Behaviour and Discipline Policy

Holy Trinity C.E. Primary School

 “Realising the potential of every child within a caring, Christian community”
Learning Together. Creating new things. Enjoying every day.

Pupil Discipline Policy (including anti-bullying)

1. Aims and Expectations

It is a primary aim of our school that everyone feels valued, respected and safe and that each person is treated fairly and well.  We are a caring community whose values are built on mutual trust and respect for all. This policy is designed to support the way in which all members of the school community can live and work together in a supportive environment.

The school has a set of “golden rules” which emphasise appropriate behaviour and expectation. This policy outlines these rules and the rewards and sanctions that are linked to them.

We treat all children fairly and apply this policy in a consistent way.

This policy aims to help children to grow in a safe and secure environment in order for them to become positive, confident, responsible and independent members of the school community and society.

The school rewards good behaviour as it believes it will develop an ethos of kindness, tolerance, respect and cooperation.

This policy aims to produce a consistent school response to any bullying incidents that may occur. (Bullying is action taken by one or more children with the deliberate intention of hurting another child, either physically or emotionally.) This policy aims to produce a consistent school response to any bullying incidents that may occur.

2. Golden Rules

  • We will always treat everyone with kindness and respect
  • We will always be polite and well mannered
  • We will always be honest and truthful
  • We will always look after our own, other people’s and the school’s belongings.

 

3. Rewards 

We praise and reward children for good behaviour in a variety of ways:

  • Staff congratulate children verbally and with stickers
  • Staff give house points
  • A small group of children receive good work / behaviour certificates in celebration assemblies
  • Lunchtime staff reward good behaviour with stickers and special table awards
  • Children are sent to the Headteacher or senior staff for praise
  • Headteacher stickers are awarded
  • Teachers may also create systems in the classrooms in line with the school reward system.

 4. Sanctions

4.1 The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ sanctions consistently.

4.2 The traffic light/ Red and Yellow Card system

  • We run this system during lesson time, lunchtime and break independently. It is referred to as traffic lights in KS1 and red and yellow cards in KS2. If a child behaves inappropriately and against the golden rules a member of staff will ask them to stop and may give a chance to change their behaviour. It is anticipated that this will stop the majority of behavioural issues. If the child persists in behaving inappropriately they will receive a warning that they will be put on a yellow card/traffic light. If the child persists in bad behaviour they are placed on a yellow card and their name is displayed in the classroom to inform them, other children and staff that they are now on a yellow card/traffic light.
  • In the instance of a yellow card they will be sent to another class teacher for a reminder not to be on red. If this is in the morning they will miss ten minutes of morning break or lunch break. If the yellow card is issued in the afternoon they will have ten minutes ‘time out’ of the class in the afternoon. In KS1 this may be to lose five minutes of break time, to lose five minutes of a fun activity, to be sat on their own for five minutes or to be sent to another class  for five minutes ‘cool down’ time. At break or lunch time the 5 minutes will be spent either standing with the member of staff on duty or away from the other children. Following the time out period, the child will be reminded of why they have been reprimanded. If a child then persists in bad behaviour the member of staff warns them that in the next instance they will go onto a red card / traffic light. If a child persistently receives yellow cards, the class teacher will make contact with the child’s parents either by telephone or at the school verbally.
  • In the rare instance that a child goes onto a red card they are sent immediately to the Headteacher or senior member of staff in the absence of the Headteacher. Parents are informed by telephone and letter and measures are taken by the Headteacher/senior member of staff in partnership with the child and parents to change the pattern of behaviour. If a child is on a red card they lose the privilege of attending extra-curricular activities for a period of seven days. If a child receives a number of  red cards, a fixed term exclusion will be considered. This will be at the discretion of the Headteacher.
  • Every child commences the day on green. A yellow card stays in place for the duration of the school day with the exception of break and lunchtimes. In the case of break and lunchtimes the yellow card stays in place for the duration of that particular break or lunch session.
  • In the rare occurrence that a child is involved in physical violence, swearing or speak to another child in a way which breaches the Equal Opportunities Policy they will receive an instant red card and be referred to the Headteacher.

5. Fixed Term and Permanent Exclusions

5.1 Only the Headteacher (or acting Headteacher) has the Authority to exclude a pupil from school. The pupil may be excluded for 1 or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is possible for the Headteacher to convert a fixed term exclusion to a permanent exclusion if the circumstances warrant this.

5.2 If the Headteacher excludes a pupil, the parents are immediately informed, giving reasons for the exclusion. At the same time the Headteacher makes it clear that the parents may appeal against such a decision to the governing body. The school informs the parents how to make such an appeal.

5.3 The Headteacher informs the LA and governing body about any permanent exclusion and about any fixed term exclusion beyond 5 days in any one school term. It is the school’s responsibility to provide full time education for children who are excluded for 6 days or more.

5.4 The governing body has a discipline committee made up of between 3 and 5 members. This committee considers any exclusion appeals on behalf of the governing body.

5.5 When the governor pupil discipline committee meets to consider an exclusion, they consider the circumstances in which a pupil was excluded, consider any representation by parents and the LA, and consider whether the pupil should be restrained.

5.6 If the governor pupil discipline committee decides that a pupil should be reinstated, the Headteacher must comply with this ruling.

5.7 It is the local authorities responsibility to arrange full time education from and including the sixth day of a permanent exclusion.

5.8 The school will notify the children’s support service on the first day of any permanent exclusion.

6. The role of the class teacher and support staff

6.1 It is the responsibility of the class teacher and support staff to ensure that the    school rules are enforced in their class and that their class behaves in a responsible manner during lesson times, break times and lunch times. High expectations of behaviour are expected in all classes and this is taught through the PHSE curriculum.

6.2 Staff treat each child fairly and consistently and model the golden rules. Staff treat all children with respect and understanding.

6.3 If a child doesn’t complete work in class appropriately due to poor attitude or behaviour the class teacher may send the work home to be completed with a note or telephone call to the parent explaining the reason for this.

6.4 If a child misbehaves repeatedly in class or on the playground, the member of staff keeps a record of all such incidents. In the first instance the staff member deals with incidents through the traffic lights system, however, if the misbehaviour persists the member of staff seeks support from senior management and the headteacher.

6.5 All staff are responsible for the behaviour of all children outside the classroom environment.

6.6 The class teacher seeks advice from outside agencies as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the educational psychologist or behaviour support service.

6.7 It is the role of the class teacher, in discussion with the SENCo to address severe behavioural issues through an IEP.

6.8 If any adult witnesses an act of bullying, they should report the event to the headteacher.

6.9 If,as staff, we become aware of any bullying taking place between members of a class, we deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and punishment for the child who has carried out the bullying. We spend time talking to the child who has bullied. We explain why the action of the child was wrong, and we endeavour to help the child change their behaviour in future. We may invite the child’s parents into the school to discuss the situation. In more extreme cases, for example where these initial discussions have proven ineffective, the headteacher may contact external support agencies such as the social services.

6.10 All staff routinely attend training, which enables them to become equipped to deal with incidents of bullying and behaviour management.

 

7. The role of the headteacher

7.1 It is the role of the headteacher, under the School Standards Framework Act 1988, to implement the school behaviour policy consistently throughout the school, and to report to governors on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children and staff in the school.

7.2 The headteacher supports staff by implementing the policy and by setting the standards of behaviour. The headteacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The headteacher draws the attention of children to this fact at suitable moments. For example, if an incident occurs, the headteacher may decide to use assembly as a forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.

7.3 The headteacher keeps records of all reported serious incidents of misbehaviour.

7.4 The headteacher has the responsibility for giving fixed-term and permanent exclusions.

7.5 The headteacher ensures that all staff receive sufficient training to be equipped to deal with all incidents of bullying.

7.6 The headteacher sets the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

 

8. The role of parents

8.1 The school works collaboratively with parents in the hope that consistent messages about standards of acceptable behaviour are reinforced.

8.2  We explain our school rules in our prospectus and we expect parents to read these and support them.

8.3 We expect parents to support their child’s learning, and to co-operate with the school. We try to build a supportive dialogue between home and school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

8.4 If the school has to use reasonable sanctions to punish a child, we expect parents to support the actions of the school. If parents have any concerns about the way their child has been sanctioned they should initially contact the child’s class teacher. If the concern remains, they should contact the headteacher. If this does not resolve the issue parents may contact the chair of governors or a formal grievance or appeal process can be implemented.

8.5 Family workshops are offered to parents on a yearly basis. These help to advise parents on behaviour management at home and also support the school’s behaviour policy. Parents are strongly encouraged to attend these.

8.6 Parents who are concerned that their child might be bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher or the headteacher immediately.

 

9. The role of governors

9.1 The governing body has the responsibility of agreeing the behaviour policy and of reviewing its effectiveness.

9.2 The governing body supports the headteacher in implementing the pupil discipline policy. The governing body supports the headteacher in all attempts to eliminate bullying from our school. This policy statement makes it very clear that the governing body does not allow bullying to take place in our school, and that any incidents of bullying that do occur are taken very seriously and dealt with appropriately. The governing body responds to any request from a parent to investigate incidents of bullying. In all cases, the governing body notifies the headteacher and asks him/her to conduct an investigation into the case and to report back to a representative of the governing body.

9.3 The headteacher has the day-to-day authority to implement the behaviour policy, but governors may give advice about particular disciplinary issues. The headteacher must take this into account making decisions.

9.4 The governors are responsible for reviewing the behaviour policy every 2 years. They may, however, review the policy earlier than this if the government introduces new initiatives or recommendations, or if the governing body receives recommendations on how the policy might be improved.

 

10. Monitoring

10.1 The headteacher monitors the effectiveness of the policy on a regular basis. She reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

10.2 The headteacher monitors the consistency of sanctions across the school to ensure that all children are treated equally at all times and by all members of staff.

10.3 The headteacher keeps a record of any pupil who has been excluded.

10.4 The class teacher monitors occurrences of repeated bad behaviour from individual pupils in their class.

10.5 It is the  responsibility of the governing body to monitor the rate of exclusions, and to ensure that the policy is administered fairly and consistently.

 

During the Spring Term 2016 the School Council produced a pupil version of the Behaviour Policy which has been shared with all the children

Our Behaviour Policy