‘Learning for a Fuller Life….’

Promoting Positive Behaviour and Personal Development at Taverham VC CE Junior School: A Statement of Principles

Our approach to pupil behaviour is informed by our aims and values:

In adopting ‘Learning for a fuller life’, we want all children at Taverham VC Church of England Junior School to become:

Successful and happy individuals, who participate fully, enjoy learning, make progress and achieve;

Confident and resilient young people who are able to live safe, healthy and

fulfilling lives; Responsible citizens who make a positive contribution to society, locally,

nationally and globally; Caring, respectful and tolerant members of their community;

Reflective individuals, with a strong spiritual and moral awareness We see it is our duty to give children the skills to maximise their engagement with the

world around them, enable them to grow spiritually, emotionally and personally, and develop the character and values which will serve them well in future life and support

success. As a Church of England School, we believe that all children, whether they have a faith or

not and whatever their background or culture, are loved by God and are individually unique. Taverham VC Church of England Junior is not a faith school for Christians but a

Christian school for all. What does this mean in terms of how we approach and deal with children’s

behaviour?

We believe that good teaching, developing positive self-esteem and rewarding positive attitudes and behaviour is the key to effective behaviour management and personal development.

We believe that the staff who know children best should be free to develop

rewards and sanctions that will be most effective for the pupils they work with, as long as it reflects and supports the school’s aims and values.

We believe that children should be valued and listened to and that their self-esteem and confidence will not be improved through negative interactions with

staff or other pupils.

We apply Christian values such as compassion, respect, forgiveness and tolerance

when dealing with pupils and their behaviour and we use restorative justice approaches to resolving problems between children.

We seek to understand the reasons for any poor behaviour and any subsequent

action will try to address the causes of poor behaviour.

We understand that responses (and sanctions, if necessary) may be different for

different children, depending on their social/emotional needs, background and past experiences. For example, a pupil in care, or with special educational needs (e.g. Autism) should be treated differently to a child who fully understands when

they are deliberately breaking school rules/expectations. In the words of Thomas Jefferson, ‘There is nothing so unfair as the equal treatment of unequal people.’

Behaviour Policy Introduction At Taverham VC CE Junior School we have high expectations of both work and

behaviour. Good discipline encourages a positive self-image, which underpins a child’s success in the school.

We believe in a climate of mutual respect, of valuing pupils and a willingness to devote time and listen; the interactions between staff and pupils are very important.

We believe people do better when they feel better, and that a positive behaviour

policy has a major part to play in achieving this. We encourage positive attitudes to discipline and behaviour; rewards and sanctions

should be seen to be fair and just. Staff are expected to model appropriate, polite, calm and respectful behaviour We actively promote respect and tolerance towards others and their beliefs, cultures

and ethnic backgrounds. We do not tolerate incidents of bullying, racism homophobia or sexual harassment.

We believe that bad behaviour is an important stress factor for other children and staff and that the curricular objectives of the school cannot succeed if they are to be impeded by poor discipline.

The opinions of parents and the community about the effectiveness of the school are strongly influenced by how the pupils behave.

Parents and Governors have a recognised role to play in supporting the work of the pupils and in providing recognition and praise for positive achievement. The Home School Agreement reflects the view that everyone has a part to play in promoting

positive behaviour and respect for others. We believe that good behaviour starts with good teaching.

The following policy reflects our attempts to develop a consistent whole-school approach

and shared understanding to the issue of managing pupil’s behaviour. The policy is reviewed annually and takes account of the latest guidance issued.

Aims This policy should contribute towards the following aims:

To promote effective learning for all pupils

To promote social inclusion and create a caring atmosphere in the school To encourage considerate, thoughtful behaviour and concern for others

To foster in each child a sense of self respect and self discipline To give opportunities for greater independence and to encourage children to take

more responsibility for their actions

Key Principles Do all you can to avoid:

humiliating ..........................it breeds resentment shouting .............................it diminishes you

over-reacting .......................the problems will grow blanket punishments ...............the innocent will resent them over-punishment ...................never punish what you can’t prove

sarcasm .............................it damages you!

Please never leave pupils outside rooms for long periods of time, unsupervised. Seek help if you need it and do all you can to:

use humour .........................it builds bridges

keep calm ............................it reduces tensions listen .................................it earns respect be positive and build relationships

know your pupils as individuals carry out any threats you have to make

be consistent

always apply school rules positively.

School ‘Rules’/ Expectations New rules were discussed and agreed in September 2013. These are termed ‘expectations’ rather than rules, and they reflect our values and help to fulfil our aims.

They are a statement of the standard of behaviour we expect in our school.

In order to develop a common understanding of what they mean, we have agreed to formally discuss the expectations at the beginning of each school year and they will be displayed in each classroom and in the playground. We will refer to them in the context

of encouraging correct behaviour as the need arises. Modelling and praise/reward are used to highlight positive examples of what good manners, following instructions, caring

for everything etc looks like. Our Expectations are:

We follow instructions straight away.

We show good manners at all times.

We care for everyone and everything.

We always do our best.

Rewards and Incentives Creating a positive climate places great emphasis on rewards and incentives. We believe

that rewards have a motivational role, helping children to see that good work and behaviour are valued. Some children behave inappropriately because they want

attention. It is important to note/praise/reward good behaviour by such children, as well as the majority who just ‘get on with it’ and never cause problems. The school uses a variety of approaches

Praise-positive verbal and written encouragement. Stickers, stars, stampers, raffle tickets, certificates, positive points etc.

Pen licence House points (including a termly trophy for the winning house, bronze, silver and

gold certificates for individuals)*

A special mention in assembly Achievement Award

Citizenship award A visit to, or from (for a whole class), the Headteacher ‘Golden Time’ (in Years 3 and 4)

Star/Sun/Cloud/Thundercloud (in Years 3 and 4) Prizes for 4 or 5 achievement or citizenship awards (Water bottles, pen set)

*Housepoints are linked to our eight ‘values for learning’, to encourage children to develop effective behaviours for learning and ensure that staff provide opportunities for

children to demonstrate these behaviours/qualities: teamwork, confidence, curiosity, aspiration, independence, determination, focus and communication. Children need to

achieve 100 housepoints to receive a bronze certificate, 200 for a silver certificate and 300 for gold.

Unacceptable behaviour While we hope to encourage and reward positive behaviour, there are inevitably

occasions where poor behaviour results in punishments or sanctions. For our behaviour policy to be effective the pupils must be made aware of the inevitable consequences of their actions. We make it clear that if a child’s behaviour encroaches upon the rights of

others or infringes the school rules, agreed procedures would be followed.

We are aware that situations may vary and that members of staff will need to take account of the difficulties experienced by each individual, any SEN/disability, and the circumstances in which the incident took place.

The following strategies are exist to discourage or stop unwanted behaviour:

Planned ignoring of behaviour not disruptive to others or safety threatening. This is only effective if rapidly followed up by praise for appropriate behaviour for the child or one near by i.e. ‘catch them being good’.

Non-verbal signals (eye contact, frown, shake of the head etc.) Proximity control (member of staff moves nearer pupil, pupil nearer to member of

staff to de-escalate disruptive behaviour) A reminder of the rule A warning

Time out/Cooling off Detention (see below)

Exclusion: a) Internal (working in a separate place, in isolation)

b) External (working away from school; fixed term or permanent exclusion, notified to County). Any permanent exclusion would almost certainly only follow in the event of a number of fixed-term exclusions. In making any decision about external exclusion

(fixed-term or permanent) the Headteacher or Deputy Headteacher would make reference to the latest legislation and government guidance [The School Discipline (Pupil

Exclusions and Reviews) (Maintained Schools) (England) Regulations 2012] Usually, these sanctions are applied on an incremental, step-by-step basis; however,

bad behaviour of a serious nature will result in a more serious punishment, without any warning.

Detentions Detentions can be given by any member of school staff (i.e. Teaching Assistants, MSAs,

Sports Coaches). This ensures the pupils do not perceive a ‘hierarchy’ of staff and indulge is less appropriate behaviour with some staff as opposed to others.

Level 1- with class teacher (c. 10 mins)

Level 2- Lunchtime (30 mins) with a senior member of staff. [Level 2 detentions are for swearing, rudeness, disobedience, fighting, verbal/physical aggression, persistent ‘low

level’ misbehaviour etc.] In a Level 2 detention children may be asked to carry out various tasks which may

include a letter of apology, completing a ‘Thinking Time Form’ etc.

Children given a level 2 detention should come to the blue chairs in the reception area at 12.55pm and wait to be collected by the member of SLT who is supervising detention

that day. Following a Level 2 detention staff should add the child’s name and the reason for the

detention to the detention folder (kept in the staffroom) so that a letter can be sent to parents. The member of SLT supervising the detention should enter details of pupils’

detentions on ‘Pupil Asset’. Internal exclusions or an after school detention (with 24 hours’ notice) should be used

when a child has received a number of level 2 detentions, with no improvement in behaviour, or for very serious, pre-meditated aggression, swearing at teachers/staff etc.

Children whose behaviour is giving particular cause for concern may be issued with a ‘report card’ to record/monitor their behaviour over a period of lessons/weeks.

Behaviour Off-Site

This policy applies to all school activities, trips and visits, whether in normal school hours or not.

Where necessary, the school will take action against pupils for behaviour outside school in certain circumstances.

The following factors will be taken into account when considering whether the school should take action:

The severity of the misbehaviour The extent to which the school’s reputation might be affected

The potential impact on good order and discipline in the school The potential impact on the well being of pupils in school

The extent to which the behaviour might pose a threat to another pupil or member of staff (e.g bullying another pupil or insulting a member of staff)

Whether the misbehaviour was on the way to or from school, outside the school

gates or in close proximity to the school

‘New Media’/ ‘Cyberbullying’ New media such as mobile phones, social networking websites, Facebook etc. can be exploited by pupils in order to embarrass or bully fellow pupils or members of staff. Use

of defamatory and/or intimidating language/messages/images against other pupils or staff inside or outside school will not be tolerated and disciplinary action will be taken

against the perpetrators. Confiscation

Items may be confiscated if they fit any of the following criteria: An item that poses a threat to others

An item that causes distraction or poses a threat to good order and discipline in class/school

An item that breaks school uniform rules

An item that poses a health and safety threat An item which it is illegal for a child to have

An item which is counter to the ethos of the school Confiscated items will usually be returned to pupils at the end of the day, but may be

kept for longer if necessary (e.g. if further action is necessary). In some cases, parents may be asked to come into school to collect the item.

Mobile Phones Mobile phones are allowed in school but must be switched off while on school premises.

At all times, responsibility for the mobile phone lies with the child who has brought it into school.

False or Malicious Allegations If an allegation is made by a child that has clearly been false or malicious, this will be

taken very seriously. The school reserves the right to apply sanctions against the pupil. These sanctions may include exclusion.

Allegations of abuse against staff must be taken seriously. Confidentiality must be maintained and allegations should be investigated quickly and thoroughly. Suspension

will not be used as an automatic response when an allegation has been reported.

Use of Reasonable Force All school staff have the power to use reasonable force to prevent pupils committing an

offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. It is advisable, however, for staff to call for assistance from senior members of staff in these cases, particularly if restraint is

needed. (Refer to Policy on Physical Handling/Restraint)

Searching Pupils School staff can search pupils with their consent for any item that is banned by the school rules. The Headteacher, or staff authorised by the Headteacher, has the power to

search pupils or their possessions, without consent, where it is suspected that the pupil has weapons, alcohol, illegal drugs and stolen items.

Related Reading: Physical Restraint/Use of Force Policy (see below) Exclusion Guidance

Anti-Bullying policy Behaviour and Discipline in Schools (DfE, 2014)

Home-School Agreement SEN policy Single Equality Scheme

ICT/E-Safety policy The Use of Reasonable Force (DfE, 2011)

Policy reviewed: Sept 2016 Next review: Sept 2017

Policy on Physical Handling/Use of Force

Introduction This policy incorporates the most recent DfE guidance on the use of force and was first

reviewed following whole school ‘Step on’ training on 5.9.12 and again in September 2014.

Objectives To ensure the health, safety and well-being of all staff and pupils

To ensure that staff understand where physical contact is both appropriate and necessary

To prevent serious breaches of school discipline

To prevent serious damage to property

Physical contact with pupils (See also Appendix 1, featuring extract from ‘Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings’):

We believe that appropriate physical contact with children is both necessary and desirable. On a daily basis, there are situations where a child is upset, might need reassurance or encouragement or a celebratory hug or handshake. The following are

entirely appropriate: Hugging; however, this should always be done sideways-on, with one hand on

each of the child’s shoulders. If a child comes up to a member of staff and hugs

them ‘face on’ the child should be shown the appropriate way to hug a member of staff.

‘Open Mittens’: If a child has to be moved from one place to another, the Open Mittens technique should be used. (Flat, open hands on or just above child’s elbow-refer to ‘Step On’ training)

Handshakes (e.g. when awarding prizes, certificates etc) Hand-holding is allowed, but not generally encouraged, and should never be used

to restrain or move a child. A gentle touch or stroke on the outside of the upper arm can be used because this

can often be a powerful reassurance.

Please note:

Children should not sit on the lap of any member of staff Minimising the need to use force

This policy should be regarded as an appendix of the school’s behaviour policy. This outlines the school’s positive approach to behaviour management, the system of rewards

and appropriate sanctions. The main aim of the behaviour policy is to create a calm, positive and supportive environment that minimises the risk of incidents arising that might require the use of any force. In addition:

The school’s curriculum incorporates ‘R Time’ and the Social and Emotional Aspects of Learning (SEAL) approaches to teach pupils how to manage conflict and

strong feelings. Individual pupils have their own risk assessments, agreed with parents and drawn

up using the agreed County framework

De-escalation techniques are used if an incident arises (Refer to ‘Step On’ training-‘Help Script’)

Force should only be used when the risks involved in doing so are outweighed by the risks involved in not using force.

The Law There is no legal definition of when it is reasonable to use force; it will always depend on

the precise circumstances of individual cases. To be judged lawful, the force used would need to be in proportion to the consequences it is intended to prevent. The degree of

force should be the minimum needed to achieve the desired result. Particular care and consideration should be given when dealing with SEN pupils or those with a disability.

Section 93 of the Education and Inspections Act 2006 enables school staff to use force as is reasonable in the circumstances to prevent a pupil from doing, or continuing to do,

any of the following: a. Committing any offence (or, for a pupil under the age of criminal responsibility,

what would be an offence for an older pupil);

b. Causing personal injury to, or damage to the property of, any person

(including the pupil him/herself); or

c. Prejudicing the maintenance of good order and discipline at the school or

among any pupils receiving education at the school, whether during a teaching session or otherwise.

Staff authorised to use force In most situations that may require the use of force, the Headteacher (or in his absence,

Deputy Headteacher or SENCO) should be involved at an early stage. The school will try to ensure that these senior members of staff have sufficient training (e.g. ‘Step On’).

However, any member of staff may need to physically intervene if there is an immediate danger or risk, or if senior staff are not available (e.g. if off-site, on a school trip).

Therefore, all staff are authorised to use force, since they have statutory power to use force by virtue of their job.

Examples of situations where use of force may be necessary:

A pupil attacks a member of staff, or another pupil Pupils are fighting, causing risk of injury to themselves or others A pupil is committing, or on the verge of committing, deliberate damage to

property A pupil is causing, or at risk of causing, injury or damage by accident, rough play

or misuse of materials or objects

In the following situations, it would usually be appropriate to summon the

Headteacher, or a senior member of staff:

A pupil absconds from class or tries to leave school other than at an authorised time (Refusal of a pupil to remain in a particular place is not enough on its own to justify use of force)

A pupil persistently refuses to follow an instruction to leave the classroom A pupil is behaving in a way that seriously disrupts a lesson, school trip/visit or

sporting event Using Force

Before using force staff should, where practicable, tell the pupil to stop misbehaving and communicate in a calm and measured manner throughout the incident. A clear, oral

warning should be given to the pupil that force may have to be used. Staff should make it clear that any physical contact or restraint will stop as soon as it ceases to be

necessary. The types of force used could include:

a. Passive physical contact resulting from standing between pupils or blocking a pupil’s path

b. Active physical contact such as: Use of ‘Open Mittens’ technique Removing a disruptive pupil from a classroom by holding their arms

above the elbow

Where there is a high and immediate risk of death or serious injury, any member of staff would be justified in taking any necessary action. (e.g. preventing a pupil running off the pavement into a busy road or preventing a pupil from hitting someone with a dangerous

object.

Staff should always avoid touching or restraining a pupil in a way that could be interpreted as sexually inappropriate.

School staff can search pupils with their consent for any item that is banned by the school rules. The Headteacher, or staff authorised by the Headteacher, has the power to

search pupils or their possessions, without consent, where it is suspected that the pupil has weapons, alcohol, illegal drugs and stolen items.

Recording and reporting incidents Records should be kept of any significant incident where force has been used. Such

records should be passed to and kept by the Headteacher. (A form is available for this-see appendix)

After any recordable incident, parents should be informed.

Dealing with complaints and allegations Any complaints will be dealt with using the school’s agreed complaints procedure.

If an allegation of abuse is made against a member of staff, senior Children’s Services staff should be informed (LADO-Local Area Designated Officer: 01603 223473) and the

school needs to follow the guidance set out in ‘Safeguarding Children and Safer Recruitment’.

PS September 2014

APPENDIX 1

(From Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings’):

Physical Contact

There are occasions when it is entirely appropriate and proper for staff to have physical contact with

pupils, but it is crucial that they only do so in ways appropriate to their professional role.

A 'no touch' approach is impractical for most staff and may in some circumstances be

inappropriate. When physical contact is made with pupils this should be in response to their

needs at the time, of limited duration and appropriate given their age, stage of development, gender, ethnicity and

background. Appropriate physical contact in schools may occur most often with younger

pupils.

It is not possible to be specific about the appropriateness of each physical contact, since an action that is appropriate with one child in one set

of circumstances may be inappropriate in another, or with a different child. Staff should therefore,

use their professional judgement at all times. Physical contact should never be secretive, or for

the gratification of the adult, or represent a misuse of authority. If a member of staff believes that an

action could be misinterpreted, the incident and circumstances should be recorded as soon as

This means that adults should:

be aware that even well intentioned physical contact may be misconstrued by the

child, an observer or by anyone to whom this action is described

never touch a child in a way which may be considered indecent

always be prepared to explain actions and accept that all

physical contact be open to scrutiny

never indulge in horseplay,

tickling or fun fights.

This means that schools should: ensure they have a system in

place for recording serious incidents and the means by

which information about incidents and outcomes can be easily accessed by senior

management. Provide staff, on a "need to

know" basis, with relevant information about vulnerable

possible in the school's incident book and, if appropriate, a copy placed on the child’s file.

Physical contact, which occurs regularly with an individual child or young person, is likely to raise

questions unless the justification for this is part of a formally agreed plan (for example in relation to

pupils with SEN or physical disabilities). Any such contact should be the subject of an agreed and open school policy and subject to review. Where

feasible, staff should seek the child's permission before initiating contact. Staff should listen,

observe and take note of the child's reaction or feelings and – so far as is possible - use a level of contact which is acceptable to the child for the

minimum time necessary.

Extra caution may be required where it is known that a child has suffered previous abuse or neglect. In the child's view, physical contact might be

associated with such experiences and lead to staff being vulnerable to allegations of abuse. It is

recognised that many such children are extremely needy and seek out inappropriate physical contact. In such circumstances staff should deter the child

sensitively by helping them to understand the importance of personal boundaries.

The general culture of 'limited touch' should be

adapted, where appropriate, to the individual requirements of each child. Children with special needs may require more physical contact to assist

their everyday learning. The arrangements should be understood and agreed by all concerned,

justified in terms of the child's needs, consistently applied and open to scrutiny.

pupils in their care Make staff aware of the DCSF

guidance in respect of physical contact with pupils1 and meeting medical needs of children and

young people in school.2,

1 DfEE Circular 10/98 Section 550A Education 1996 The Use of Force to Control or Restrain Pupils

2 DfEE Circular 14/96 Supporting Children with Medical Needs in School

PUPIL INCIDENT REPORT FORM

PART A (to be completed for all incidents involving unruly or unacceptable behaviour by pupils)

NAME OF SCHOOL:

PUPIL NAME:

STAFF NAME AND STATUS:

INCIDENT DATE/TIME/PLACE:

Nature of incident: Vandalism Physical Control

(tick boxes as appropriate) Bullying Absconding

Assault Substance Abuse

Diversion Non-compliance

Isolation Serious Disruption

Time out Other (please state)

ANTECEDENTS: (events leading up to incident)

BEHAVIOUR: (how did the pupil respond, describe what actually happened)

CONSEQUENCES: (how did the staff intervene, how did the child respond, and how was the

situation resolved)

NAMES OF THOSE INVOLVED: (staff and pupils)

NAMES OF WITNESSES: (staff and pupils)

SIGNATURE OF REPORT COMPILER:

PART B (to be completed if the use of "restraining" physical controls has occurred) WHAT DE-ESCALATION TECHNIQUES WERE USED PRIOR TO PHYSICAL CONTROLS: (tick the appropriate box below)

Defusing Time out

Deflection Changes of task

Distraction take up time

Choices

Humour Limits

Proximity control Consequences

Hurdle help Another member of staff

Planned ignoring Other (please state)

JUSTIFICATION FOR USE OF PHYSICAL CONTROLS: (tick the appropriate box below)

To prevent/interrupt; A criminal offence

Injury to pupil/staff/others

Serious damage to property

Disruptive behaviour

Pupil absconding

Other (please state)

NATURE OF PHYSICAL CONTROLS USED: (include estimate of duration of use of physical controls) (please tick appropriate box)

Standing Sitting Kneeling Prone Duration

RESPONSE AND VIEW OF THE PUPIL: (this field must be completed)

DETAILS OF ANY RESULTING INJURY: (injury to whom and action taken as a result, e.g. first aid, medical treatment

ANY OTHER RELEVANT INFORMATION:

NAME OF SENIOR PERSON NOTIFIED: TIME/DATE

HEADTEACHERS COMMENTS:

SIGNATURE OF HEADTEACHER: DATE: