BEHAVIOURA GUIDE FOR PARENTSand STAFF

2012/13Edition

IntroductionThis document is a statement of the principles, practices and procedures that the school has set in place in order to ensure a safe and caring environment for pupils and staff alike. The policy is set within the aims and values we teach.

The school works towards the hope that children will:• create an environment in which trust, kindness and respect are valued by all • recognise the importance of care, compassion, consideration, co-operation and courtesy • be encouraged and praised for good work and behaviour • become self-disciplined • show respect for ALL adult and other pupils of the school community • accept responsibility for their own behaviour and for the decisions which they make • appreciate the importance of adhering to rules • respect the environment and other people’s property.

The Headteacher has ultimate responsibility for behaviour / discipline in the school. However, he is assisted in the execution of these responsibilities by the Deputy Headteacher, Assistant Headteachers and Children’s Centre staff. He may ask for an appropriate senior member of staff to deputise for him in appropriate circumstances. In the case of his absence from school, the most senior member of staff present automatically assumes responsibility.

The Headteacher Has A Legal Duty To :

• promote good behaviour• prevent bullying• ensure that pupils complete assigned work and• regulate the conduct of pupils.

In creating this policy, the school and Headteacher have taken into account the governors behaviour principles, which are :

• clarity of expectation• the responsibilities of parents in managing their child’s behaviour• the recognition that some behaviour is learnt from outside influences• that behaviour emanates from high self-worth and positive relationships• staff have a duty to model the behaviour they expect from pupils

What The Law Says …That :• teachers have a statutory duty to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction

• the Headteacher can give non-teaching / support staff the power to discipline pupils in schools• teachers can discipline pupils at any time the pupil is in school or elsewhere under the charge of the teacher• teachers can also discipline pupils for misbehaviour outside school• teachers have a specific legal power to impose detention outside school hours• teachers can confiscate pupils’ property.

It also says that :• teachers can discipline pupils whose conduct falls below the standard which could reasonably be expected of them. This means that if a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment on that pupil.• to be lawful, the punishment (including detentions) must satisfy the follow ing three conditions:• the decision to punish a pupil must be made by a paid member of school staff or a member of staff authorised by the headteacher• the decision to punish the pupil and the punishment itself must be made on the school premises or while the pupil is under the charge of the member of staff• it must not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.

Encouraging and Recognising Good Work and Behaviour

We use a variety of systems to encourage and reward good behaviour and positive attitudes. These are :

Teachers may also send home a ‘congratulations card’ to let parents know about their child’s good behaviour.

School Rules

The five ‘golden rules’ are :

These rules will be displayed throughout the school and referenced in relation to disciplinary matters.

General Rules Throughout The Day And The SchoolWe have a few general school rules for the safety and comfort of all, these are:• we treat others and speak to others the way we like to be treated and spoken to • we say ‘please’ and ‘thank you’ to each other • we walk around the school quietly and calmly, keeping to the left in the corridor and opening doors for anyone near. • we respect and look after each other’s belongings and take care of our school • we keep our school a ‘fight-free’ zone • if we have a problem we speak to a grown-up and trust them to sort it out • when a grown-up asks us to do something we do it. • we do not bring things into school that are dangerous and not needed for our work, play or at lunchtime

Keep hands and feet to yourselves

Always listen to teachers and adults

Be kind to others

Always try your best

Respect for property, the environment and posessions

LunchtimesIt is essential that standards of behaviour are consistent throughout the day. Therefore, the same expectations of behaviour apply at lunchtimes.

These additional rules will support this:• we always use good table manners • we always join the end of the queue for lunch • we are all responsible for leaving the hall / dining room clean and tidy

In the Classroom• listen carefully to others and be polite • keep our hands and feet to ourself• don’t be rude or unkind • get on with your work or play and let others do the same • get out, use and put away equipment properly

Exclusion From SchoolThe school regards the following as serious and unacceptable forms of behaviour :

• physical abuse of others • fighting • verbal abuse to staff and others• swearing • disregarding instructions • racial abuse

The Headteacher is, in law, the only person who can exclude a child from school. There are two forms of exclusion : fixed term and permanent. A pupil can only be given fixed term exclusions totalling a maximum of 45 days in one academic year. A permanent exclusion would only be used when the matter is a very serious first offence (such as bringing a knife or drugs into school) or where fixed term exclu-sions are having no impact on improving behaviour. The rights of appeal etc are detailed in the Department for Educations current guidance.

The letters used to inform parents about an exclusion (fixed term OR permanent) will recognise the legal content required and will follow the Sefton LA recom-mended format.

Staff GuidanceIt is important that all children have equal access to rewards within the discipline scheme. It can be easy to overlook the majority of children who work quietly and conscientiously all the time. We also need to acknowledge the high achievers on the same basis.

Pupils with special needs - especially those with IEPs, that include statements about behaviour, will often need a programme of additional strategies to meet their needs. These children’s rewards will need to be channelled into this system. For example 10 of their stickers may be equivalent to 1 in the scheme above.

Those children with particular behavioural difficulties may have agreed additional procedures and strategies in place for them but where possible the above proce-dures will apply. Records of unacceptable behaviour will be kept in case there is a need to exclude a pupil for a fixed term or permanently.Moderating Poor Behaviour and Creating a Safe Environment

Where a pupil’s behaviour is unacceptable consideration should be given to the following factors when considering an appropriate sanction :

Where unacceptable behaviour occurs at any time during the school day, the following procedures will be followed: • a member of staff, through discussion, will investigate all incidents with the children involved • strategies to encourage positive behaviour will be given• those at fault will be reminded that this is unacceptable and a suitable apology and sanction will be required • removal from planned curricular activities, such as swimming or PE will NOT be used as a punishment unless the unacceptable behaviour relates particularly to the activity

AgeAbility

Intent

SENExtent

Frequency

DevelopmentalStage

Provocation

SocialFactors :

LAC / EAL / Parents /

CulturalCurrent Support In Place

Sanctions Available To Staff Are Set Out Below :

Write An Apology

Use of Detention

Stand By An Adult At Play / Lunchtime

Loss of Playtime

Alternative Supervised Activity

Time Out (Wall / Thinking Chair)

Daily Behaviour Report Card

Managed Transfer To Another School

Escalate to Senior Staff Member

Loss of Privileges e.g. trips, clubs

Exclusion

The Staged Approach To Behaviour Management

Stage Expectation

1Deal Immediately With Issue :- Identify witnesses- Be assured of information – establish facts

2 Consider Relevant Factors

3Identify Frequency or Severity e.g. if exclusion category is identified then straight to Headteacher

4

Consider Course of Action- Appropriate punishment / consequences- Speak To Parents- Apologise- Note To Parents- Class Teacher Notified (If Not Involved)- Use The ‘Progressive Referral System’ : 1. Pass to Asst Head (1st Incident)2. Pass To Deputy Headteacher (2nd Incident)3. Pass To Headteacher (3rd Incident)

5 Record Incident on SIM’s

Golden TimeGolden Time is used to promote and encourage good behaviour in the classroom.

The framework we use is as follows :

PPhase Framework

Reception- Golden Time Treat At End of Week If Enough Teddies In Jar- Children Decide Treat

Year 1 & 2

- 1 Verbal Warning Given Initially and then 1 Min Lost If Repeated (Shown On Cloud)- Can only lose 1 Min per ‘misdemeanour’ in a session (i.e. can’t lose more min for the same thing in a session, but could lose for something different)- Reward Given Weekly – toys (own or schools) or other reward- Next session ‘slate is cleaned’

Year 3 & 4

- 1 Verbal Warning Given Initially and then 2 Mins Lost If Repeated (Shown On Cloud)- Can only lose 2 Mins per ‘misdemeanour’ in a session (i.e. can’t lose more minutes for the same thing in a session, but could lose for something different)- Reward Given Weekly – activities provided across the phase for Friday afternoon- Next session ‘slate is cleaned’

PPhase Framework

Year 5 & 6

- Each child starts week with 30 points- Yellow Card – warning- Red Card – 3 points lost- End of Half Term Points Are Added Up and Choice of Half Day Activities Provided For Next Half Term- Work towards the next half term NOT the current- Next session ‘slate’ is cleaned

Base Based On Individuals – changes each year

Golden Time or Behaviour Management ?The chart below identifies what actions should be ‘managed’ through the use of Golden Time and which should be managed as ‘behaviour incidents’. The examples follow the five golden rules as agreed.

Golden Rule

Golden Time Incident Behaviour Incident

Keep Your Hands & Feet To

Yourself

- annoying / distracting others- physical (but not injured) e.g. poking, shoving, pushing, flicking

- kicking- punching- pushing (intent to harm)- biting- scratching- hair pulling- fighting- throwing objects e.g. stones, toys

Always Listen to Teachers & Adults

- not looking and listening when the teacher talks- shouting out- distracting others

1st Time should be a warning2nd Time should lose Golden Time3rd Time = defiance and should be treated as a behaviour issue

- answer back to adults- walking away when being spoken to

Be Kind To Others

- name calling (occasional) - not taking turns- not sharing or cooperating with others

- throwing objects- name calling (this relates to frequent or recurring)- unacceptable com- ments related to : parents / race / SEN / G & T / appearance / physical attributes

Golden Rule

Golden Time Incident Behaviour Incident

Always Try Your

Best

- not completing work in time (because NOT engaged)- disruption- presentation issues (frequent)

- refusal to do work / complete a task / take part in an activity

Respect for

Property, Environ-

ment and Posses-

sions

- carelessness- damage to displays- not putting away equipment appropriately

- vandalise property- theft- deliberate breakage- setting off fire alarms- toilet damage e.g. soggies / flooding / urinating on floor

Expectations of TeachersTeachers play a key role in managing pupils behaviour. Teachers are expected to :• meet and greet children from 8.45am in the morning and when they enter the classroom at other times• display the school rules in the classroom and ensure that pupils know what they are• display the tariff of possible sanctions• have a system in place to follow through all sanctions• display the tariff of rewards in the classroom• have a system in place to follow through all rewards• have a visual timetable on the wall• follow the school behaviour policy• know the names of all their children• have a plan for children who may misbehave and ensure that other adults in the classroom also know the plan• understand pupils special needs and the impact / effect this may have on their behaviour• ensure all teaching resources are prepared in advance• praise the behaviour they want to see more of• praise children doing the right thing, rather than consistently criticising those that don’t• differentiate work and tasks• stay calm• have clear routines for transitions and stopping the class• teach children the class rules• let parents know about the good days as well as the bad ones and where appropriate use Individual Behaviour Plans to improve behaviour

Additional ExpectationsWe request all families to sign a ‘Home-School Agreement’. This outlines the expectations we have for parents and families, plus what they can expect from us. In addition, we also use a ‘Code of Conduct’ to clearly establish all our expectations for children. Children who persistently misbehave may be subject to a Behaviour Improvement Plan.

Steps In Classroom Behaviour Management

The Use of Detention

As of the 1st September 2012, the school has the legal right to use detention as a form of punishment for pupils. Whilst it is not intended that this will be used as a regular form of punishment, the school reserves the right to use it as an option. Where the school does :• Teachers have a legal power to put pupils aged under 18 in detention.• Schools must make clear to pupils and parents that they use detention (including detention outside of school hours) as a sanction.• The times outside normal school hours when detention can be given (the ‘

Warning Given - Reminder About Golden Rules and ExpectedBehaviour - Identify and Praise Those Complying

Second Warning Given - Identify Consequence If there Is A Further Breach

Consider Appropriate Response - Golden Time OR Behaviour Management

Consider Other Factors and Sanction Options

If Necessary Follow ‘Escalation Proecedure’ To Senior Staff

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‘permitted day of detention’) include: o any school day where the pupil does not have permission to be absent o weekends - except the weekend preceding or following the half term break o non-teaching days – usually referred to as ‘training days’, ‘INSET days’ or ‘non-contact days’.The Headteacher can decide which members of staff can put pupils in detention. For example, they can limit the power to senior management only, or they can de-cide that all members of staff, including support staff, can impose detentions.In deciding on the use of detention, the following applies :• Parental consent is not required for detentions.• As with any disciplinary penalty a member of staff must act reasonably• With lunchtime detentions, staff should allow reasonable time for the pupil to eat, drink and use the toilet.• School staff should not issue a detention where they know that doing so would compromise a child’s safety. When ensuring that a detention outside school hours is reasonable, staff issuing the detention should consider the following points: o Whether the detention is likely to put the pupil at risk. o Whether the pupil has known caring responsibilities which mean that the detention is unreasonable. o Whether the parents ought to be informed of the detention. In many cases it will be necessary to do so, but this will depend on the circumstances. For instance, notice may not be necessary for a short after school detention where the pupil can get home safely. o Whether suitable travel arrangements can be made by the parent for the pupil. It does not matter if making these arrangements is inconvenient for the parent.

Confiscating of Inappropriate ItemsThere are two sets of legal provisions which enable school staff to confiscate items from pupils:• 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. At Linaker items confiscated will be returned to the child or parent / guardian at the end of the relevant session. If that item returns to school again, it will be retained and disposed of.

The power to search without consent for prohibited items includes: o knives and weapons o alcohol, o illegal drugs o stolen items

o tobacco and cigarette papers o fireworks o pornographic images o any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property o any item banned by the school rules which has been identified in the rules as an item which may be searched for. o The legislation sets out what must be done with prohibited items found as a result of a search Weapons and knives and child pornography will always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item.

The Use of ForceThe legal provisions on school discipline also provide members of staff with 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 disci-pline in the classroom.

The Headteacher and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm. Force cannot be used to search for items banned under the school rules.

Breakfast Club / Kid’s ClubThe guidance / principles outlined here also apply to children who attendBreakfast Club or Kid’s Club (wrap around care). The same high standards of

behaviour are expected.

The Related PoliciesThe following policies, should, where appropriate be referenced :- Restraint Policy- Health & Safety Policy- Racial Policy- Equality Policy- Malicious Allegations Against Staff Policy

May 2012 (To Be Reviewed January 2013)

Linaker Primary School

& Children’s CentreSefton Street, Southport, PR8 5DB

www.linakerschool.co.ukwww.linakerchildrenscentre.org.uk

Tel : +44 (0)1704 532343Fax : +44 (0)1704 541949

E-mail : office@linaker.org.uk