St. Joseph's Primary School

Behaviour Policy and Guidelines

Mission Statement

We believe that each person is unique and created in God’s image.

In our federation, we provide a distinctive Catholic education,

where each child is loved, nurtured, inspired and challenged

to aspire to excellence and develop their individual abilities

for themselves and others.

Contents

Aim

Rules Around the School

Rules in the Classroom

Rewards in the Classroom

Consequences in the Classroom

Playground Rules

Indoor / Wet Playtime

Rules at Lunchtime

Rewards at Lunchtime

Consequences at Lunchtime

Exceptional Consequences

Bullying

What is Bullying?

Our Aim

The Role of Governors

The Role of the Head Teacher

The Role of the Staff

The Role of Parents

Dealing with Bullying – Principles and Procedures

Monitoring and Review

Appendix 1Guidance for Exclusions

Procedures following a Permanent Exclusion

Procedures following a Fixed Term Exclusion

Local Authority Responsible Officer

Aim

Our school’s behaviour and discipline policy is based upon the Christian principle that each person is uniquely different and brings to the school community their own special gifts and weaknesses. Our policy aims to develop the gifts of individuals by increasing their self-esteem through self-discipline. Our aim is to form good relationships within our school. Children must recognise that they have rights and responsibilities. All staff will demonstrate respect and be positive role models.

Our emphasis is on the positive approach of encouragement and praise, rather than on the negative one of criticism and punishment. Any feedback will include advice on how to improve and will be constructive.

The maintenance of a good standard of discipline and self-discipline relies upon the home and school working together for the benefit of all our children.

This policy and the guidance it contains, is based upon the following minimum standards:

  • Punctuality at the beginning of the school day and for all lessons during the day.
  • Courtesy and good manners to all members of the school community and its visitors.
  • Careful movement around the school, having care for others.
  • Respect for all property, including the structure of the school and the belongings of the school community.

Our children need to know our expectations of them in terms of their behaviour and attitude. Therefore we have the following rules for in the classroom and for around the school. At the beginning of each academic year, teachers remind children of the reasons for these rules.

All staff will ensure that the curriculum is engaging, motivating and accessible to all children.

Rules Around the School

  • Walk quietly around the school and hold doors open for others.
  • Care for each other and our school, demonstrating good manners.

Rules in the Classroom

  • Listen carefully.
  • Follow directions.
  • Care for each other and our classroom.(Keep hands, feet, objects and comments to yourself.)
  • Raise your hand if you wish to speak.
  • Be ready for each lesson.
  • Always do my best.

Rewards in the Classroom

We have a reward system to recognise when pupils are following rules and performing to our expectations as well as to reinforce and encourage positive behaviour and attitudes.

Children may gain merits each day for good behaviour, which includes being polite, helpful and tidy; for good work; good answers; good effort.

After the accumulation merits, the child receives a special "Certificate of Excellence ".

50 meritsbronze certificate

100 meritssilver certificate

200 meritsgold certificate

300 meritsplatinum certificate

Highest merit earner per classgovernors’ certificate: presented by a Governor.

Staff may nominate a child to receive a postcard from the Head Teacher. This will be for something outstanding.

Consequences in the Classroom

When a child’s behaviour or attitude is unacceptable, we have a system of consequences.

In the Early Foundation Stage children are reminded how to behave and may then be re-directed to another activity. They may receive time out.

In Key Stage 1, teachers reinforce appropriate / inappropriate behaviour by using visual aids. They will discuss continued inappropriate / disruptive behaviour with parents / carers at the end of the school day.

In Key Stage 2, a more formal method is introduced. The child will be reminded verbally that his / her behaviour or attitude is unacceptable. Thereafter:

  1. First warning: recognition of what would be acceptable behaviour.
  2. Second warning: “Time Out” – isolation for 2 minutes (within the classroom if possible). The child will be asked to see the teacher at the end of the lesson if the behaviour or attitude is still unacceptable.
  3. Third warning: next play time to be spent in time out room supervised by a member of staff. A reflection sheet is to be completed by the child. If reconciliation achieved, then no further action. If not, then parents will be informed.

After three such consequences, parents will be invited to discuss their child’s behaviour with the class teacher and / or Head Teacher (HT).

For more serious incidents, e.g. fighting, bullying, bad language or insolence a discussion with the HT may result in a child moving straight to the fourth consequence and parents receiving a phone call from the HT.

Under certain extreme circumstances a child may have to be removed from a class:

Children from the FSU will go to Class 1 and vice versa.

Children from Class 2 will go to Class 3 and vice versa.

Children from Class 4 will go to Class 5 and vice versa.

If needed, a class teacher may send a TA or a note to the Deputy Head Teacher (DHT) for assistance. On arrival in the class the teacher will inform the DHT of the child to be removed from the class.

If the child is proving difficult to remove then the class teacher will remove the rest of the class to the library, hall or playground as appropriate.

Should the DHT be absent, the HT should be sent for and the same procedure followed. A Teaching Assistant will cover the deputy’s class whilst he / she is dealing with the situation.

Playground Rules

  • Care for each other and the school environment.

(Keep hands, feet, objects and comments to yourself.)

  • Walk to and from the playground quietly.
  • Wait until an adult is on the playground before going out.
  • Ask permission to leave the playground and return promptly.
  • When the whistle is blown, stop and stand quietly.

Indoor / Wet Playtime

  • Sit down with an activity and play quietly.

Rules at Lunchtime

  • Keep the noise level down in the hall
  • Put your hand up to indicate that you have finished eating.
  • Remain sitting until you have been given permission to leave the lunch hall.
  • To listen to and follow directions from the Midday Supervisory Assistant (MSAs) Follow directions.

Rewards at Lunchtime

The reward system recognises when pupils are following rules and performing to our expectations on the playground as well as to reinforce and encourage positive behaviour and attitudes. A child is given an orange disc from an MSA. These are transferred as merits when the child returns to class. (The discs must be returned to the office.)

Consequencesat Lunchtime

  • Child will be reminded verbally that his / her behaviour or attitude is unacceptable.
  • A ‘first warning’ will be given.
  • ‘Time Out’ – isolation for 2 minutes with the person on duty.
  • 10 minutes loss of playtime during this playtime or, if not possible, during the following playtime the child will go to the “time out” room. Discuss child’s behaviour with the class teacher.

If needed, an MSA may request assistance from the DHT.

For more serious incidents, e.g. fighting, bullying, bad language or insolence a discussion with the HT may result in a child moving straight to the fourth consequence and parents receiving a phone call from the HT.

Exceptional Consequences

In exceptional circumstances a child may need to be excluded from his or her peers for a fixed period. This may be in school, using the Reflection Room, or by agreement at St. Mary’s School. In either instance, the child will be accompanied by a member of St. Joseph’s staff. If the latter, the child will be brought to and collected from St. Mary’s by his or her parent.

Bullying

What is Bullying?

Bullying is action taken by one or more person with the deliberate intention of hurting another person, either physically or emotionally. Bullying is wrong and damages individuals. Therefore we do all we can to prevent it, by developing a school ethos in which bullying is seen as unacceptable.

Bullying is an imbalance of power. It usually has three common features:

  • It is deliberate, hurtful behaviour.
  • It is repeated over a period of time.
  • It is difficult for those being bullied to defend themselves.

There are three main types of bullying:

  • Physical:hitting, kicking or taking belongings.
  • Verbal:name calling, insulting, making racist remarks.
  • Indirect:spreading nasty stories, excluding from groups.

Our Aim

We aim to have a safe and secure environment where all can learn without anxiety and to have a consistent response to any bullying incidents that may be reported. We make clear each person’s responsibilities with regard to the eradication of bullying in St. Joseph’s School.

The Role of Governors

The Governing Body supports the Head Teacher in all attempts to eliminate bullying from St. Joseph’s school. The Governing Body does not allow bullying to take place in St. Joseph’s. If any incidents of bullying are reported they are taken very seriously and dealt with appropriately.

The Role of the Head Teacher

It is the responsibility of the Head Teacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with any reported incidents of bullying. The Head Teacher will report to the governing body about the effectiveness of the anti-bullying policy on request.

The Head Teacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The Head Teacher draws the attention of children to this fact at suitable moments. For example, the Head Teacher may decide to use assembly as a forum in which to discuss this issue.

The Head Teacher ensures that all staff receive sufficient information to be equipped to deal with any reported incidents of bullying.

The Head Teacher sets the school climate of mutual support and praise for success. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

The Role of the Staff

All staff must ensure that they are good role models, showing respect between each other and with children. Staff in St. Joseph’s School take all forms of bullying seriously, and intervene if necessary to prevent incidents from taking place.

If teachers become aware of any form of bullying taking place, they will deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and consequences for the child who has carried out the bullying. They will spend time talking to the child who has bullied: explaining why the action of the child is wrong, and endeavouring to help the child change their behaviour in future.

If a child is repeatedly involved in bullying other children, the Head Teacher and the Inclusion co-ordinator will be informed. The child’s parents will then be invited into the school to discuss the situation. In more extreme cases, for example if these initial discussions proved ineffective, the Head Teacher may contact external support agencies such as the L.A. Behaviour Support Unit, the Anti-Bullying Service, Social Services or the local Police.

Teachers attempt to support all children in their class and to establish a climate of trust and respect for all. By praising, rewarding and celebrating the success of all children, we aim to prevent incidents of bullying.

The Role of Parents

Parents, who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact the school immediately. Parents have a responsibility to support the school’s anti-bullying policy and to encourage their child to be a positive member of the school.

Dealing with Bullying – Principles and Procedures

All members of the school community have a responsibility to recognise bullying and to take appropriate action when they are aware of it. The purpose of any intervention is to ensure that any damaging behaviour or abuse is not repeated. All staff should treat any report of bullying seriously and take appropriate action.

Staff should listen to children and establish exactly what happened. Older children involved in the incident, and witnesses, can write down the order of events.

Any child reporting that they are being bullied should be reassured that they have acted appropriately in reporting the incident.

  • Any incident of bullying should be reported immediately to the class teacher or an adult on yard duty.
  • The adult will gain a clear understanding of exactly what has happened.
  • The adult will deal with the matter if it is a relatively minor, isolated incident.
  • Report the incident to the DHT if it is a serious incident or if it is a part of a pattern of behaviour.
  • The DHT will discuss the incident with the child, stressing the need for the child to modify his / her behaviour. The child must recognise that his / her behaviour is damaging another child, and this cannot be allowed to continue.
  • The DHT may ask the bullying child to write down exactly what has happened. The victim and witnesses may also be asked to record what happened.
  • The DHT will take appropriate action which may include:
  • logging the incident on SIMS;
  • losing playtimes / lunchtimes;
  • contacting the child’s parents to discuss the matter;
  • issuing a home / school monitoring record.

The DHT will reassure the victim that he / she has acted correctly by reporting the incident. The child’s parents will be contacted and informed of the relevant events and the action taken.

The safety of all children in the playground is our priority. If a child is persistently fighting, bullying, using bad language or disregarding the advice of adults on the playground parents will be contacted and invited to discuss the matter with the DHT.

In extreme situations, where the incident is serious or when all other attempts at modifying behaviour have failed a fixed term exclusion will be given by the HT. (See Guidance for Exclusions, Appendix 1.) A behaviour plan and / or contract may be drawn up for the child.

Monitoring and Review

This Behaviour, Discipline and Anti-Bullying Policy is monitored regularly by the Head Teacher, who reports to Governors about the effectiveness of the policy on request. This policy is the Governors’ responsibility and they review its effectiveness regularly. They do this through discussion with the Head Teacher.

The policy is written in line with DfE Guidance:

This policy document was revised September 2014

Approved by Governing BodySeptember 2014

Appendix 1Guidance for Exclusions

This is appendix highlights section of the national guidance to be followed in the case of excluding a pupil (see ).

HTs, teachers in charge of a Pupil Referral Unit (PRU), governing bodies, local authorities (LAs) and Independent Appeal Panels (IAPs) must by law have regard to this guidance when making decisions on exclusions and administering the exclusion procedure. This means that, whilst the guidance does not have the force of statute, there is an expectation that it will be followed unless there is good reason to depart from it. The guidance is not exhaustive and judgments will need to take account of the circumstances of individual cases.

These procedures apply to all maintained schools and Pupil Referral Units and all pupils in them, including pupils who may be below or above compulsory school age.

In this guidance, 'parent' includes anyone who has parental responsibility for, or care of, a child. In cases of exclusion where the pupil is 18 or over, 'pupil' should be read for 'parent'. Where a child is the subject of a care order, the local authority that has parental responsibility for the child is entitled to determine to what extent the parents exercise their parental responsibility.

Where the parents of an excluded pupil do not speak, or have a good understanding of, English, correspondence and documentation relating to the exclusion should be translated into their mother tongue. In such cases the school and / or LA should arrange for an interpreter to be present at any meetings with the parent about the exclusion. Arrangements for disabled parents should also be made.