BletchingdonParochial (CE) Primary School

BEHAVIOUR POLICY

“Learn to Believe – Aspire to Achieve”

At Bletchingdon Parochial CE (VA) Primary School we believe that everyone will reach their true potential. Through supportive, yet challenging teaching, we inspire our children to learn.”

AGREED CODE OF CONDUCT

  1. Be honest
  2. Respect my school and the people in it
  3. Be kind and caring towards others
  4. Listen to other people when they talk to me
  5. Try my best in everything I do

1. Introduction and scope of the policy

This document is a statement of the aims and strategies for achieving goodstandards of behaviour at our school. The policy covers behaviour and discipline bothon the school site and when representing the school off-site. This document reflects the advice outlined in the DfE’s document ‘Behaviour and Discipline in Schools’ dated February 2014.

2. Statement by the Governing Body

The Governing Body support the school in its aim in promoting the Schools Behaviour Policy.

3. Aims and Principles of the Policy

Bletchingdon is an inclusive school and we are committed to raising the confidence andself- esteem of all pupils, respecting every child as an individual, and helping eachone to achieve his or her full potential across all areas of the school’s broad andbalanced curriculum. The aims and principles of our policy are:-

  • To promote, secure and maintain high standards of behaviour within an ordered, safe and caring school community.
  • To raise awareness about appropriate behaviour and distinguish between what is right and wrong.
  • To encourage a calm, purposeful and happy atmosphere within the school.
  • To foster positive caring attitudes towards everyone where achievements atall levels are acknowledged and valued.
  • To encourage increasing independence and self-discipline so that each childlearns to accept responsibility for his/her own behaviour.
  • To ensure that positive behaviour is always recognised
  • To raise pupils’ self esteem
  • To have a consistent approach to behaviour throughout the school withparental cooperation and involvement.
  • To make boundaries of acceptable behaviour clear and to ensure safety, withchildren being expected to follow agreed class, playtime and lunch time rules
  • To acknowledge the maintaining of good behaviour within the school is ashared responsibility. All members of the school community promote/developempathy and respect for themselves and others.

The school has an ethos in which the above principles are respected. Many of theseprinciples will be addressed daily throughout school life in assemblies and modellinggood social behaviour from all adults within the school community.

Bullying of any form is unacceptable. The school has an anti-bullying policy toencourage the appreciation of diversity and respect, but also covers the proceduresthat will be followed where incidents of bullying occur.

4.Our School Christian Values

At the centre of our behaviour policy are our Christian values:

Love Honesty Courage RespectUnity

They support our belief that: EVERYONE IS UNIQUE IN THE EYES OF GOD

Our school values are under-pinned by our Agreed Code of Conduct

This is:

  1. Be honest
  2. Respect my school and the people in it
  3. Be kind and caring towards others
  4. Listen to other people when they talk to me
  5. Try my best in everything I do

5.Expectations of the School Community

Staff and Governors / Pupils / Parents
To lead by example (i.e.
excellent role models) / To respect, support and
care for each other both
in school and the wider
community. / To consistently model
appropriate behaviour.
To have high attendance
expectations and create an
enjoyable learning environmentthat encourages pupils to come to school. / To come to school
on time each day with
everything needed and
with a positive attitude. / To ensure children
regularly attend school
on time, are well
prepared and keen to
learn.
To be consistent and fair in
dealing with pupils. / To accept the decisions
made by all members of
staff. / To support the school
in the promotion of
positive behaviour.
To encourage the aims and
values of the school among the pupils. / To follow the code of conduct at all times. / To reinforce at home
the aims and values of
the school and the
community.
To have high expectations of all pupils. / To do one’s best in
every possible way at
school. / To encourage children
to do their very best in
all aspects of their
school and home life.
To have high expectations of pupils behaviour outside school, e.g. on school trips, travelling to and from school and when wearing school uniform / To follow the code of conduct at all times. / To reinforce at home
the aims and values of
the school and the
community.
To meet the educational, socialand behavioural needs of thepupils through
  • an appropriate
curriculum
  • creating a positive
learning and teaching
environment
  • providing individual
support / To tell their parents
about their work.
Tobe a good friend to
others, helping them
when they have problems. / To take an interest in
their children’s school
life, by talking to them
about their work, friendships etc..
To encourage regular
communication between home
and school. / To share any concerns
and problems they have
with adults in school and
at home so that they can
be resolved. / Actively support good
communication with
the school, e.g.
keeping the school
informed of personal
circumstances which
may affect their child in
school.

Through the curriculum and by creating a positive learning environment, we teachpupils about our aims and principles and about our code of conduct.Personal, Social, Health Education (PSHE) and citizenship are taught using a varietyof methodologies, and address our ethos and expectations directly.

6. Good Manners at Bletchingdon

These are what we expect of everyone:

  • stepping aside if an adult is walking towards you
  • holding the door open for the person coming in, especially if s/he is carrying

something

  • asking if you can borrow something, not just taking it!
  • waiting your turn before you speak
  • saying ‘excuse me,’ rather than pushing past someone
  • being polite when eating
  • saying please and thank you.
  • using appropriate volume and tone of voice

These are discussed with the children in assemblies and teachers regularlyremind their classes about them.

7.Strategies to Promote Good Behaviour

a) Pre-empting unacceptable Behaviour

We recognise that by consistently applying certain structures, we can help tominimise opportunities for unacceptable behaviour. The following are designed tocreate a calm, ordered learning environment.

b) Class Code of Conduct

At the beginning of each year the children in each class are given opportunities for devising their own class code of conduct which must be in line with the schoolbehaviour policy. The code of conduct should belong to the class and be adopted bystaff teaching that class.

c) Movement around the school

Children are expected to move around the classroom and school in a sensible andconsiderate manner.

From an early age the children are encouraged to go to the toilet at playtimes. As thechildren progress through the school, the times they need to go during lesson timeshould decrease.

d) Movement in the class

While we encourage the children to be independent, we recognise excessivemovement in classes causes unnecessary distractions. Teachers organise theirclassrooms and set up for activities so that movement in lesson time is kept to aminimum or is appropriate to the activity.

e) Noise levels

It is recognised that noise levels vary depending on the age of the children and thetype of task in which they are engaged. However, quiet children tend to be calmer,more reflective and easier to manage. In the same way adults talk calmly, so childrenare encouraged to communicate quietly with each other.

f) PSHE and Citizenship

Every class has regular PSHE and Citizenship sessions. This is an importantopportunity to develop shared class expectations on how individuals should behaveand to discuss issues which may arise, e.g. bullying, teasing, children excluded fromgroups on the playground.

g) Behaviour-Aware Language

Making children aware of their own behaviour in order for them to correct itthemselves is a very effective strategy for all adults to use. Positive, not negativelanguage is most effective.

e.g.:

‘You’re running.’

‘You still have your trainers on.’

‘You’re shouting out.’

8.Rewards

Bletchingdon Parochial (CE) Primary School rewards good behaviour, as we believe that this develops an ethos ofkindness and co-operation. This approach is designed to promote and acknowledgegood behaviour rather than merely to deter anti-social behaviour. Incentive schemesare in place to recognise attendance and achievements.

We praise and reward pupils for good behaviour, social skills and work throughoutthe school day in a variety of ways such as:

  • Frequent verbal praise and encouragement
  • House Point System
  • Stickers
  • Class Reward Schemes
  • Name entered into Celebration Book and achievement shared during our “Thanks and Praise” assembly
  • Children to show work to the Head Teacher
  • Head Teacher’s Award sticker

9. Consequences

There will be times when behaviour is inappropriate. Children need to discover wherethe boundaries of acceptable behaviour lie, as this is part of growing up. It is theresponsibility of all staff to discipline the children themselves rather than referring thechildren in the first instance to the Headteacher, or Mrs Walker in Mrs Hatton’s absence. A range of strategiesand consequences is used by staff.

The aim of all our consequences is that the child will understand what went wrongand why, and the expectation is that behaviour will improve as a result. We also takeinto account the age of the child and the context of the incident/misbehaviour.

We divide unacceptable behaviour into three stages:

Stage A - Irregular or minor incidents of unacceptable behaviour

Examples are:

  • Constant chatting
  • Shouting out in classrooms or corridors
  • Unfinished or unacceptable work due to time-wasting
  • Not looking after resources carefully
  • Not sharing or co-operating
  • Thoughtless ‘rough’ play
  • Interrupting the teacher
  • Running in school

Stage A incidentswill be dealt with by the class teacher, teaching assistant or midday

supervisor depending on the time of day, and willbe discussed with the child. The Headteacher will be informed of persistent misbehaviour involving the same children.

Stage A consequences include:

  • Remind child of Code of Conduct– for a first or minor offence
  • Two warnings and time out on third
  • Time-out for a limited time in the office where the child has thinking timeabout their behaviour and how they are going improve.
  • Missing a breaktime or part of a breaktime (supervised) and to includediscussion about choices and consequences of the behaviour
  • If considered appropriate the teacher will to talk to parents
  • An apology from the child and recognition that a rule has been broken willalso be expected.

Stage B – Incidents where parents will be called in

Unacceptable behaviour at Stage B is more serious or as a result of regular Stage Abehaviour and will be reported to the Headteacher or Mrs Walker, in Mrs Hatton’s absence.

Examples are:

  • Stage Abehaviour consistently repeated after adult intervention
  • Racist, religious, homophobic, sexual and transphobic, sexist, gender-based and disability related remarks or behaviour
  • Swearing/bad language
  • Dangerous behaviour (e.g. throwing stones, climbing high railings, walls)
  • Spitting
  • Biting and other forms of physical assault
  • Inappropriate touching of other children’s bodies (this could be a childprotection issue)
  • Preventing other children from learning
  • Fighting
  • Stealing
  • Indirect bullying (e.g. spreading nasty stories about someone, excluding someone from social groups)
  • Deliberately damaging the property belonging to the school or to amember of the school community.

Our Anti-bullying policy refers to bullying as:‘behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’ (DfE)

These incidents will be dealt with by the Head Teacher, or Mrs Walker in Mrs Hatton’s absence and the action taken will be recorded. If parents are notavailable at the end of the school day contact will be made by telephone or by a briefletter asking parents to contact the school as soon as possible. Both families will be informed.

Stage B consequence are:

  • Loss of playtime(s)/lunchtime(s)
  • Home-school communication book to praise good behaviour but also highlight behaviours we would like to see less of.
  • External ‘Time-out’ of class of up to a session to work supervised by a seniormember of staff
  • The child contributes to the cost of repair/replacement of item that has beendeliberately broken/damaged
  • Fixed term exclusion in the cases of fighting and bullying
  • School based community service or imposition of task, e.g. picking up litter, tidying a classroom etc

In addition the child may be asked to write a letter of apology.

The class teacher takes responsibility for the setting and marking of the work of anypupil who is subject to an external ‘time-out’, and in repetitive cases, the parents andthe Headteacher are informed as soon aspossible.

No child should be removed from curricular activities unless safety is an issue. E.g. achild will not be withdrawn from a PE lesson as a consequence of poor behaviour ina different lesson.

Whole classes should not be given consequences (sanctions) because of thebehaviour of an individual or small group.

Stage B strategies include:

School Support Programme

A meeting will be arranged at the earliest opportunity between the parents and theHeadteacher to agree a period of close contact, during which an agreed support programme is followed at home and school. The class teacher and the Head will be fully involved in setting appropriate targets for the child. The child may be invited to join a behaviour support group in school. The child may be placed on daily report, which will involve reporting to a member of the senior staff on the target(s) on theirspecial behaviour reward chart.

Stage C – Extremely serious incidents or regular repetition of Stage B

Behaviour

Unacceptable behaviour at Stage C is very serious and very few children will everreach this stage at Bletchingdon Parochial CE Primary School. Outside agencies are frequently involved e.g.Behaviour Support Team, Education Welfare Officer or Educational Psychologist.The primary aim of such agencies is to provide support and expertise in order to helpthe child to improve his/her behaviour. Parents will be fully involved in the strategiesto improve the child’s behaviour.

Examples are:

  • Regular repetition of Stage B incidents
  • Refusal to accept school rules or school authority
  • Extremely disruptive behaviour which prevents other children from learningand compromises their safety and welfare
  • Violent behaviour towards other children which does not improve after adultintervention
  • Physical aggression towards a member of staff
  • Extremely violent behaviour resulting in injury
  • Repeated racist behaviour

These incidents will be dealt with by the Head Teacher (Mrs Hatton) or Mrs Walker in her absence and the action taken will be recorded.

Stage C strategies include:

Pastoral Support Programme

For pupils at risk of exclusion, a Pastoral Support Programme (PSP) is drawn up. APSP is a school-based strategy designed to help the pupil to manage his/herbehaviour more successfully. A PSP is particularly important for those pupils whosebehaviour is deteriorating rapidly, and will identify clear and realistic behaviouraloutcomes for the child to target. The programme needs to be agreed with parentsand an LA representative. It will usually last for 16 weeks with a review after 8weeks. The SENCo will be the school’s representative in matters relating tothe implementation of a PSP.

Exclusion from school

For some Stage C incidents a fixed period of exclusion is likely to result. It isexpected that exclusion, when there has been no previous history of seriousinappropriate behaviour and where parents are not already involved in dialogue withthe school, will be an extremely rare occurrence. However, the Head Teacher willuse the sanction of exclusion for a first offence if the incident is sufficiently serious tomerit this.

Permanent exclusion from Bletchingdon Parochial (CE) Primary School is very rare. It is a final step in the process ofdealing with disciplinary offences when a wide range of other strategies have beentried and have failed. It is an acknowledgement that the school, despite its

investment in supporting and encouraging a child to modify his/her behaviour, is nolonger effective and does not have the capacity to bring about the desired change.

The decision to permanently exclude a child will also need to take into account theimpact of the child’s behaviour on the other pupils in the school, and whether theentitlement of the majority to an education without disruption, is being put at risk.

10.Lunchtime Procedures

Midday supervisors are responsible for ensuring high standards of conduct aremaintained over lunchtime. An emphasis is put on intervening before misbehaviouroccurs. Children are encouraged to approach a supervisor when they have aproblem which they are unable to resolve.

Depending on the severity of lunchtime misbehaviour, one or more of the following

actions are taken:

  • Through discussion, the children are encouraged to resolve the problem. Theadult serves as the referee ensuring turns are taken and that each party hasan opportunity to put forward how he/she feels. If the children cannot resolvethe conflict after a reasonable length of time, the adult makes a judgementand takes the appropriate action.
  • A child is asked to have a short period of timeout close to the supervisor.
  • For more serious incidents, the supervisor takes the child/children straight tothe Mrs Hatton (Headteacher) or, in her absence, to Mrs Walker (Senior Teacher).

Class teachers and lunchtime supervisors liaise closely each day. There is guidancefor ‘wet playtimes’ when younger children are supported by a lunchtime supervisor or class teacher. If lunchtime concerns need to be sharedwith parents, this will usually be undertaken by the child’s class teacher.

11. The role of pupils

Children are encouraged to take responsibility for settling their own conflicts. Thismeans that adults must take responsibility for teaching them strategies for doing this,and for seeing that children carry them out and reach an agreed conclusion.

Children should be encouraged to be assertive, to express their feelings and toresolve conflict without resorting to violence, swearing or abuse. They are givenadvice on aspects of behaviour in assemblies, PSHE lessons and informally byadults in school.