Frensham Heights School Policies and Procedures
January 2015
SECTION 2.8 – BEHAVIOUR MANAGEMENT POLICY
“Reinforcing Positive Behaviour - Managing Negative Behaviour”
Introduction
In keeping with the school's ethos and traditions, Frensham Heights places greatest emphasis on
individual responsibility, respecting others and learning to work as a positive member of the
community. In the classroom setting we believe that a student's learning is best achieved in a
collaborative, supportive environment where high expectations are fostered and any “sanctions” are
used as a last resort. Reinforcing positive behaviour is concerned with responding to negative
behaviour with a view to then changing future behaviour. By adopting an understanding approach,
fostering the importance of a mutually respectful relationship, and having high expectations, one can
then be the catalyst for changes in future behaviour. Underpinning all of the school's expectations is
a belief in reinforcing positive behaviour and only responding using the process for managing
negative behaviour when the other steps have not been successful.
Good Work and Behaviour
Frensham has never used competition between members of the community, or cups, prizes, points
as a reward for good behaviour. Rather we seek to encourage the individual to set their own targets
for improvement, in the belief that the best form of competition is with oneself. Each student
should aim to monitor their own behaviour and to aim for the highest standards/achievements that
they are capable of as an individual. These efforts and achievements should be acknowledged by:
•
•
•
•
•
•
•
Personal congratulations, positive comments on work, or positive feedback to tutors,
pastoral staff.
Public recognition at Notices, in 'School' assemblies or within a tutor group session.
Examples of good behaviour or work should be communicated widely. Departmental
recognition via postcards or positive feedback being sent to Parents etc.
When a student meets their agreed targets they should be congratulated.
A teacher can make time for more ‘formal’ positive reinforcement at the end of a lesson, or
during notices.
A tutor, Head of School or any member of staff should look to commend those who are
consistently positive members of the community.
For exceptional work or behaviour, students can be commended to the Headmaster for
inclusion within the Commendations Book. This should be requested via a new entry in the
Day Book.
Academic Work or Behaviour which does not meet the required Standard/Expectations
These guidelines are for responding to late or poor work, low levels of attainment or poor behaviour
against the expectations for that student. All teachers should follow this process in order to give a
consistent response.
•
Initially, discuss the issue with the student to try to identify the reasons behind the problem.
The aim should be to ensure that the student understands their actions, why they are
unacceptable and why more appropriate work or behaviour is expected of them.
2.8.1 Frensham Heights School Policies and Procedures
•
January 2015
Should the problem continue (typically within one week , or a repeated “quiet chat”) then
the teacher must hold a more formal interview with the student using the BMP pro forma
as a guide. In this interview stress your expectations and why the student must change their
attainment level or behaviour. Agree appropriate targets for changed work and a review
date. A record should be made of this meeting in the Day Book “BMP Level 1” and a copy
of your notes saved to the appropriate year group folder on the Q drive.
It is best practice to inform the parents / boarding house staff if a BMP conversation has
taken place – as they may be able to support the student from their “home” environment.
If the tutor or Head of School or House Master/Mistress know that this is a pattern of
concern across a range of subject areas then they should communicate to parents, seeking
support and discussing strategies to make positive changes.
•
If the level of attainment is still too low to meet your expectations, (typically week 2 or 3) the
teacher will hold a formal interview with the student and their Head of Department. At
the interview clarify the historic concerns, reiterate that targets have been agreed and not
met and discuss appropriate steps to then take for improved future work. The Head of
Department may discuss and agree with the student using a period of free time to catch up
with the work during a student’s own time, or to communicate their concerns to parents
seeking active parental support. A record of this meeting should be kept and noted in the
Day Book as a “Level 2 BMP” entry, and again a copy of the targets set using the pro forma
should be stored in the year groups folder.
•
If, after all of these stages, (typically week 3 or 4) no positive change has been seen then the
Head of School) should meet to discuss the students progress and response. A BMP Level 3
meeting will take place with a senior member of staff. This will normally be the Head of
School, and Assistant Head of school or a House Master/Mistress as appropriate. Here
targets and strategies are discussed. Again this should be recorded in Schoolbase and a copy
of the targets set should be stored in the appropriate year group folder.
Strategies to be explored may include the use of Report Cards, calling a case review of all
the student's teachers to discuss appropriate responses, meeting with the student and
parents, or further support of the student through restricting their choices with their free
time and mapping out tasks / work that needs to be completed, or a “Saturday Academic”.
•
If a “Saturday Academic” is to be given, the Deputy Head must be consulted. Parents must
be informed of the “Saturday Academic” in writing – via email from the students Head of
School, by at least 4.30 pm on the previous Thursday. This is best completed through
Schoolbase, which will automatically keep a record of the email on the student file.
•
If, after the Head of School has tried to support a student, a student is still failing to make
positive changes, then a Deputy Head will get involved in supporting and challenging the
choice made. Depending on the circumstances and student, the Deputy Head responsible
for taking a final “lead” will vary.
2.8.2 Frensham Heights School Policies and Procedures
January 2015
Removing students from Lessons
Removing a student from a lesson is unlikely to be necessary but if it is used sparingly, in order to
remove them from a difficult situation, or to reinforce a particular expectation you have of them in
their behaviour, then this exclusion from the lesson must only be for a brief time. Outside of the
classroom explain your reasons for excluding the student and send them to the Head of Schools
office; where they can work and wait until their arrival. A brief record of the exclusion should be
kept and the tutor should be notified. This is best communicated through an email to the tutor (cc’d
to the Head of School) It is not appropriate to exclude a student for long periods of time or multiple
lessons.
If a student is being sent to Main House for an exceptional situation (eg breaking school rules, or
violent behaviour) a call must be made to Reception directly to let them know to expect a student,
so that they in turn can contact a member of the Senior Management Team.
Misbehaviour during School Hours.
If a teacher encounters inappropriate behaviour either during a lesson, around the school site, in the
village or on a school trip then these guidelines should be followed in order to give a consistent
response (this policy should be read in conjunction with the discipline section of Section 3.1 of the
Staff Handbook).
In the first instance a teacher or the staff member should admonish the student, explain why
their behaviour is inappropriate and either email the tutor /Head of School for information ,
The Head of School may decide, in discussion with the student, that they should learn from
their behaviour by making a positive contribution to the school community, such as being an
extra helper after lunch in cleaning the dining room, or after break, cleaning an area of the
school, helping to keep our environment beautiful, or undertaking a period of gating.
If the misbehaviour is such that the teacher feels an immediate response is required then the
student should be taken to the Head of School, where the teacher can explain their concerns
and the Head of School can then decide an appropriate response. The Head of School
should discuss the behaviour, explain why the school cannot accept their behaviour as
suitable and then inform parents of the incident and outcome as appropriate.
The Head of School may also decide, in discussion with the student, that they should learn
from their behaviour by making a positive contribution to the school community, such as
being an extra helper after lunch in cleaning the dining room, or after break, cleaning an area
of the school, helping to keep our environment beautiful, or undertaing a period of gating.
Any sanction that includes gating should be reported via the Daybook (Daybook), so that
the information is stored centrally.
•
Any serious misbehaviour should be reported to the Deputy Head immediately. The
Deputy Head will investigate the matter and recommend appropriate responses to the Head,
and Head of School. Any misbehaviour at this level must be communicated to parents
either by the Head of School or the Deputy Head, seeking their support for improving the
students’ behaviour in the future. The school’s response may include internal suspension,
loss of free time (“Gating”), a "Saturday Community" or suspension from the school for
2.8.3 Frensham Heights School Policies and Procedures
January 2015
fixed period. Again, any sanction involving Gating or a form of suspension from the
Deputy Head, should be recorded in Schoolbase (Rewards and Sanctions)
It should be noted that any behaviour which is felt to be extreme can be dealt with
immediately by sending the student(s) directly to the Deputy Head or Headmaster.
Misbehaviour in the House
In the first instance, this is the responsibility of the Duty Staff/ House Master/Mistress concerned.
The usual responses to minor misdemeanors such as Failing to Sign in, disruptive and thoughtless
behavior are; reporting in early, gating (loss of free time in the evenings) or loss of privileges(e.g.
TV), or extra chores. Serious matters will be discussed with Deputy Head making sure that the
appropriate Head of School is informed as soon as reasonably possible, All serious matters
(involving a gating or suspension of any description) should be recorded on Schoolbase. All house
related sanctions should be recorded in the House log book.
Vandalism and Damage
If a student causes damage to school property, or that of another student, either accidentally or
deliberately, written details should be given to the Head of School/ House Master/Mistress (with a
copy to the Deputy Head) who will investigate the matter further. Where the damage is to school
fabric or furnishings, the incident must be reported to the Bursar as soon as possible. It is
important that parents are notified in writing, setting out the investigation that has taken place and
alerting them to the costs that may be incurred. All such damage must be paid for either by students
themselves or on end of term bills.
Junior School Section of the Behaviour Management Policy
Statement of intent
In Junior School we believe that children flourish best when their personal, social and emotional
needs are met and where there are clear and developmentally appropriate expectations for their
behaviour. This includes the EYFS. Paragraphs in Italics refer specifically to the EYFS.
Aim
We aim to teach children to behave in socially acceptable ways and to understand the needs and
rights of others. The principles guiding management of behaviour exist within the programme for
supporting personal, social and emotional development.
Methods
The Head of the Junior School has overall responsibility for our programme for supporting
personal, social and emotional development, including issues concerning behaviour.
The Head of the Junior School has overall responsibility for issues concerning behaviour:
keep himself up to date with legislation, research and thinking on promoting positive
behaviour and on handling children's behaviour where it may require additional support;
access relevant sources of expertise on promoting positive behaviour within the programme
for supporting personal, social and emotional development ; and to
check that all staff have relevant in-service training on promoting positive behaviour. We
keep a record of staff attendance at this training.
2.8.4 Frensham Heights School Policies and Procedures
•
•
•
•
•
January 2015
We recognise that codes for interacting with other people vary between cultures and require staff
to be aware of - and respect - those used by members of the Junior School team.
We require all staff to provide a positive model of behaviour by treating children, parents and
one another with friendliness, care and courtesy.
We familiarise new staff with the Junior School behaviour policy and its guidelines for
behaviour.
We expect all members of Junior School - children, parents and staff - to keep to the guidelines,
requiring these to be applied consistently.
We work in partnership with children's parents. Parents are regularly informed about their
children's behaviour by a member of staff. We work with parents to address recurring
inconsiderate behaviour, using our observation records to help us to understand the cause and
to decide jointly how to respond appropriately.
Strategies with children who engage in inconsiderate behaviour
• Under no circumstances do we give corporal punishment to a child or threaten any form of
punishment which could have an adverse impact on the child’s well-being
• We require all staff to use positive strategies for handling any inconsiderate behaviour, by
helping children find solutions in ways which are appropriate for the children's ages and stages
of development. Such solutions might include: acknowledgement of feelings, explanation as to
what was not acceptable and supporting children to gain control of their feelings so that they can
learn a more appropriate response.
• We ensure, wherever possible, that there are enough resources and sufficient activities available
so that children are meaningfully occupied without the need for unnecessary conflict over
sharing and waiting for turns.
• We avoid creating situations in which children receive adult attention only in return for
inconsiderate behaviour. We acknowledge considerate behaviour such as kindness and
willingness to share.
• We support each child in developing self esteem, confidence and feelings of competence.
• We support each child in developing a sense of belonging in our group, so that they feel valued
and welcome.
• When children behave in inconsiderate ways, we help them to understand the outcomes of their
action and support them in learning how to cope more appropriately.
• We never send children out of the room by themselves.
• We do not use techniques intended to single out and humiliate individual children.
• We use physical restraint, such as holding, only to prevent physical injury to children or adults
and/or serious damage to property.
• Details of such an event (what happened, what action was taken and by whom, and the names of
witnesses) are brought to the attention of the Head of the Junior School and are recorded in the
child's personal file. The child's parent is informed on the same day.
• In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the
unacceptability of the behaviour and attitudes, by means of explanations rather than personal
blame.
• We do not shout or raise our voices in a threatening way to respond to children's inconsiderate
behaviour.
2.8.5 Frensham Heights School Policies and Procedures
January 2015
Rough and tumble play, hurtful behaviour and bullying
Our procedure has been updated to provide additional focus on these kinds of inconsiderate
behaviours.
Rough and tumble play and fantasy aggression
Children often engage in play that has aggressive themes - such as superhero and weapon play; some
children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to
hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing
using strategies as above.
• We recognise that teasing and rough and tumble play are normal for young children and
acceptable within limits. We regard these kinds of play as pro-social and not as problematic or
'aggressive'.
• We will develop strategies to contain play that are agreed with the children, and understood by
them, with acceptable behavioural boundaries to ensure children are not hurt.
• We recognise that fantasy play also contains many violently dramatic strategies - blowing up,
shooting etc., and that themes often refer to 'goodies and baddies' and as such offer
opportunities for us to explore concepts of right and wrong.
• We are able to empathise with the content of the play, perhaps to suggest alternative strategies
for heroes and heroines, making the most of 'teachable moments' to encourage empathy and
lateral thinking to explore alternative scenarios and strategies for conflict resolution.
Hurtful behaviour
We take hurtful behaviour very seriously. On Occasion most children under will at some stage hurt
or say something hurtful to another child, especially if their emotions are high at the time, but it is
not helpful to label this behaviour as 'bullying'. For most children, hurtful behaviour is momentary,
spontaneous and often without cognisance of the feelings of the person whom they have hurt.
• We recognise that young children behave in hurtful ways towards others because they have not
yet developed the means to manage intense feelings that sometimes overwhelm them.
• We will help them manage these feelings as they have neither the biological means nor the
cognitive means to do this for themselves.
• We understand that self management of intense emotions, especially of anger, happens when
the brain has developed neurological systems to manage the physiological processes that take
place when triggers activate responses of anger or fear.
• Therefore we help this process by offering support, calming the child who is angry as well as the
one who has been hurt by the behaviour. By helping the child to return to a normal state, we are
helping the brain to develop the physiological response system that will help the child be able to
manage his or her own feelings.
• We recognise that children require help in understanding the range of feelings experienced. We
help children recognise their feelings by naming them and helping children to express them,
making a connection verbally between the event and the feeling
• We help children learn to empathise with others, understanding that they have feelings too and
that their actions impact on others' feelings
• We help young children develop pro-social behaviour, such as resolving conflict over who has
the toy
2.8.6 Frensham Heights School Policies and Procedures
•
•
•
•
January 2015
We are aware that the same problem may happen over and over before skills such as sharing and
turn-taking develop. In order for both the biological maturation and cognitive development to
take place, children will need repeated experiences with problem solving, supported by patient
adults and clear boundaries.
We support social skills through modelling behaviour, through activities, drama and stories. We
build self esteem and confidence in children, recognising their emotional needs through close
and committed relationships with them.
We help a child to understand the effect that their hurtful behaviour has had on another child;
we do not force children to say sorry, but encourage this where it is clear that they are genuinely
sorry and wish to show this to the person they have hurt.
When hurtful behaviour becomes problematic, we work with parents to identify the cause and
find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are
that:
• they do not feel securely attached to someone who can interpret and meet their needs - this may
be in the home and it may also be in the setting;
• their parent, or carer in Early Years, does not have skills in responding appropriately, and
consequently negative patterns are developing where hurtful behaviour is the only response the
child has to express feelings of anger;
• the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or
may be experiencing child abuse; and
• the child has a developmental condition that affects how they behave.
Bullying
Bullying includes racial, religious, cultural, sexual/sexist, homophobic, special educational needs and
disability and cyber (social websites, mobile phones, text messages, photographs and emails).
We take bullying very seriously. Bullying is a serious offence causing not only physical abuse but also
psychological damage (although bullying is not a specific criminal offence, there are criminal laws
which apply to harassment and threatening behaviour and in extreme cases outside agencies such as
the Police or the Social Services Department may need to be involved). It is characterised by intent
to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.
A child who is bullying has reached a stage of cognitive development where he or she is able to plan
to carry out a premeditated intent to cause distress to another.
Bullying can occur in children five years old and over and may well be an issue in after school clubs
and holiday schemes catering for slightly older children.
All staff will report any incidence of bullying to the Head of the Junior School Years who will take
the following action in the event of an allegation or proved incident:
If a child bullies another child or children:
• we show the children who have been bullied that we are able to listen to their concerns and act
upon them;
• we intervene to stop the child who is bullying from harming the other child or children;
• we explain to the child doing the bullying why her/his behaviour is not acceptable;
• we give reassurance to the child or children who have been bullied;
• we help the child who has done the bullying to recognise the impact of their actions;
2.8.7 Frensham Heights School Policies and Procedures
•
•
•
•
•
•
January 2015
we make sure that children who bully receive positive feedback for considerate behaviour and
are given opportunities to practise and reflect on considerate behaviour;
we do not label children who bully as 'bullies';
we recognise that children who bully may be experiencing bullying themselves, or be subject to
abuse or other circumstance causing them to express their anger in negative ways towards
others;
we recognise that children who bully are often unable to empathise with others and for this
reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for
what they have done. Empty apologies are just as hurtful to the bullied child as the original
behaviour;
we discuss what has happened with the parents of the child who did the bullying and work out
with them a plan for handling the child's behaviour; and
we share what has happened with the parents of the child who has been bullied, explaining that
the child who did the bullying is being helped to adopt more acceptable ways of behaving.
All teaching staff, non-teaching staff and pupils are expected to be alert to the possibility of bullying
occurring, to try to prevent it, and deal with it (staff) or report it (children) if it does happen. It
should be recognised that both the victim and bully need help and attention. Staff will have
awareness raised through training. Educational elements such as personal, social and emotional
development(PSED), assemblies, projects, drama and stories will be used to raise awareness of
bullying issues. Follow up is vital. The Head of the Junior School must monitor the participants to
ensure that things have improved
In the event of serious misbehaviour or serious breaches of discipline the matter can be referred to
the Headmaster. Suspension is applied for serious breaches of school rules and expectations. Only
the Headmaster may suspend a pupil.
This may occur in two forms:
1. Fixed-term sanction - a pupil is excluded from the school for a defined period as a warning of
the need to re-assess his/her behaviour. This is recorded on a pupil’s record.
2. Removal of a pupil pending an investigation of a rumour or complaint concerning him/her. This
is a neutral (not disciplinary) measure to allow an investigation, and may also be taken for the
good of the pupil by separating him/her from immediate school pressures.
The Headmaster will make any such decision in consultation with senior staff.
The Headmaster will explain the matter to parents. There is no right to formal review of decisions to
suspend, but parents may ask the Headmaster to reconsider.
Expulsion (proper) - in the case of serious offences the Headmaster may require a pupil to leave the
school. Before making this decision the Headmaster will have consulted the Chairman of
Governors. Parents must be made aware that they can seek a Governors’ Review.
2.8.8 Frensham Heights School Policies and Procedures
January 2015
Permanent Withdrawal
Withdrawal of a pupil - for a breach of discipline which did not justify expulsion, but makes it
impossible for the pupil to remain, the Headmaster may request parents to withdraw a pupil. A
consultation with parents will take place, to discuss leaving status and to provide help in finding a
fresh start. If parents accede to this request, there will be no fees in lieu of notice. The fees/extras
up to and including the end of the present term remain payable (without remission for unexpired
weeks).
Required removal - following consultation, the Headmaster is satisfied a pupil must leave, but
parents refuse to withdraw the pupil. The Headmaster is entitled to suspend (or to continue
suspension) and to inform parents that consideration will now be given to formally requiring the
pupil’s removal. The Headmaster will set the timescale (e.g. 3 days) for his decision.
The Headmaster will inform parents that if he comes to the conclusion that the child must be
removed, the parents will be entitled to a review by Governors. However, they must realise that, if
the decision is upheld, leaving status may be affected (and there may be financial consequences).
When requiring removal the Headmaster should state:
• The facts found.
• Reasons for the decision.
• The pupil’s leaving status.
• The financial position.
If parents request a Governors’ review they should be sent an application form and a copy of the
review procedure without delay. Following receipt of a completed application from parents, the
review should take place within 7 days and preferably sooner.
Appendices:
1.
2.
BMP Flow Chart
Junior School BMP Flow Chart
2.8.9 Frensham Heights School Policies and Procedures
Appendix 1 – BMP Flow Chart 2.8.10 January 2015
Frensham Heights School Policies and Procedures
Appendix 2 - Junior School BMP If a student meets targets then they should, at the discretion of CT, HoS, be taken off this process. 2.8.11 January 2015