Behaviour, Attendance and Anti-Bullying Policy

Ethos and Principles

 

 

We believe that all children need a climate in school that will nurture all the skills that they will require to be happy, healthy and motivated learners, both now and in their future lives. 

 

Through the development of the teaching of social, emotional and behavioural skills we aim for our children to:

 

• Be effective and successful learners

   

• Make and sustain friendships

   

• Deal with and resolve conflict effectively and fairly

   

• Solve problems with others or by themselves

   

• Manage strong feelings such as frustration, anger and anxiety

   

• Recover from setbacks and persist in the face of difficulties

   

• Work and play co-operatively

   

• Compete fairly and win and lose with dignity and respect for other competitors

   

• Recognise and stand up for their rights and the rights of others

   

• Understand and value the differences between people, respecting the right of others to have beliefs and values different from their own.

As a Church of England School our working relationships, as children and adults are informed by Christian teaching and tradition.

 

These principles are supported through the framework of:

 

1. Rights and responsibilities of all

    

2. Teaching Positive Learning Behaviour

    

3. Rewards and consequences

    

4. Enhanced Pupil Support

    

5. Dealing with bullying

    

6. Continuing Professional Development of all staff

    

7. Supporting Good Attendance

    

8. Monitoring and reviewing of the policy

    

Rights and Responsibilities

 

Staff

 

Rights

• To be supported by peers and managers                

 

• To be listened to

 

• To share opinions

 

• To be treated courteously by all others in the school community

 

• To be made fully aware of the school’s systems/policies/ expectations

 

• To receive appropriate training to increase skills in behaviour management

 

• To try new approaches

 

 

Responsibilities

 

·  To ask for support when needed

 

• To offer support to colleagues and managers

 

• To listen to others

 

• To give opinions in a constructive manner

 

• To model courteous behaviour

 

• To recognise and acknowledge positive behaviour in others

 

·  To seek information and use lines of communication

 

• To support others developing their skills in promoting positive behaviour and good attendance

 

·  To acknowledge areas of their own behaviour management skills which could be developed

 

 

Children

 

Rights

 

• To be treated with respect

 

• To be safe

 

• To learn

 

• To make mistakes without fear of criticism

 

• To be listened to

 

 

Responsibilities

 

• To behave respectfully to others

 

·  To behave in a way which keeps self and others safe

 

• To attend school regularly

 

• To be willing to learn

 

• To allow others to learn

 

• To own mistakes

 

• To allow others to make mistakes

 

• To give opinions in a constructive manner

 

• To listen to others

 

Parents/carers

 

 

Rights

 

• To be treated with respect

 

• To be kept informed about their child’s progress

 

• To be listened to

 

• To have access to information on the school’s approach to behaviour and attendance

 

• To have concerns taken seriously

 

 

Responsibilities

 

• To behave respectfully towards others

 

• To make sure their child attends school regularly

 

• To talk to their child about what he/she does in school

 

• To talk to teachers if they have any concerns about their child’s learning or wellbeing

 

• To listen to others

 

• To absorb information and share concerns

 

• To share concerns constructively

 

·  To actively support the School’s Home School Agreement

 

 

 

2. Teaching Positive Learning Behaviour

 

We teach positive learning behaviour through our Personal, health and social education programme (PHSE). The main focus of which is based around self-awareness, managing feelings, motivation, empathy and social skills. We believe these skills underlie every aspect of our lives, enable us to be effective learners, to get on with other people and be responsible citizens.

 

 

These skills are reinforced through our daily assemblies, the more general areas of the curriculum and by all adults modelling the behaviours we want to see in our pupils. They are supported by the schools Golden Rules, which are displayed throughout the school. Each class also decides and displays their own, jointly agreed, classroom rules.

Other systems in place to promote and support positive behaviour are:

 

• Adult listeners – some members of staff have been trained and identified to the children as listeners. Children are encouraged to approach these members of staff as a listening ear.

   

• School Council- Children are encouraged to raise any concerns they have about school behaviour with the school council and if appropriate use the message box.

   

• Friendship Bench: A dedicated bench in the playground is made available for those who are finding playtimes lonely or difficult. Children are aware of this system and children in year 6 are also trained as listeners to support these children.

     

The School’s Golden Rules

 

We are gentle -We don’t hurt others   We are kind and helpful- We don’t hurt anybody’s feelings   We listen -We don’t interrupt   We are honest- We don’t cover up the truth   We work hard-We don’t waste our own or others’ time   We look after property- We don’t waste or damage things   We make safe choices – We don’t run in school

                                         

Classroom Behaviour

Minor Offence    breaking school rules e.g.   Calling out   Minor name calling   Disturbing others

Minor offence   Verbal warning (2 chances)   Recorded in class with explicit use of choice and consequence

Time Out – away from teaching group 5-10 minutes

Behaviour Carded   Sent to paired teacher for 30 mins with work to be completed and behaviour prompt sheet if appropriate.

     

No Further Problem

Send to Headteacher

   

Major Offence: e.g.   Swearing at an adult   Stealing   Hurting others   Destroying property

Major Offence   Time Out for 15mins

Red Carded go to paired teacher for 30 mins with work to be completed and reflection sheet if appropriate

Send for Headteacher and notify parents

Any child sent to another class will have a letter with reply slip sent home.

         

Miss breaktimes to complete work not completed due to poor behaviour

   

Fixed term exclusion considered

Permanent Exclusion as Last resort

           

After school detention with 24hrs notice to parents

May be internally excluded to another class for a set period of days

 

4. Enhanced Pupil Support

 

 

For those pupils who are identified as having more persistent difficulties with their behaviour additional support will be put in place through the use of behaviour management plans and target behaviour sheets. Parents will be kept informed at all times and if deemed necessary placement on the Special educational Needs ( SEN ) register will be considered. This would be led by the special needs co-ordinator (SENCo).  For those children having significant difficulties the school will call upon the support of outside agencies such as the County Behaviour Support Service or the Educational Psychologist. ( See special needs policy)

 

 

Physical Management

 

Should it be considered that a pupil’s behaviour is at risk of requiring physical management parents would be required to sign the physical management permission plan.  There are designated members of staff across the school that have been trained in the system approved by the County Council. (See appendix 1)

 

   

5. Dealing with Bullying

 

We regard the persistent victimisation of another child, whether physical, verbal or emotional as bullying. Our strategies for teaching and promoting positive behaviour, in conjunction with our rewards and consequences go a long way towards reducing the potential for bullying.  All staff are alert to the signs that a child may be vulnerable to this happening and through discussion and observation, will find ways to deal with the problems before they develop.

 

However it is not always easy to immediately identify such problems. In this respect we encourage parents to keep us informed of any concerns they may have, in order that we may work together to ensure the happiness and well-being of their child in school.

 

If bullying should occur, it is essential that we are informed as soon as possible. All allegations of bullying are taken seriously and investigated thoroughly. Any reports are recorded in a file in the Headteachers office, as are the outcomes of the investigation and discussions with children and parents.

 

Our culture is one of openness, and children and parents are encouraged to share concerns with the classteacher or Headteacher, and are sympathetically dealt with. Fear of reprisals from the alleged bully can inhibit a child from telling an adult about problems, but courage is required.  Any conversations with a child found to have been bullying will address this issue explicitly and we would work with the child’s parents to ensure such a situation would not arise again.

 

6. Continuing Professional Development for all Staff

 

 

Through the schools performance management systems any professional development requirements will be supported through either in house support and training or accessing the inset programme offered by the OQSA training team.  In addition to this, commercial training bodies will be accessed for more specific training requests. These will be available for all members of the schools staff.

 

 

Should parents/carers approach the school for support in developing their child’s social, emotional and behavioural skills time will be made available for this to take place and the relevant agencies contacted if parents/carers so wish.

 

7. Supporting Good Attendance

 

We will encourage good attendance from all our pupils through the monitoring of the attendance data. Children with 100% attendance will receive a certificate at Christmas, Easter and the end of the school year.  Improved attendance will also be highlighted.

 

 

Parents are regularly reminded of the importance of good and punctual attendance through the school newsletter.  Parents are discouraged from taking holidays during the school term, but these may be authorised at the Head teachers discretion (on application).

 

Children who are persistently late in their arrival will be reminded of the importance of punctuality but should this continue over a period of 2 weeks or more a letter will be sent to parents.

 

For those whose attendance drops below 80% a referral will be made to the Schools Educational Social worker (ESW).

 

8.Monitoring and Reviewing of this Policy

 

 

Regular monitoring of this policy is very important due to the crucial element of consistency in its application by all staff.  Focus weeks will take place throughout the year for the senior management team to monitor specific aspects of the policy and feedback to staff. This in turn will ensure a consistent approach. A major review will take place every 2 years.