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Knockhall Primary

School

Behaviour for Learning

Policy 2017

Policy introduced: Spring 2017

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Knockhall Primary School Behaviour for Learning Policy

Introduction

Our vision is for Knockhall Primary School to be a place where every pupil achieves in line with, or better than, his or her true potential. Our compelling vision is to ensure that all children within our school have the skills to enjoy learning and to fulfil their true potential.

Our School Values - Our values have been decided by adults and children who are part of the

school.

Respect

Teamwork

Honesty

Pride

These values underpin our whole behaviour system. They apply in the classroom, in the hall, in the corridors and open spaces of the school, in the playground and also beyond the school gates. They are the values that we want our children to demonstrate in every aspect of their life. As such, they are displayed prominently in all classrooms and open areas of the school, both inside and out.

Context

This policy must be read in conjunction with the ‘Positive Handling Policy’ and the ‘Anti Bullying Policy’. It is also best read in conjunction with the school’s policies related to Health and PSHE and, from Autumn 2008, the Community Cohesion documentation. It also sits well with the school’s approach to developing Spiritual, Moral, Social and Cultural awareness.

This policy outlines the schools’ approach and strategies towards maintaining a well ordered environment in which children, and staff, have the opportunity to develop their skills, knowledge and talents to their full potential. A sense of self and community order and well-being is an important aspect of the provision of these opportunities. Our main curriculum of modelling and demonstrating appropriate behaviour is delivered through the use of SEAL materials. Assemblies on a Monday and collective acts of worship on other days are based on the SEAL calendar of topics as well as on the five school values.

Please read this policy in tandem with the other, related policies which contribute to outstanding

care for our pupils and staff. The related policies are:

• Behaviour for Learning

• Safeguarding

• E-Safety Policy

• Computing Policy

• Anti-Bullying Policy

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Aims and Objectives

Our strategy for behaviour for learning is based on positively rewarding, encouraging and motivating our pupils. When necessary a system of the sanctions, as outlined in this document, is our approach to behaviour, which disrupts learning or is classified as bullying.

Aims:

• That children should be keen and eager to come to school each day.

• Children exhibit socially acceptable behaviour at all times.

• That staff should look forward to teaching and supporting children each day.

• That systems be in place so that everyone knows the expectations of our community.

• That parents can be assured their child is attending a school that aims for high standards,

is a happy place, cares for the children and has high expectations of all.

• That all know the rewards and sanctions in operation.

• That any reports of bullying will be responded to swiftly and fairly.

• That a culture of encouraging lifelong learning prevails.

Objectives

That children may gain in knowledge, skills and reach their potential in a well ordered, positive,

happy environment; free from fear of intimidation or threat.

That all staff may enjoy and gain satisfaction from being able to teach and support to their fullest

potential, giving quality teaching and encouragement to each child they are responsible for.

That children receive a balanced and constructive curriculum and have opportunities for extra-

curricular activities.

That there be a calm, well-structured environment, conducive to enjoying productive work.

That everyone know the order of things; how to respond in different situations; has the confidence to be truthful and knows how to behave in different circumstances. That parents feel confident about sending their child to this school. That all may look forward to receiving praise, support, encouragement and not wish to be involved

in negative or disruptive behaviour requiring the implementation of sanctions.

That identified bullying behaviours will be reprimanded and follow up action, to prevent a

reoccurrence, planned and implemented.

Expectations

Children

Children are expected to:

• Strive towards positive behaviour at all time

• be prepared to listen and learn

• be fully equipped for every lesson and arrive on time

• control their own behaviour

• let others learn and make progress

• sort out disagreements without resorting to physical/verbal aggression

• respect property and not damage, take, or misuse the property of others or the school

• work to the best of their ability

• wear full school uniform correctly at all times

• follow the rules by adhering to the school values.

All adult workers in the school

All adults are expected to:

• Model positive behaviour at all times

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• provide opportunities for students to learn to the best of their ability by setting suitable learning

challenges

• provide an environment in which students can learn

• reinforce, encourage and reward positive behaviour

• plan and prepare stimulating lessons

• teach respect by treating students with fairness and consistency

• teach interpersonal skills by promoting positive supportive relationships within their teaching

groups

• support the school’s Behaviour for Learning Policy

• set up useful, interesting and relevant work if an absence from a lesson can be foreseen • avoid

whole class punishments resulting from poor conduct of only some of the class

• ensure all events are accurately logged on an Incident report form.

SLT/Head Teacher

Members of the Senior Leadership Team are expected to:

• model positive behaviour at all times

• provide clear leadership and support for the school’s Behaviour for Learning Policy

• provide a visible presence and dependable support to staff throughout the day

• support staff in managing student behaviour by ensuring that systems for managing and

monitoring behaviour and attendance exist and are consistently implemented

• ensure that good practice is both developed and shared e.g. by observation of teachers who are

skilled in behaviour management

• ensure that professional development opportunities are provided for staff that develops the

individual and supports school priorities

• ensure that the school regularly communicates with parents, carers and governors

• provide effective support for teachers presented with extremely challenging and uncooperative

student behaviour

• ensure a curriculum is in place which is appropriate for all learners

• oversee and implement exclusion procedures in line with local authority and national guidelines

• ensure all events are accurately logged on Incident report forms

Governors

The Governors are expected to:

• model positive behaviour at all times

• monitor the effectiveness of the school’s Behaviour for Learning Policy

• support the Head Teacher and the Senior Leadership Team in the monitoring of attendance and

exclusions of different groups of students

• form a Governors’ Pupil Discipline Panel, with a clear role and guidelines for action, which meets

as required

Parents/Carers

Parents are expected to:

• ensure their child’s regular attendance and punctuality

• ensure their children bring the right equipment and wear full school uniform

• co-operate with the school to ensure that their child follows the school’s Behaviour for Learning

Policy

• keep the teacher aware of any circumstances which may affect their child’s learning and

behaviour • maintain regular contact with the school through attendance at parents evenings

and through diaries, letters, reports and telephone calls as appropriate

• encourage and support their child in completion of home learning

• adhere to the school values

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Rewards

Systems and Opportunities to Reinforce Good Behaviour/Attitudes:

All rewards will be linked to the school values.

Star Pupil of the Week Award in each class (To be awarded each Friday in the Celebration

assembly):

How does it work? The class teacher awards a Star Pupil of the Week certificate to the child in the

class who has shown a good attitude to school and work, all week.

100% Attendance Certificates (individual termly) 100% Attendance Certificates and prizes

(individual, annually)

Outstanding Work Award:

How does it work? This links with all aspects of work and behavioural significance by children. As

significant achievements are reached, so the child gets a Head Teacher’s award from the Head

Teacher.

Sanctions

At Knockhall Primary School the Good to be Green behaviour management system is used to

promote good behaviour and provide a structured system of warning and sanctions for our pupils.

Copies of this guide can also be found within each classroom alongside the Good to be Green

display boards.

How to be Green – the Four Key Values:

- Show RESPECT for others and yourself by:

walking around the school and classroom quietly and sensibly, following instructions first time,

being polite, listening to others points of view, showing good manners, putting others first, not

talking behind peoples backs, treat others as you want to be treated.

- Show TEAMWORK by:

helping others, working together, sharing with others, encouraging and supporting others, team

work, working with a varied audience, getting along together, sharing talents, listening to and

sharing ideas.

- Show PRIDE by:

trying to do things on your own, being able to find things out on your own, taking responsibility for

your own learning, taking ownership, attempting challenges and being proud of everything that

they do because they’ve done their best.

Show HONESTY by:

always telling the truth, showing integrity and showing an understanding that honesty is always the

best policy.

Good to be Green; Better to be Blue

At Knockhall Primary School the Good to be Green behaviour management system is used to

promote good behaviour and provide a structured system of warning and sanctions for our pupils.

A guide to this system can be found within each classroom alongside the Good to be Green

display boards.

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How to be Green

- Demonstrate aspects of the Four Key Values

- Follow instructions and work hard throughout the day

Better to be Blue:

How to earn a Privilege (blue) card:

- Earning a Head Teacher’s award, making an extra special effort to show any of the Four

Key Values

- Demonstrating the Four Key Values all day and remaining on a green card all day.

Pupils will be invited to attend the privilege party provided they have achieved one of the following

over the half-term:

- All blue or green cards

- No more than THREE yellow warning cards

- No more than Two red cards

However, if a child has a condition that may be deemed to be a disability as defined by the Equality

Act 2010, and that impacts upon their ability to meet the full requirements of the Behaviour for

Learning Policy, the school will work in partnership with the parent to form an Individual Behaviour

Plan with the aim of enabling the child to fulfil these requirements and therefore be able to attend a

privilege party.

Privilege events will take place within the first week of a half term and will run from 3:30-4:15pm.

Class Teachers are invited to assist with the events.

These are the steps that are followed in the behaviour system:

Verbal warning

Warning (yellow) cards:

These are issued when the five school values are not shown and include behaviours such as –

• Not following instructions

• Answering back

• Showing rudeness to others

• Distracting other children

• Not telling the truth

• Disrupting the lesson

• Ruining your work

• Ruining others’ work

• Spoiling the classroom in any way

• Hurting anyone’s feelings verbally

• Pushing in the line

If a child receives a yellow card it is their responsibility to stop the behaviour immediately and show

the school values in order to turn their behaviour back to green. The child must continue to show

the values until the end of the lesson.

Consequence (red) cards

A red card is issued if the following behaviours are shown -

• Repeatedly show yellow card behaviour and do not turn your behaviour back to green

• Hurt anyone physically

• Leave the classroom without permission

• Use racist language

• Refuse to stop when an adult tells you

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• Throw or move any school equipment in an aggressive way

• Shout at anyone

• Show bullying behaviour

If a child receives a red card the class teacher and/or MDS records this on an incident sheet –

Appendix 3

Possible sanctions for a red card - •

Missing playtime

• Missing lunchtime

• Report card issued (kept in Elephant book) – Appendix 1

• Behaviour Think Sheet – Appendix 4

• Internal Seclusion

• Lunchtime Seclusion

• Seclusion at another Woodland Academy Trust school

• Fixed Term Exclusion

• Permanent Exclusion

In the case of a red card, the child may be offered

• Home-School report system

• Pastoral Support Plan (PSP)

• Talk time with FLO

• Therapeutic input with FLO (Group Therapeutic or Individual)

• Social Skills group work

• Nurture Group

• Anger Management work with FLO

• Self Esteem work with a FLO

• Circle of Friends work with FLO

In some cases the child and parent may be offered -

• Family Group (together with a parent)

In some cases the parent may be informed of further actions such as –

• Referral to Behaviour Support services

• Referral to Child and Adolescent Mental Health Services

• Undertaking a Common Assessment Framework (CAF)

• Referral to Early Intervention Team

• Referral to Educational Psychologist

• Referral to Additional Educational Needs Moderation Partner

• A request for Education and Health Care Plan

• Referral to New Horizons Behaviour Federation

• Referral to Anti Bullying Team

Pastoral Support Plan (PSP) Meeting

A golden rule is that any pupil who is known to be at risk of exclusion must have a Pastoral Support

Plan in place. There may be instances whereby a single act could result in exclusion. In those

circumstances a PSP would not have been foreseen.

The school has a responsibility to fully explain a PSP and to also make parents/carers aware that

a PSP could contain a recommendation for a strategically introduced reduced timetabled in order

to meet an individual pupil’s needs. In such cases, this would have a stipulated review timetable

indicating when the pupil would be expected to attend full time education or be provided with

alternative provision.

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Please note all letters should be copied for the child’s personal file in the school office.

Exclusions Criteria

At the Woodland Academy Trust we view exclusion as a VERY LAST RESORT and aim to work with parents and external agencies to avoid this option as far as possible, whilst at the same time considering and ensuring the safety and well-being physically, emotionally, mentally and spiritually the rest of the school community.

Only the Executive Head Teacher or Head Teacher can exclude a child.

The reason(s) for exclusion has to be so serious that this merits the child being off-site for either a fixed term exclusion or in very serious circumstances, permanent exclusion. Permanent exclusion is usually a very last resort. Exclusion from maintained schools, academies and pupil referral units in England – Statutory Guidance: DFE57501-2012.

The reasons for a Fixed Term exclusion may include:

• Physical harm to another child, which necessitates medical attention

• Persistent racist behaviour

• Actual serious damage to school property

• Assault or verbal abuse to staff

• Persistent disruptive behaviour to peers in class (preventing learning taking place) or at

playtimes for which all other methods of reforming of attitude have been exhausted

• Any involvement with drugs

• Carrying or bringing into school what constitutes an offensive weapon, something which can cause harm to another person (e.g. screwdrivers, knives/penknives, nails, baseball bats etc.)

The exclusion procedure is laid down by specific guidelines and includes informing the child’s

parents, Chair of Governors and the LA.

A permanent exclusion may result from:

Serious physical harm to another child, which necessitates medical attention

Abusive, threatening or violent behaviour towards a member of staff

Continuous disruption to the learning of classmates, which seriously impinges upon the learning of

peers.

Uncontrollable rages which could, potentially, put others in danger.

There may be other instances in which this sanction becomes necessary but the schools would undertake to have a dialogue with the Local Authority before taking any such action relating to permanent exclusion.

Government Legislation Relating to Behaviour and Discipline in Schools Guidance DFE-

00058-2011

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Pupils’ Conduct Outside The School Gates – Teachers’ Powers

What the law allows

• Teachers have a statutory power to discipline pupils for misbehaving outside of the school

premises. Section 89(5) of the Education and Inspections Act 2006 gives head teachers a

specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as

is reasonable’.

• Our trust’s behaviour policy applies to what the schools will do in response to all non-criminal,

inappropriate behaviour and bullying which occurs anywhere off the schools’ premises and

which is witnessed by a staff member or reported to the school, including the punishments that

will be imposed on pupils.

• A teacher may discipline a pupil for:

o any misbehaviour when the child is:

taking part in any school-organised or school-related activity or

travelling to or from school or

wearing school uniform or

in some other way identifiable as a pupil at the school. o or misbehaviour at any time,

whether or not the conditions above apply, that:

could have repercussions for the orderly running of the school or poses a threat to

another pupil or member of the public or could adversely affect the reputation of the

school.

Detention

‘Detention’ is not a word that we use within our schools and although the Governors acknowledge

that teachers do have a legal power to put pupils under the age of 18 into detention we do not use

after school detentions. We do however, reserve the right in all 3 of our schools to use our powers

of detention in any play or lunch time breaks as appropriate. The Executive Head Teacher has

designated that any members of teaching or classroom support staff can place a pupil in such a

detention. Any member of staff who places a pupil in detention should allow reasonable time for

the pupil to eat, drink and use the toilet.

Confiscation of inappropriate items

What the law allows

• There are two sets of legal provisions which enable school staff to confiscate items from pupils:

o The general power to discipline enables a member of staff to confiscate, retain or dispose

of a pupil’s property as a punishment and protects them from liability for damage to, or loss

of, any confiscated items. The legislation does not describe what must be done with the

confiscated item and the school behaviour policy may set this out.

o Power to search without consent for weapons, knives, alcohol, illegal drugs and stolen

items (‘prohibited items’). The legislation sets out what must be done with prohibited items

found as a result of a search and this is described in more detail in separate guidance in

‘Screening, Searching and Confiscation – guidance for school leaders, staff and governing

bodies’.

• Weapons and knives must always be handed over to the police otherwise it is for the teacher to

decide when and if to return a confiscated item.

Screening, Searching and Confiscation DFE-00056-2011

No one policy can cover every eventuality. The relative recent inclusion of this section in our policy

reflects our change in society. We have included a section on screening, searching and

confiscation in order to ensure that all our pupils and our staff are adequately safeguarded.

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• School staff can seize any banned or prohibited item found as a result of a search or which

they consider harmful or detrimental to school discipline.

• Any member of the senior leadership team can screen pupils but it must be in the presence

of another member of staff.

• If a pupil refuses to be screened, the school may refuse to have the pupil on the premises.

• School teaching staff can search pupils with their consent for any item which is banned by

the school rules.

• For the purpose of this policy banned items include any equipment or resource (play thing or

stationery) that has not been requested or authorised by a teacher to be brought into school.

Searching without Consent What the law says What can be searched for? o Knives or weapons, alcohol, illegal drugs and stolen items (referred to in the legislation as

‘prohibited items’). Can I search? o Yes, if you are a Head Teacher or a member of school staff and authorised by the head

teacher. But: you must be the same sex as the pupil being searched; and there must be a witness (also a staff member) and, if at all possible, they should be

the same gender as the pupil being searched. For example, it is possible for a female teacher to witness a search of a male pupil where there is only one male member of staff in a school or taking part in a school trip.

When can I search? o If you have reasonable grounds for suspecting that a pupil is in possession of a prohibited item. The law also says what must be done with prohibited items which are seized following a search. Establishing Grounds for a Search Teachers can only undertake a search without consent if they have reasonable grounds for suspecting that a pupil may have in his or her possession a prohibited item. The teacher must decide in each particular case what constitutes reasonable grounds for suspicion. For example, they may have heard other pupils talking about the item or they might notice a pupil behaving in a way that causes them to be suspicious. Telling Parents and Dealing with Complaints Schools are not required to inform parents before a search takes place or to seek their consent to search their child.

There is no legal requirement to make or keep a record of a search.

Schools should inform the individual pupil’s parents or guardians where alcohol, illegal drugs or potentially harmful substances are found, though there is no legal requirement to do so.

Complaints about screening or searching should be dealt with through the normal school complaints procedure.

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Appendix 1

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Appendix 2

GTBG – Red/ Yellow card log Class:

Name

Date Red or

Yellow

Reason for the red/ yellow

card

Consequence

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

Red/Yellow

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Red/Yellow

Red/Yellow

Appendix 3

KNOCKHALL PRIMARY SCHOOL INCIDENT

REPORT

(ABC FORM) Report from…………………………………………………. Meeting with parent/child*

Date……………..

Child (ren)’s name(s)……………………………………. Class…………………………… Year

………………

……………………………………………………………………….. Class…………………………… Year

………………

………………………………………………………………………. Class…………………………… Year

………………

Time of incident (please tick)

Before school Playtime Lunchtime After school Lesson time

Am Pm

Where the incident took place

Type of incident (please tick)

Name

calling

Swearing Physical

act(provoked)

Physical act

(unprovoked)

Vandalism Bullying Other (please specify)

Please remember to include as much detail as possible including children’s full names to

ensure that the correct children are identified.

ANTECEDENT

DATE ENTERED IN SIMS:

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BEHAVIOUR

CONSEQUENCE

Action (by whom)

Apology Time

out

Shared

with

Class

teacher

Miss

playtime

Miss

lunchtime

Parents/carers

informed

Refered

to SLT

Internal

seclusion

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IF THIS IS AN INCIDENT OF BULLYING OR RACIST BEHAVIOUR IT MUST BE REFERRED TO AN SLT MEMBER AND A SEPARATE PROFORMA COMPLETED IN ADDITION TO THIS.

Follow up action (when and by whom?)

Other children involved:

Please ask for the children’s comments on whether they think this incident has been dealt

with fairly (they could sign if appropriate)

Copies to: Headteacher, Class teacher, Front Office (to be entered on SIMS)

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Name Class Date Reason

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Appendix 4

Name:_____________________ Class:_________

Date:__________________ Our school values are:

Teamwork, Respect, Pride and Honesty. Think about what these values mean to you. Either draw a

picture of write a sentence about each of them in the boxes

below.

GTBG

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How can you use these values to help you to be GTBG? Write

about what you can do to make sure that you stay on Green or

even better achieve a Blue card.

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_______

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What would you say to someone younger than you, in order to

help them to be GTBG?