Our Lady of Lourdes
Catholic Primary School
DRAFT BEHAVIOUR AND
DISCIPLINE POLICY
This policy should be read in conjunction with the Anti – Bullying Policy.
Living and sharing the message of Christ, in peace we go forward together.
This policy is written with reference to ‘Behaviour and discipline in schools’
DFE January 2016
We acknowledge our school’s legal duties under the Equality Act 2010, in respect
of safeguarding and in respect of pupils with special educational needs (SEN).
See school’s equality policy, December 2016.
POLICY AIMS
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Promote good behaviour, self-control and respect
Provide a calm and caring ethos, in line with our Vision and Mission statements,
where learning is valued by pupils, staff and parents
Apply all rules fairly and positively and follow procedures consistently, rewarding
good behaviour and challenging unacceptable behaviour
Prevent bullying (see also the anti-bullying policy)
Key Points – teachers’ powers
 Teachers have a statutory authority to discipline pupils whose behaviour is
unacceptable, who break the school rules or who fail to follow a reasonable
instruction (section 91 of the Education and Inspectors Act 2006)
 The power and responsibility to discipline also applies to all paid staff (unless the
head teacher says otherwise) with responsibility for pupils, such as teaching
assistants.
 Teachers can discipline pupils at any time the pupil is in school or elsewhere
under the charge of a teacher, including on school visits.
 Teachers can also discipline pupils in certain circumstances when a pupil’s
misbehaviour occurs outside of school.
 Teachers have a power to impose detention outside of school hours.
 Teachers can confiscate pupils’ property temporarily.
DFE January 2016
School rules
We have developed the following whole school rules from the suggestions of pupils:
We are role models for our school, both in appearance and behaviour.
We are polite and respectful to all pupils, adults and visitors.
We share a zero tolerance approach to all forms of bullying.
We challenge ourselves to be the best we can be.
Dining hall rules
We have 10 Golden rules for the dining hall, see Appendix 4
Ensuring Consistency
All adults in school need to take responsibility for implementing the behaviour policy. As
adults walk around the school at lunch and play times they need to do the following:
 Always deal with inappropriate behaviour – never walk past.
 Discuss inappropriate behaviour with children- remind them of their obligations.
 If children are talking to others in a disrespectful way- always intervene.
 Positively reinforce good behaviour (smiles for co-operative play).
 If children run in school – always send them back to try again.
 Check on reasons for children being inside the school at play/lunch times.
 Inform class teachers of any inappropriate behaviour you had to deal with.
 If appropriate, employ restorative practice questions to resolve incidents: see
Appendix 3
 The SLT will support and develop staff through relevant CPD and training
Pupils are expected to:
 Show respect to staff, each other and their learning environment
 Promote the good reputation of the school in the community
 Adhere to anti-bullying procedures and report all incidents of bullying to a staff
member
 Wear correct school uniform, see Appendix 1
 Walk quietly and calmly throughout the school at all times.
 Listen to others carefully without interrupting.
 Follow instructions the first time
 Be caring, courteous and co-operative
 Ask adults for help when there is a problem.
 Complete learning tasks to the best of their abilities.
 Use a suitable classroom voice.
 Keep to the school routines.
 Behave politely at meal times.
 Show good manners at all times
 Comply with the School Rules
Staff are expected to:
 Establish and maintain clear and consistent expectations and boundaries
 Show respect and promote positive behaviour
 Discuss with children when and how they could have made more positive choices
when something goes wrong
 Use a calm, but firm voice to discuss the situation without prejudging what has
happened
 Encourage self-motivation and independence
 Promote self-esteem in pupils
 Celebrate children’s efforts and achievement
 Maintain well organised learning environment and appropriately challenging or
supportive learning opportunities
 Respect children and listen to their views without discrimination
 Model high standards of presentation, respect and learning behaviours
 Adhere to anti-bullying and behaviour and discipline procedures
 Reinforce the School Rules
 Ask for support from the parents concerning their child's behaviour.
 Ask for support from each other and the Senior Leadership Team to help them
deal with the more challenging pupils.
Parents are expected to:
 Support the school's behaviour policy by talking regularly to their child/children
about behaviour in school and accepting the use of sanctions where appropriate
 Make sure their child attends school regularly and punctually.
 Encourage respect for their child’s school, staff and their child’s classmates
 Show respect and support for the school's Anti Bullying policies
 Keep the school informed about any issues that arise that might affect their
child’s work or behaviour
 Ensure pupils wear correct uniform
 Accept the school’s ‘Home School Agreement’ see Appendix 2
Rewards
Positive Reinforcement : Highlight good behaviour as much as possible.
Using Rewards
A variety of rewards are used across the school, appropriate to age and motivations of
each class. These include, moving names up a chart or onto a pitch, stickers, notes
home, dojo points etc. Small prizes from ‘lucky dips’ are used in some classes, while
others encourage children to work towards a longer term goal such as a film afternoon.
Stars or merits are awarded in some classes. In KS2 children may have golden time.
Teachers are encouraged to choose their own systems that will work well for their
classes. For some groups systems need to be changed through the year to keep
children motivated. Children with SEN may have the behaviour policy adapted for their
needs.
Outstanding behaviour is recorded onto Pupil Asset tracking system. Achievement
certificates are awarded during merit assembly.
Team points are given for cooperative learning during SFA lessons.
We have a half termly ‘Superhero’ award to highlight anti-bullying efforts.
There are attendance prizes for classes half termly and more frequent rewards for
individuals.
Strategies to support pupils:
Chill out area
Small area in SEN Hub where children can come/or be sent by a member of staff, to
calm down/take 5 mins/finish their work. The learning mentor Mrs Davis can then calmly
talk to them & try to sort out the issue/help them accept the consequences for their
behaviour, which should cause less disruption for the class and leave the teacher free to
carry on teaching.
Stress / fidget resources are available
Pastoral – Behaviour – Support Interventions
At O.L.O.L we celebrate good behaviour, we understand that unacceptable behaviour is
not a stand-alone issue, therefore we employ a pastoral approach and in doing so we
are able to support and nurture the whole child, look for possible underlying issues and
whilst we acknowledge the importance of dealing with the behaviour itself, we employ a
restorative approach to support the child’s needs and ultimately try to ensure the
behaviour does not happen again.
Interventions include 1:1 pastoral support
Pyramid Club – for children lacking confidence, self-esteem, poor social skills, trouble
forming friendships.
S.T.E.P.S – for children struggling to cope with grief, separation, loss. This may be
through illness, death, separation/divorce, moving home, parent/family member in the
armed forces/working away from home.
B.E.S.T – for children with behaviour issues, those who struggle to form/keep
friendships, communication issues, poor social skills, unable to work with others, need
strategies to help them cope with/express their emotions in a more appropriate way.
Teachers are encouraged to pass on any concerns they may have about a child/or
signpost a parent with concerns in these areas to Mrs Davis.
I Need you to know box
2 boxes positioned on main corridor & at bottom of stairs in junior corridor, boxes are
locked thereby ensuring confidentiality for the children. These are checked by Mrs Davis
daily, before 8.30am so she is aware & can liaise with teachers/staff regarding any
issues/potential issues.
The learning mentor ensures that every child is spoken to at some point that day.
Children are also encouraged to share ‘good news’
Rainbow benches
We have rainbow coloured benches in each playground. Children feeling lonely or
without someone to play with are encouraged to sit on the bench so that other children
can come along and include them in their games.
Inappropriate behaviour – May get no further than Level 2 unless persistent
 Wasting resources.
 Wandering around the classroom.
 Deliberately not completing learning tasks
 Dropping litter, throwing or flicking objects in the classroom mistreating
playground equipment.
 Deliberately distracting others.
 Calling out or shouting in class.
 Unsocial behaviour at the lunch table.
 Telling lies.
 Swearing as part of general conversation.
 Answering back.
 Unhelpful, uncooperative behaviour.
More serious incidents – May go straight to Level 3
 Blatant refusal to accept adult’s instructions
 Teasing or deliberately ‘winding up’ other children.
 Vandalism, including writing graffiti on walls, desks or books.
 Leaving the classroom or playground without permission.
 Spoiling other children’s work, including making fun of another child’s work.
 Misuse of toilets and wash areas.
 Interfering with another person’s property.
 Threatening or intimidating behaviour to peers, including swearing at another
person.
 Arguing with an adult, including walking away when adult is talking
Very serious incidents - Straight to Level 4
 Theft.
 Running out of school.
 Physically violent behaviour (fights and physical attacks on others).
 Racist, homophobic language or behaviour.
 Inappropriate touching (see Brooks sexual behaviours traffic light tool, in Mrs
Davis’ room or Headteacher’s office)
 Bullying (i.e. repeated and persistent threatening, intimidating or harming
behaviour).
 Refusal to follow safety instructions, serious misuse of equipment.
 Stone throwing or any dangerous play.
Sanctions (age appropriate)
Level 1
 Reminder about appropriate behaviour.
 Warning that there will be a consequence.
Level 2 – Yellow
 Moving names down the chart or losing Dojo points
 Deduct 10 minute entitlement to Golden Time for each incident
 May separate / remove children from source of problem eg to Mrs Davis 812.30pm or another classroom
 If at playtimes / lunchtimes, 5 minutes loss of golden time and ‘time out’, if
required.
Level 3 – Red Form Appendix 5
 Child to miss playtime following the incident.
 Child to complete Behaviour reflection (Appendix 6).
 Remove entitlement to Golden Time
 If at playtimes / lunchtimes, removal from the playground and loss of the next
play.
 If an immediate Red Form is given (without going through Levels 1 and 2) all
Golden Time is lost.
 For every Red Form given, Standard Letter sent home and recorded on Pupil
Asset
 The child may be sent to the Deputy Head (with Behaviour Reflection)
 The pupil’s teacher may choose another appropriate consequence
Level 4
 Send child to Deputy Head teacher (with Behaviour Reflection)
 Deputy Head teacher to inform parents.
 Behaviour log to be kept. (Appendix 7) and recorded on Pupil Asset
Level 5
 Send child to Headteacher.
 Headteacher to request parents’ attendance to discuss incidents and
sanctions. Sanctions may include internal exclusion (removal from class /
playground), fixed term or permanent exclusion.
If a pupil is persistently breaking school rules, 3 Red forms in a term, they will be put on
a Behaviour Report, see Appendix 8. We will work with other local agencies e.g.
Longford Park to assess the needs of pupils who display continuous disruptive
behaviour.
Responses to low level inappropriate behaviour will usually start at Level 1 with a
warning, and progress up the levels each time the action is repeated within an
appropriate timescale: eg, wandering around the classroom, if repeated that day, but
not if repeated two weeks later.
Staff must use their judgement, remembering that sanctions must be immediate and
proportionate to be most effective.
Responses to more serious incidents will usually start at Level 1 for first offences,
but staff will need to use their judgement to decide if it should go straight to Level 3.
This will often depend on whether the child has committed this offence before, and
will also be influenced by whether other children have been upset by their actions.
Serious Incidents
In the case of very serious incidents the Headteacher must always be notified. The
Headteacher will maintain Behaviour Records on all children who commit very
serious offences and on children who repeatedly misbehave at a lower level.
Pupils whose behaviour has been recorded onto a red form and referred to a member of
the SLT will be encouraged to reflect on their actions using the principles of restorative
practice. This should be for repeated misconduct, or for serious incidents. The purpose
of this intervention is to ensure that children are supported in reflecting upon the choices
that they have made, the consequences of their actions and the alternatives that they
should consider in resolving problems. It is imperative that this opportunity to reflect is
guided by an adult so that pupils:
 recognise their responsibilities regarding their own actions
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do not ‘blame’ others for events in which they have played a part
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incidents can be thoroughly investigated and a resolution reached
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are encouraged to consider responses and strategies for dealing with problems
peacefully
If children are sent to the headteacher’s office for low level misdemeanours, this
sanction loses its impact.
We will consider whether the behaviour under review gives cause to suspect that a child
is suffering, or is likely to suffer, significant harm. Where this may be the case, staff
should follow the schools’ safeguarding policy. They should also consider whether
continuing disruptive behaviour might be the result of unmet educational or other needs.
At this point we will consider whether a multi-agency assessment is necessary.
In the case of a malicious allegation against a member of staff:
If an allegation is determined to be unfounded or malicious, the LADO (Local Authority
Designated Officer) should refer the matter to the children’s social care services to
determine whether the child concerned is in need of services, or may have been abused
by someone else. If an allegation is shown to be deliberately invented or malicious, the
headteacher will consider whether any disciplinary action is appropriate against the pupil
who made it; or whether the police should be asked to consider if action might be
appropriate against the person responsible, even if he or she was not a pupil.
External exclusions
We follow Trafford and DFE guidelines on external exclusions and liaise with the
Behaviour and Attendance team.
DFE grounds for exclusion:
A decision to exclude a pupil permanently should only be taken:
• in response to a serious breach, or persistent breaches, of the school's behaviour
policy; and
• where allowing the pupil to remain in school would seriously harm the education or
welfare of the pupil or others in the school.
If an incident is deemed serious enough to involve fixed term exclusion, the headteacher
will endeavour to contact the parents on the day of the incident.
A letter will be sent home within 24 hours outlining the reasons for the exclusion
and the measures parents can take in relation to them.
Work will always be provided for the length of the exclusion. It is expected that this is
returned to be marked.
Parents must meet with the headteacher on the day that the child returns to school to
ensure such events do not reoccur.
Procedures to appeal against a decision are also clearly outlined in the letter
Playtime and Lunchtime Procedures
General procedures:
Play with children in the playground.
Play games with children.
Take time to talk to children.
If a child falls over or is injured in any way they must been seen by a First Aider.
At the end of playtime, teachers should blow one whistle to signal ‘stop’, followed by
another whistle to signal ‘line up’.
At the end of lunchtime the teacher from morning duty should blow the whistle for the
mid-day supervisors.
Teachers must be out promptly for their classes
Behaviour Procedures:
Good behaviour should be rewarded with positive praise.
Poor behaviour should not be ignored!
Strategies for dealing with poor behaviour:
Warnings about their behaviour and what they should be doing instead.
Mrs Davis, learning mentor is available up to 12.30 and should be used if children need
to be removed from a situation.
After 12.30 children can stand by the wall for 5 minutes if they are continuing to
misbehave.
Incident forms must be filled in for any behaviour that does not improve and passed on
to Mrs Davis. The class teacher should be informed at the end of the break.
If a child fails to respond to you then seek support from another member of staff.
Wet Play
During wet playtimes all classrooms must be monitored regularly and children should be
doing focused and sensible activities.
If children misbehave in their classrooms they should be warned calmly.
If they continue to misbehave they can be sent to a different classroom.
January 2017
Appendix 1.
Pupils are expected to wear the following uniform:
 School sweatshirt/cardigan (available from school)
 White polo shirt
 Grey/black trousers
 Grey skirt/pinafore
 Plain coloured tights grey or black
 Blue/white summer dress
 Grey shorts
 Plain socks
 Sensible black shoes
 P.E. kit: pumps or trainers, blue shorts, plain white T-shirt
Jewellery:
 The only items of jewellery allowed are watches and small round stud earrings.
Problems regarding uniform:
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Jewellery will be confiscated and placed in an envelope and taken to office for
safekeeping. Preferably parents should call to collect items.
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Trainers- persistent offenders, parents will be notified
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Problems with any other items of uniform will be dealt with on an individual basis.
Our Lady of Lourdes
Catholic Primary School
HOME-SCHOOL
AGREEMENT
By sending your child to Our Lady’s all parties must adhere to the following agreement:
Parent/Guardian Responsibilities
I shall:
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See that my child goes to school regularly, on time and properly equipped in the uniform and
without jewellery (see prospectus for details)
Hair should be neat & tidy;
Boys hair should be no shorter than a ‘number two cut’, shaved patterns are not allowed.
Girls hair should be tired back, preferably, to prevent the spread of headlice and not dyed.
Make the school aware of any concerns or problems that might affect my child’s behaviour
Support my child with their homework and home-learning opportunities, helping them to develop
good spoken language.
Attend parents’ evenings and discussions about my child’s progress
Support the school’s behaviour policy
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Pay the Diocesan Buildings Fund annually (£15 per child is a small price to pay for an excellent
Catholic education)
Pupil Responsibilities
I shall:
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Attend school regularly and on time with my equipment
Wear school uniform and be tidy in appearance
Do all my classwork and homework as well as I can
Observe the school’s anti-bullying and behaviour policy
Be polite and respectful to other pupils and to all adults
Respect the school building and property
Teacher and Headteacher Responsibilities
We shall:
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Care for your child’s safety and wellbeing
Strongly encourage high standards of work and behaviour
Ensure your child achieves their full potential as a valued member of the school community
Provide a balanced curriculum to meet your individual child’s needs
Keep you informed about your child’s progress and how you can help them at home
Be open and welcoming at all times
Appendix 2
Appendix 3. Restorative Approach
A restorative approach must be used in all cases.
Staff should use the restorative questions.
To help those harmed by others’ actions:
What did you think when you realised what had happened?
What impact has this incident had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to make things right?
To respond to challenging behaviour:
What happened?
What were you thinking about at the time?
What have you thought about since?
Who has been affected by what you have done? In what way?
What do you think you need to do to make things right?
Dining Hall 10 Golden Rules
Appendix 4
 We queue sensibly and wait our turn
 We always walk in the dining hall
 We say please and thank you to the lunchtime
staff
 We eat our own lunch
 We use a knife and fork and use good table
manners
 We stay at the table until we have finished
our lunch
 We pick up any food or rubbish we drop
 We put our hand up if we need help
 We always talk in a quiet voice
We clear up our plates when we are finished
Appendix 5
RED FORM – UNACCEPTABLE BEHAVIOUR
Name:
Please circle:
Physical violence
Derogatory Language
(racist, homophobic,
religious)
Swearing
Stealing
Circle severity:
Severe
High-level
Summary of incident:
DATE:
Staff Member:
Bullying
Damage to property of
school or others
Defiance
Low level
Posing a danger to
themselves or others
Other (detail below)
Consequence:
Further action required?
Parents informed?
Appendix 6
SLT informed?
Report to Govs?
Child’s Name:
Our Lady of Lourdes Catholic Primary School
Behaviour Record
Class:
Date:
What I did
Name:
Why this was not a good
thing to do
How I can put it right
Date:
Behaviour Reflection
What I will do next time
Summary of Incident:
Summary of Action Taken:
Signed:
Appendix 7