BEHAVIOUR AND ANTI-BULLYING POLICY

Costessey Infant and Junior School

Policy Consultation & Review

This policy is available on our school website and is available on request from the school office.

This policy will be reviewed in full by the School Advisory and Improvement Group on an annual basis. This policy was last reviewed and agreed by theSchool Advisory and Improvement Group (SAIG) on 17.9.17. It is due for review on Sept 2018.

SignatureK LawsonPrincipalDate: 5.1.18

SignatureM Gray SAIG Chair Date: 5.1.18

Behaviour and Anti-Bullying Policy

Our Consistent Approach to Behaviour Management and Anti-bullying

The aim of this policy is toset out how we help children become aware of their behaviour and how the consequence of this affects their learning, others and their environment,acknowledging our legal responsibilities under the Equality Act 2010 in respect of safeguarding and pupils with special educational needs (SEN).

Our approach is one of promoting values of good behaviour within an ethos which fosters discipline and mutual respect between pupils, and between staff and pupils. We do this by providing strategies to assist children in demonstrating the ‘5Rs’ - resilience, readiness, resourcefulness, reflectiveness and responsibility; giving children clear, positive guidelines as well as supportive programmes to rectify poor behaviour.Our success is measured not only by a reduction in incidents but also by how we deal with them.

The basis of this policy is that all pupils and staff have the following rights;

•The right to work to the best of their ability

•The right to safety

•The right to respect for themselves and for their property

Our School Community Code of Conduct (appendix 1) summarises the principle expectations with regard to behaviour of staff, pupils and parents.

Leadership

The leadership team ensure that strategies and resources are in place to monitor whether this policy is being effectively implemented by all staff. Effective behaviour management involves pastoral care of individuals and delivery of clear, consistent and fair rewards and sanctions.

Monitoring occurs through fortnightly meetings with the Vice Principal and Head of pastoral carewhere behaviour statistics are discussed and current provision is reviewed. Observation also occurs in lessons and playtimes, movement through corridors and talking to pupilsetc.

Good leadership is judged by an understanding of when additional support is required for individuals and when sanctions should be escalated.

Staff Development and Support

Staff development and support is essential to ensure understanding of process and consistency in application. These issues are covered at least annually in INSET/staff meetings. In addition to this, staff are externally trained in the Step On de-escalation techniques. Staff induction includes ensuring understanding of behaviour systems and expectations on behaviour. Regular training is also provided for MSAs.

Behaviour Strategies and the Teaching of Good Behaviour

We involve our children in the decision making process about behavioural aims and sanctions to help them take responsibility for their actions and increase the chances of maintaining good behaviour. Our key strategies are effective classroom management and the positive reinforcement of good behaviour:

Effective Classroom Management

A Class Code of Conduct is implemented in all classes. On entering Reception and KS2 pupils and staff agree what behaviours are important in the context of the 5Rs and discuss related sanctions (see appendix 2). Their conclusions are then discussed against the Class Code of Conduct which is signed by staff and pupils and then displayed in class.

A behaviour system involving both rewards and sanctions is in operation from reception to year 6. This takes the form of a traffic light/weather system running alongside Dojo rewards and Dojo team awards. (see appendix 2).

Behavioural expectations may be different at different key stages and within different lessons.

Positive Reinforcement of Good Behaviour through Rewards and Sanctions

Rewards and sanctions are outlined in Appendix 2. These should be applied in a fair and consistent manner. Their application is monitored and regularly discussed in staff meetings and INSET.

Dedicated trained staff (Head of pastoral care and the pastoral team in both KS1 and KS2) provides pastoral care. They ensure pupil support systems are in place andunacceptable behaviour is dealt with effectively and reasons for this behaviour are investigated and addressed. This approach minimises class disruption, although staff may deal with minor behavioural issues in class.Parent/guardians are informed of any decision made by the leadership team to escalate sanctions.

MSAs reward good behaviour by using the schools Dojo system and apply sanctions running alongside the in class behaviour system including time outs.

Managing Pupil Transition

Managing pupil transition between schools is important in minimising disruption to learning and pupil support during these periods requires special attention. Regular meetings occur between CIS (Costessey Infant School) and CJS (Costessey Junior School), CIS and pre-schools and CJS and OVA (Ormiston Victory Academy) in order to align curriculum and support structures. A range of collaborative familiarisation activities also occur. Extra opportunities for transition are built in for vulnerable children in order to make the move as easy as possible.These opportunities will vary for those pupils not transferring to the normal feeder schools.

Anti-bullying

Bullying is the deliberate, repetitive and sustained aggression by an individual or group with the intention of hurting other person(s). It occurs over a period of time and results in pain and distress to the victim(s). It can be:

  • Physical e.g. pushing, spitting, or any use of violence
  • Verbal e.g. threats, rumours, teasing
  • Emotional e.g. social exclusion, tormenting
  • Sexuale.g. unwanted physical contact, gestures or harassment
  • Racial e.g. taunts, attacks and remarks towards pupils from differing racial, religious or cultural backgrounds

Measures to Prevent Bullying

We implement strategies to educate pupils and avoid bullying.Our children are empowered throughan understanding of what bullying is; their right to tell and to be listened to without being judged;and,with the support of adults, are made accountable for their actions and responsible for each other's safety.

The PSHE curriculum is used to give opportunities to discuss issues and emphasise everyone’s right to be treated with respect and kindness. The school are involved in anti-bullying week each year and promote the theme set out by the organisers of this. Children are encouraged to help each other and celebrate differences.

When suspected bullying occurs

We never ignore it - We always respond to suspected bullying and ensure pupilsknow that incidents are dealt with promptly and effectively. Staff are trained to be vigilant to possible indications of bullying and initiate further investigation where appropriate.

We listen carefully to all accounts and don’t make assumptions - Teachers intervene using a "no blame" approach which stresses a non-punitive response to bullying in line with sanctions in appendix 2. We listen to every side of the story independentlyand give all those involved, including witnesses, the opportunity to be heard.

We adopt a problem solving approach - TheHead of pastoral careworks to build trust with those children involved to promote reconciliation and behaviour change. The bullying behaviour and threats of bullying must stop immediately. The parents/carers of both parties are informed of any incident and are expected to support the school in any actions taken. They are invited to meet to discuss the problem with the Pupil and Head of pastoral care/teacher/senior management team as appropriate.

We will follow up; both in the short and long term- Regular checks take place to ensure that incidents have stopped. The Principal ensures all appropriate members of staff are aware of the situation and work with both parties to resolve tensionsand where necessary ensurethe consistent application of sanctions as in Appendix 2. Incidents are recorded by the Head of pastoral care, reported to governors and regularly reviewed by the senior management team.

Reasonable Force

The right of teachers to use reasonable force is laid down in the Education and Inspections Act 2006 and the Principal must ensure that staff are aware of and properly understand what this right entails.

All staff have been authorised by the Principal to use such force as is reasonable in all circumstances to prevent a pupil from doing, or continuing to do, any of the following;

  • Committing a criminal offence
  • Injuring themselves or others
  • Causing damage to property
  • Engaging in any behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether the behaviour occurs in a classroom during a teaching session or elsewhere.

As there is no legal definition of reasonable force, the following must be considered when making any judgement:

  • It will always depend on the circumstances of the case.
  • Staff have a duty of care to pupils, but are not required to put their own safety at risk.
  • The school starts from a ‘no contact’ position.
  • Incidents where force is used should be recorded and parents informed.Staff must retain a written record of any event that is not routine (retained for an appropriate time scale, in case of future enquiry).
  • That it is unlawful to use force as a means of punishment.
  • The degree of force must be in proportion to the incident. It must be the minimum force needed to achieve the desired result.
  • The age, understanding and sex of the child should be taken into account.

All staff have the school’s complete support for carrying out the procedures listed in this Policy and in dealing with any non-routine circumstances with pupils or parents. Where possible,staff are encouraged to have a witness present when dealing with such circumstances.Staff receive Step On training on dealing with and managing difficult behaviour (renewed every two years). Some staff also receive Step-Up training on physical restraint (renewed annually).In some cases, risk reduction and behaviour plans are created around a child with a specific behavioural need. This is done in agreement with parents and is shared with all staff.

Liaison with Parents and Other Agencies

For the school to realise the aims of this policy it is vital that children’s families are closely involved in supporting the implementation of our strategies. We also recognise the role that the immediate community and other schools and agencies have to play in a child’s development. In the light of this we actively encourage the appropriate participation of all these bodies in the education of children in our care.

It is the responsibility of both the school and parents to foster good values and to enable children to develop acceptable views of right and wrong. For parents this means:

  • Encouraging their child to develop a positive attitude towards our diverse, multi-cultural community by setting a good example at home.
  • Communicating with their child’s teacher and other staff, aiming to be positive and productive, working towards moving their child on in their learning.
  • Ensure that all dealings with school staff are conducted calmly and in an acceptable manner. Certain expectations are defined within the School Community Code of Conduct (see Appendix 1).

Should any parent or other visitor to the school not follow this Code and display unacceptable behaviour, the following consequences will apply to that person:

  • All staff have the right to refuse to speak to them
  • They will be asked to leave the premises immediately
  • If they refuse, the police will be called to remove them
  • A written warning will be sent
  • Repeated misconduct will result in their permission to enter school property being revoked and a letter of confirmation will be issued (see Appendix 3). This means they will not be permitted to attend teacher meetings, activities, functions or events.

This policy has been instigated and compiled by the Full Governing Body and is made publicly available. The main requirements, listed in the School Community Code of Conductare published annually on the CJS and CIS websites and in the school brochures. The whole policy, which is continually under review, is available from the School reception on request.

Links to other policies

  • MSA guide – Building Better Break Times
  • Home School Agreement
  • Attendance policy
  • Safeguarding and Child Protection
  • Critical incidents
  • Equality and Diversity

Appendix 1: The School Community Code of Conduct

In our School, everyone will show care, courtesy and consideration for others at all times. This means that:

  • Children have a right to learn
  • Teachers have a right to teach
  • Noise levels will be appropriate to the situation and task
  • Movement around the School will cause no disruption to others
  • Property and the environment will be looked after and respected
  • Everyone will behave calmly and in an acceptable manner
  • Bullying, in any form, will not be tolerated

Appendix 2: Specific Rewards and Sanctions

Rewards

Both CIS and CJS have had a new reward system implemented this year – Class Dojo. Each child works towards earning Dojos both for themselves and to go towards their Dojo Team (The school is split into 4 teams).

Dojo points are used as a reward for excellent work in class, or for behaviours which are above the expected for each year group.Once a child receives 3 Dojo points they move up on the class behaviour chart to silver/sun. If they then receive another 2 Dojos they move up to gold/rainbow. This is celebrated at the end of each day with a sticker and children are congratulated in class. There are specific Dojos which are awarded for different behaviours such as:

  • Demonstrating outstanding helpfulness
  • An exceptional piece of work – monster effort!
  • A huge improvement in work completed
  • Doing their very best and trying hard
  • Excellent progress in a subject
  • Being a role model to others in the class
  • The 5Rs

At the end of each half term the number of Dojos collected is added up and certificates are awarded for:

  • 25 Dojos, 50 Dojos, 75 Dojos, 100 Dojos etc.
  • The 2 children in each class who are the ‘top Dojo earners’ are invited into school with their parents to have a special event to celebrate their success (cooking event or craft event). The Dojos are then reset at the start of the following half term.

In addition to this there are Key Stage specific rewards as well:

Reception and Year 1

  • Weekly Celebration Assemblies- certificates awarded for work of the week, parents are invited along to this assembly if their child is receiving a certificate. This work is then displayed on the classroom door for a week for staff and other children to see and celebrate.
  • Tony Tendance and Tony Tidy awarded to the class with highest attendanceand the tidiest class (external, cloak room areas) class awarded a certificate displayed in classroom and class photo displayed in school.
  • Sportasaurus awarded to the child who has shown the most improvement and skill during the PE lesson.

KS2

  • Work of the week- decided by class teacher one child from each class, certificate awarded in assembly, this work is then displayed on the classroom door for a week for staff and other children to see and celebrate.
  • Certificate given to the class with the highest attendance each week.
  • Sport award given to 1 girl and 1 boy in KS1 and KS2 who have shown the most improvement and skill during the PE lesson.

Other ways in which good behaviour may be reinforced are:

  • Stickers
  • A simple smile and thumbs up or brief verbal affirmation etc.
  • Positive verbal encouragement
  • Being used as exemplary models

Sanctions

Sanctions must be relevant to the severity and repetition of the action.They are applied if behaviour in any way prevents the learning of others. Proportionateaction will be taken against pupils who have made malicious accusations against school staff. The traffic light/weather behaviour system in all classes outlines the warnings and consequences to all children:

  • Follow-up undertaken for students seen e.g. friendship issues, bereavement etc. by ‘rapid response’/positive play staff member aiming to improve social skills, behaviour management, self esteem
  • Records of pupil’s personal reflection on behaviour are retained and children are reminded of their previous responses to incidents where appropriate
  • The Head of Pastoral Care /Pastoral Care Teammay work with the pupil during class and/or break times to provide support and/or challenge.
  • Class teachers liaise with the senior management team and/or Head of Pastoral Care/Pastoral Care Teamif a problem persists or is worsening.
  • Class teachers will seek the support of the SENCo, PSHE Co-ordinator, Senior Management Team as necessary who will involve outside agencies,including NCC exclusion manager and other schools if appropriate.
  • Targets are set to support the child when needed.
  • In cases where children are frequently being sent to Pastoral for being on Red/Thunder Cloud the actions displayed on the flowcharts on the subsequent pages are in place to ensure good communication with parents/carers and to allow for early intervention in supporting children with their behaviour. In some cases a different set of behaviour expectations and rewards may be in place in order to allow individual children to make accelerated progress towards displaying good behaviours for learning.
  • Where exclusions from school are used these are seen as a last resort or in cases of extreme violence, bullying and verbal assaults. Procedures follow DFE exclusions guidance and model policies from Norfolk County Council. Fixed term exclusion is followed by re-entry with a Pastoral Support Programme. Exclusion can come into effect when there is;
  • Persistent behaviour which prevents others working
  • Serious theft
  • Serious or persistent vandalism
  • Persistent aggression
  • Persistent anti-social behaviour

Exclusions can be triggered without the preceding stages having taken place if; the pupil has verbally or physically assaulted any adult on the school premises or on school business or if intended significant physical harm has been delivered to another pupil. As each case is unique the age and social development of any pupil will be taken into consideration should exclusion under these circumstances be required.Our statutory duties in relation to Special Educational Needs are also taken into account when administering the exclusion process.