, as Golden time is not
administered in the Foundation area.
The school does not tolerate bullying of any kind. If we discover that an act of
bullying or intimidation has taken place, we act immediately to stop any further
occurrences of such behaviour. While it is very difficult to eradicate bullying, we do
everything in our power to ensure that all children attend school free from fear.
Lunchtime Behaviour
When children are eating lunch in the hall, there are 6 displays of positive behaviour
we expect our children to demonstrate, including;
1.
2.
3.
4.
5.
6.
We only eat our own food
We only touch our own food
We are polite
We speak quietly to each other
We eat our food with our mouths closed
We sit sensibly on our chairs
The midday supervisors reward these behaviours with special lunchtime stickers.
The midday supervisors have attended courses to promote positive playtime
behaviour by introducing games and equipment in zoned areas onto the playground.
Physical Restraint
The school does not condone any action that might harm a child. However, it is
recognised that in extreme circumstances, to ensure the safety of a child and others,
that it might be necessary to physically restrain a child. However, in this situation
two members of staff must be present, one must be a member of the Senior
Management team. Parents / carers must be notified of the seriousness of the
behaviour. A record of the incident must be maintained in the child’s file. Most
staff have been trained in Team Teach.
Role of whole staff
All staff have high expectations of all children throughout the day and all adhere to
the Rewards & Sanctions Policy.
6
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
The role of the class teacher
It is the responsibility of the class teacher to ensure that the Golden Rules are
enforced in their class, and that their class behaves in a responsible manner during
lesson time.
The class teacher is responsible for setting up individual children’s charts and any
whole class incentives such as the ‘pebbles in the jar’ to gain extra rewards. It is also
the role of the class teacher to discuss any behavioural issues concerning the whole
class during circle times or in PHSCE sessions.
The class teacher should nominate chi bldren for the school’s fortnightly celebration
assembly and send out letters of invitation to parents.
The class teachers in our school have high expectations of the children in terms of
behaviour, and they strive to ensure that all children work to the best of their
ability.
The class teacher should spend time ensuring that incidents are dealt with fairly and
that children are listened to.
If a child misbehaves in class the teacher deals with incidents him/herself in the
normal manner. However, if misbehaviour continues, the class teacher seeks help and
advice from the Headteacher or in her absence, a senior member of staff.
The class teacher reports to parents about the progress of each child in their class,
in line with the whole–school policy. The class teacher or Headteacher may also
contact a parent if there are concerns about the behaviour or welfare of a child.
The role of the Headteacher
It is the responsibility of the Headteacher, under the School Standards and
Framework Act 1998, to implement the school behaviour policy consistently
throughout the school, and to report to governors, when requested, on the
effectiveness of the policy. It is also the responsibility of the Headteacher to ensure
the health, safety and welfare of all children in the school.
The Headteacher supports the staff by implementing the policy, by setting the
standards of behaviour, and by supporting staff in the implementation of the policy.
7
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
The Headteacher keeps records of all reported serious incidents of misbehaviour.
The Headteacher has the responsibility for excluding children for serious acts of
misbehaviour. For repeated or very serious acts of anti-social behaviour, the
Headteacher may permanently exclude a child. Both these actions are taken in line
with MKC guidance “Exclusion from School” and the DfES circular 0/99.
The role of parents
On entry to school, parents and children are requested to sign and agree to the Home
School Agreement.
The school works collaboratively with parents, so children receive consistent
messages about how to behave at home and at school.
We expect parents to support their child’s learning, and to co-operate with the
school, as set out in the home–school agreement. We try to build a supportive
dialogue between the home and the school, and we inform parents immediately if we
have concerns about their child’s welfare or behaviour.
Monitoring
The Headteacher monitors the effectiveness of this policy on a regular basis. She
makes recommendations for improvements where necessary.
She records those incidents where a child is sent to him/her on account of bad
behaviour.
The Headteacher keeps a record of any pupil who is excluded for a fixed-term, or
who is permanently excluded.
It is the responsibility of the governing body to monitor the rate of suspensions and
exclusions, and to ensure that the school policy is administered fairly and
consistently.
Review
8
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
The governing body reviews this policy every two years. The governors may, however,
review the policy earlier than this, if the government introduces new regulations, or
if they receive recommendations on how the policy might be improved.
J Newman
Summer 2013
9
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
APPENDIX 1
ANTI-BULLYING
"We all have the right to feel safe at all times."
AIMS
Our Behaviour Policy encourages a positive attitude towards good behaviour. It aims provide
children with an opportunity to become aware of, and accept that, an effective and just society
is based on the assumption that certain standards are acceptable to a wide range of individuals.
Children learn that there are consequences for themselves and others of infringing the
expectations of the community. Children should come to an understanding of the importance of
high moral standards, and should act upon them from conviction, rather than simply from fear
of getting into trouble. Children also learn the more difficult lessons; that situations may be
interpreted differently by different people; that sometimes allowances are made for people,
according to individual circumstances.
OBJECTIVES
Our intention is that the children of Holmwood School will be working towards:
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distinguishing between right and wrong
articulating their own attitudes and values
taking responsibility for their own actions
recognising the moral dimension to situations
understanding the long and short-term consequences of their actions for themselves
and others
developing for themselves a set of socially acceptable values and principles, and set
guidelines to govern their own behaviour
recognising that their values and attitudes may have to change over time
behaving consistently in accordance with their principles
At Holmwood School we encourage children through:
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telling the truth
respecting the rights and property of others
acting considerately towards others
helping those less fortunate and weaker than ourselves
taking personal responsibility for one's actions
self-discipline
10
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
We would actively discourage:
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bullying
deceit
cruelty
irresponsibility
dishonesty
ridicule/mockery
WHAT IS BULLYING BEHAVIOUR?
Bullying is deliberate, hurtful behaviour that is repeated often over a period of time.
There are three main types of bullying:
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physical: hitting, kicking, taking belongings
verbal: name calling, insulting, racist remarks
indirect: excluding someone from social groups
RECOGNITION OF BULLYING
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Often parental intervention: informing class teacher of child's distress
Children become quiet and withdrawn and generally unhappy
There can be a marked difference in their work
Signs of illness: tummy aches, headaches, frequent visits to the toilet, tearful,
avoidance tactics
Out of character behaviour to draw attention to themselves
PREVENTATIVE STEPS WE CAN TAKE
See Behaviour Policy
PROCEDURES TO FOLLOW IF BULLYING IS IDENTIFIED
Dealing with bullying
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Time to talk with child about how they feel
How do others feel about it?
What can we do about it?
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Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
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Bring two parties together and negotiate a settlement or different code of behaviour
Teacher must be seen to be fair and just to both parties
Refer to Area Co-ordinator, Assistant Head, Headteacher
Important to involve parents and see if there are any problems at home which could be
affecting behaviour
Use the strategy 'what can they do at home which we can support at school', and vice
versa
There is nothing so awful we cannot talk with someone about it.
Record Keeping
At all stages observe and monitor child's behaviour and keep records as detailed below:
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written record of meeting with parents to be agreed by both teacher and parents
parents should be involved in weekly review of progress
target/contract to be negotiated
behaviour book - teacher - parent - child - midday supervisor (as appropriate) to record
positive and negative playground behaviour
transfer of information teacher/teacher
SANCTIONS WHICH CAN BE IMPLEMENTED
The following strategies may be used to deal with difficult behaviour.
The central purpose of a behaviour policy is to promote and encourage positive attitudes
towards good behaviour.
When dealing with difficult behaviour we must always take into account the needs of the
individual child and be seen to be fair and just.
It is important to anticipate situations that trigger types of behaviour:
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the weather
individual personalities
the composition of the class
activities which are not well matched to the ability of the child
family difficulties
changes of school routine
Create an atmosphere of trust, and
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make time to talk and listen to the child
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Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
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negotiate targets with the child through use of incentives such as a positive reward
chart
present child with positive situations where you expect them to do well in order to build
up success and self-esteem
set procedures and/or time limits for certain tasks and activities
review progress with the child
where appropriate, minimise attention given for unacceptable behaviour
consultation with parents and child
involve outside agencies
Give child:
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special jobs and responsibilities
equal opportunities for privileges
time out: enlist time and help of another adult
STAFF TRAINING
In conjunction with the Headteacher/Assistant Headteacher, the Senior Management Team
will:
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play a significant role in promoting the ethos of the school including the use of the
Kaleidoscope Room both within, and beyond, the school
ensure that a high standard of educational provision is maintained for all children and
that suitable educational programmes are developed and kept under review
ensure that the provision for the social, physical and emotional well-being of the
children is of a high quality
promote high standards of behaviour and good order throughout the school
TRAINING OF MIDDAY MEALS SUPERVISORS
The School will endeavour to provide suitable training to Midday Supervisors in order that they
can access appropriate behaviour management techniques. Regular meetings will be held with
Midday Supervisors when they will be given the opportunity to discuss specific incidents and
alternative ways of handling them.
OBSERVING PUPILS
Knowledge of pupils who have persistently been involved in bullying, or being bullied, can help
supervisors be more vigilant. They also need to watch for pupils who seem isolated, while
recognising that some pupils are quite happy being by themselves.
USE OF FORCE TO RESTRAIN A CHILD
13
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
If a child is identified as possibly requiring physical restraint to prevent him/her hurting
himself/herself, or another child, or causing damage to property, the following points need to
be considered by teachers:
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actually managing the child - correct hold
ensuring additional support can be summoned if appropriate
involving the parents to ensure they are clear about what specific action the school
might need to take
The types of incidents where reasonable force may be necessary fall into three broad
categories:
1
where action is necessary in self-defence or because there is an imminent risk of
injury;
2
where there is a developing risk of injury or significant damage to property;
3
where a child is behaving in a way that is compromising good order and discipline.
There is no legal definition of 'reasonable force' - it will always depend on the circumstances
of the case:
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the use of force can be regarded as reasonable only if the circumstances of the
particular incident warrant it;
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the degree of force employed must be in proportion to the circumstances of the
incident and the seriousness of the behaviour it is intended to prevent.
Before intervening physically the teacher should tell the child to stop, and what will happen if
he does not.
The teacher should keep communicating with the child throughout the incident and make it
clear that physical restraint will stop as soon as it ceases to be necessary. A calm and
measured approach is vital.
The teacher should summon assistance if physical restraint is necessary.
Application of Force
Physical intervention can take several forms. It might involve teachers:
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physically interposing between children
14
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline
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blocking a child's path
holding
pushing or pulling
leading the child by the hand
shepherding the child away
In exceptional circumstances the teacher may need to take necessary action that is consistent
with the concept of `reasonable force' eg: preventing a young child running into the road, or
preventing a child from hitting someone or throwing something.
Where the risk is not so urgent, other strategies should be used in order to defuse or calm a
situation.
The possible consequences of intervening physically need to be carefully evaluated.
Recording Incidents
It is important that an accurate, detailed report is made of any occasion where force is
required. Immediately following any such incident, the teacher should inform the Headteacher
and provide a written report as soon as possible afterwards.
The report should include:
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the name of the child involved and when, and where, the incident took place;
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names of anyone who witnessed the incident;
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the reason that force was necessary (eg: to prevent injury to the child, another child,
or member of staff);
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how the incident began and progressed, including details of child's behaviour, steps
taken to defuse the situation, degree of force used, how it was applied and for how
long;
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the child's response and the outcome of the incident;
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details of any injuries sustained.
It is procedure to contact parents immediately in order to discuss the incident, either orally or
in writing, on the advice of the Headteacher.
15
Adopted by the Governing Body – Summer 2013
Responsibility for Review – Learning Matters
To be reviewed - Summer 2016
Ref:O:Policy Documents – Behaviour & Discipline