St. Jude’s Church of England Academy

Behaviour and Discipline Policy

Discipline is a necessary part of school life and good discipline is based on an agreement between the school, parents/carers and the pupils themselves about what is expected.

There are specific legal requirements relating to the handling of:

  • School discipline in general
  • Racial abuse
  • Bullying

At St. Jude’s C of E Academy we are all collectively responsible for promoting good behaviour and discipline.

General Principles:

The Behaviour Management Policy is designed to reward and develop good practice implemented by all school staff, and to ensure that failure to respond to good practice is recognised by children, parents/carers. The mixture of reward, supported by “consequences”, is designed to persuade and promote a positive school environment.

The school operates on the basis of Key principles to promote good behaviour.

School/classroom/playtime rules

Year group charter

Positive recognition and reinforcement of the desired behaviour

Consequences to manage and change inappropriate behaviour

Positive Recognition:

Positive recognition is a means of rewarding good work and good behaviour:

  • Good to be Green system – Year 1 – Year 6
  • End of term raffle prizes – Term behaviour – Manners/Respect/Role Model
  • Classroom rewards
  • Sticker / reward charts
  • Year Group raffle ticket draws
  • Pupil of the week certificates/ Headteacher’s awards
  • Extra time
  • Certificate to say how well behaved/hard working the child has been
  • Attendance Certificates

Consequences:

For inappropriate and poor behaviour the following consequences will apply in this order. Each further step will apply if the child fails to adjust their behaviour.

Initially the child is spoken to by an adult who will help the child to realise how to improve their behaviour

Time out/ time in for the child – child returns- This is just a very brief intervention and should not be

Inappropriate and poor behaviour continues this is logged on the Behaviour Record Sheet – First Sheet

Persistent and inappropriate and poor behaviour continues then this is logged onto the Behaviour Plan Sheet – Second Sheet.

Sanctions:

Wherever possible sanctions should be constructive and immediate, following appropriate and adequate warning.

Loss of privilege:

-Time out at playtime

-Staying in to work at playtime – under supervision

-Being sent home for dinners

-Non-attendance on school visits

-Sent to another classroom to work

-Sent to the Head teacher or Assistant Head teacher

-Modified timetable

Reviews:

If a Behaviour Plan Sheet is implemented this will be reviewed with parent/carer and pupil consultation.

If an Individual Educational Plan (IEP) is implemented this will be reviewed with parent/carer and pupil consultation and other agencies.

Severe Clause:

Incidents of totally unacceptable/dangerous behaviour.

This may result in the child being excluded for a fixed term or permanently:

Examples of this may include:

Bullying

Disrespectfulness to staff/pupils

Aggressiveness to staff/pupils

Assault on staff/pupils

Racist abuse

Disruption

Confrontational behaviour

Theft

Jeopardising the Health and Safety of others

Lunchtimes

The Dinner supervisors on duty should keep a use a note book to log incidents and then when they have enough time transfer these onto the First Behaviour Sheet.

If there is consistent inappropriate or poor behaviour the consequences will apply.

Partnership:

If a system of rewards and consequences is to work effectively, consistency of action from all staff and parent/carers support and pupils’ understanding needs to be ensured. Parents/carers will be consulted as necessary to ensure clear lines of communication.

Restraint:

The Education Act 1996 clarifies the powers of teachers and other staff in school to use reasonable force to prevent students from:

Committing a criminal offence

Causing injury or damage to themselves or others

Damaging property

Acting in a way that is counter to maintaining good order and discipline at the school

In exceptional circumstances where there is an immediate risk of injury, a member of the school staff may need to take necessary action that is consistent with the concept of reasonable force, to prevent for example:

A young pupil running off a pavement on to a busy road

A pupil hitting someone

A pupil from throwing an object

Staff received Behaviour Management Training in February 2013

Staff received Restraint Training in February 2013

Other agency involvement:

The school will refer pupils if there is a concern about a child’s behaviour. This will be done by an Initial Inquiry Form, which is forwarded to the LA (MAST team) and parents/carers, will be consulted about this. This information will also be a source of reference for the SENCO. (Special Educational Needs Co-ordinator)

Pupils may be referred to:

MAST team

Educational Psychologists

School nurse

Children and Mental Health Support (CAMHS)

GEM Centre – Children’s practitioner

Pupils identified with behavioural Needs will be set Behaviour targets and an Individual Education Plan will be developed in conjunction with the LA policy and practice.