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    Policy prepared by:           Reviewed and approved by:             Date of next review:
         Ian Smith                      Governing Body                      March 2011
  (with staff consultation)

To create an atmosphere of mutual respect, trust and corporate responsibility.
To promote a positive school ethos through positive behaviour strategies and celebrations of
To raise standards of attainment, behaviour and attendance for all pupils.
To involve parents, pupils and staff in setting rules/standards of behaviour within the school.
To get pupils to manage their own behaviour effectively while respecting the rights of others.
To inform parents and pupils of sanctions that will be taken for negative behaviour.
To develop social and Citizenship skills through a variety of school contexts.

Governing Body:
The Governors have a key influence in determining the ethos of the school and will support the
Headteacher and personnel in maintaining high standards of behaviour.
The Governors will review the school’s Behaviour Policy and consult with the Headteacher, staff,
parents and pupils on the principles of the Behaviour Policy.

The Headteacher is responsible for promoting and maintaining acceptable standards of behaviour
in line with the school ethos. The Headteacher should act in accord with governors' statements
and have regard for governors' guidance. To fulfil the governors' principles they should foster a
sense of community, take the lead in setting aims and standards, encourage collective
responsibility and establish clear communication systems.
The power to exclude a pupil from the School (whether fixed term or permanent) may only be
exercised by the Headteacher and in his absence, the deputy head teacher.

Staff: The school staff, both teaching and non-teaching, share a collegiate responsibility for
consistently implementing school policy on behaviour. Staff should communicate the school ethos
to parents, the school community and the wider community. Staff should work in line with the
principles outlined in this policy.

Parents: Parents have a responsibility for ensuring that they support their child in meeting school
expectations in respect of positive behaviour. Parents have a legal requirement to ensure that
their children attend school regularly and punctually.
Pupils: To be responsible for their own behaviour and meet the expectations set out by the

Responsibilities can be summarised as follows:

  Staff and Governors                  Pupils                      Parents
To lead by example           To respect, support and      To be aware of and
                             care                         support the
                             for each other both in       schools values and
                             school                       expectations
                             and the wider community

To be consistent in dealing To listen to others and       To ensure that pupils
with pupils                 respect their opinions        come to
                                                          school regularly, on time
                                                          with the
                                                          appropriate equipment

To encourage the aims and    To attend school             To co-operate with the
values of the school and     regularly,                   school in matters of
local                        on time, ready and           behaviour and reinforce
community     among    the   equipped                     the school’s efforts at
pupils                       to learn and take part in    home
                             school activities
To have high expectations    To take responsibility for   To take an active and
of                           their                        supportive
the pupils                   own actions and behaviour    interest in your child’s
                                                          work and

To meet the educational,     To do as instructed by all   To acknowledge their own
social and behavioural       members of staff             importance in helping
needs                        (teaching                    their children
of the pupils through an     and non-teaching)
appropriate curriculum       throughout
and                          the school day
individual support
To encourage regular         To be tolerant of others,
communication between        irrespective of race,
home and school              gender,
                             religion and age
School Expectations:
Pupils should be aware of and follow the school’s code of conduct (see Appendix 1)

       Unacceptable Behaviour

          Lack of respect.
          Violence.
          Threatening behaviour including bullying.
          Deliberate disobedience.
          Discrimination.
          Deliberate vandalism of school property.

       Acceptable Behaviour

          Try hard to do their best.
          Be kind and speak politely to everyone in the school community.
          Respect other people, their possessions and property.
          Be helpful.
          Ask for help or tell an adult if they are unhappy.
          Accept responsibility for the things they do.

Managing positive behaviour
Positive behaviour is achieved in two ways:
1. Prevention – Preventative strategies which encourage each pupil to develop a sense of
   personality and self discipline.
2. Management – When negative behaviour occurs we need to be able to respond positively and

Positive Behaviour Strategies:
It is recognised that rewards are more effective than punishment in motivating pupils. By praising
and rewarding positive behaviour, others will be encouraged to act similarly.

All staff in school will endeavour to promote positive behaviour by:
     Demonstrating and expecting good manners at all times.
     Provide a calm and purposeful atmosphere to promote children’s learning where respect and
       consideration for others are paramount.
      Offering a supportive and friendly environment
      Providing a good role model.
      Making the standards expected absolutely clear to pupils at all times.
      Having high expectations of all pupils in terms of both achievement and behaviour.
      Exhibiting fairness to all pupils and base their judgements on reason.
      Promoting self-esteem and a positive self-image.
      Providing a well planned and engaging curriculum that stimulates high levels of interest and
       enjoyment which allows pupils to achieve their potential.
      Promoting a sense of personal responsibility and self discipline.
      Being constructive and positive.
      Demonstrating a consistent approach.
      Reacting quickly and appropriately to instances of individual disruptive behaviour.
      Dealing with pupils sensitively and appropriately.
      Applying rules firmly but fairly.
      Regularly recognising and praising good work and behaviour.
      Teaching behaviour related themes through the curriculum and the ‘hidden curriculum’.

It is important that praise and reward should be emphasised. Praise and appreciation should be
warm and genuine. Children respond well to this. Often they value the praise, spoken or written,
more than the actual reward. Praise should be first. Praise and rewards can come in various ways:

      Spontaneous praise in the classroom or other `public' situation can also be a source of
       motivation to others.
      Personal praise. Keeping a child behind, or taking them outside the classroom to give
       personal praise can make it more significant and special.
      Appreciative comments in books.
      House points.
      Award sticker for school award scheme.
      Showing good work to other children.
      Showing good work to colleagues.
      Sending good work home with a supporting letter.
      Roll of honour in assembly.
      A phone call or letter home to parents to recognise and celebrate good behaviour or

Sanctions used for negative behaviour:
Although it is hoped that positive behaviour is evident throughout the school it is recognised that
there will be a need at times to administer sanctions when behaviour falls short of that expected.
The use of sanctions should be characterised by certain features:
    It must be clear why the sanction is being applied.
    It must be made clear what changes in behaviour are required to avoid
    future sanctions.
    There should be a clear distinction between minor and major offences.
    It should be the behaviour rather than the person that is sanctioned.

Where behaviour is identified as falling below that which is expected the following sanctions can
be applied (appropriate to the behaviour):

      Reasoning, correcting or reprimanding in the classroom.

      Reasoning, correcting or reprimanding outside of the classroom. (Far more effective than
       the above).

      Change of seat within class.

      Removing child from peer group temporarily.
   Finishing or repeating work, at break-time or at home.

   Loss of playtime (Quiet Room). Children with five Quiet Room visits for different incidents
    will be spoken to by the Deputy Head or an assigned SMT member. Parents of children who
    have been sent to the ‘Quiet Room’ on seven occasions in any one half-term (other than for
    finishing work) are informed of this by letter from the Deputy, warning that three further
    visits to the Quiet Room will result in a detention. They also will be made aware that any
    further disruptive behaviour might result in an ‘internal exclusion’ for a given period.
    Parents whose children improve their behaviour after the warning letter are sent a positive
    congratulatory letter. (See Appendix 3 for example of the three letters and Quiet Room

   Withdrawal of access to the school IT system (if the pupil misuses it by, for example,
    accessing an inappropriate website).

   Withholding participation in a school trip or sports event that is not an essential part of
    the curriculum

   Carrying out a useful task in the school.

   Referral to Year Leader, Deputy or Head.

   Contacting parents. This should be done sooner to keep them informed, rather than later
    as a threat.

   Detention after school. (Maximum 1 hour, 24 hour written notice to parents).

   Placing on report. Signed comments after each session.

   Meeting with parents. If poor behaviour continues so that a temporary exclusion in the
    foreseeable future looks likely, parents must be asked to a meeting at which a Pastoral
    Support Plan (PSP) is drawn up. This will consist of agreed steps which the pupil needs to
    take in order to improve their behaviour. A year leader, Deputy or Head and an LEA
    representative would be present at this meeting.

   Fixed period exclusions. Authorised only by Head, or in their absence, Deputy. This is a
    `legal' issue, instigated by Head but needing the support of governors (see Appendix 5).

   Permanent exclusions in the last resort. This is a `legal' issue, instigated by head and
    governors and with the support of the LEA.

   In cases which give rise to real concern, outside services such as Educational Welfare
    Officer, Child Guidance, School Psychological Service, Social Services, may need to be
Support systems for Individual Pupil Need
If there is a persistent problem the class teacher and the SENCO will draw up
an Individual Improvement Programme to support the pupil in partnership with
parents. All staff working with the pupil will be informed of this, including midday
supervisors. This will give a consistent approach throughout the school
day. If the problem continues, together we will work with outside agencies to
seek solutions to support the pupil. For pupils who are having these
difficulties the school will provide targeted pastoral support or mentoring by
adults or peers.

Support Systems for staff
School will support all adults working with pupils to ensure they are achieving.
It is school practice to discuss behavioural issues in order that the staff feel
supported and the school is working together to provide a cohesive approach to supporting
individual needs. All staff have access to this policy in order
that behaviour management is consistent throughout the school. Staff having
difficulties with an individual, class or group should speak to the member of
staff who has responsibility for this area within school.

Support Systems for parents/carers
School has an open door policy where parents and carers are encouraged to
visit to discuss any relevant issues. However, it would be appreciated if
appointments could be made where possible to ensure the availability of a
member of staff and to give parents/carers the time needed. Likewise, when
school needs to discuss anything with parents/carers, they will be contacted to
arrange an appointment.

Monitoring and Review
Behaviour management and the effectiveness of this policy will be under constant review
throughout the school as a whole and on a class and individual basis.
The policy will be reviewed annually by the school community and modified as appropriate.
Comments, suggestions and views should be freely communicated.

A number of performance indicators for this policy can be found as Appendix 4 at the end of this
                                          Appendix 1

                   Chesswood Middle School
                       Code of Conduct
Everyone will act with courtesy and consideration for others at all times.
      This means that you:-

    Speak politely to everyone. (Use adults' names if you know them)

    Move gently and quietly around the school. (Always walk, speak quietly, be ready to open
     doors for others or offer to carry things, and walk on the right when corridors are

    Listen when someone speaks to you. (Whether it is a teacher, dinner lady, parent helper,
     visitor, or another child).

    Keep silent whenever you are required to be.

    Make it as easy as possible for your teacher to teach and for everyone to learn. (Be on time,
     have everything you need for the lesson, remain silent when your teacher speaks to the
     whole class, do not call out but put up your hand to answer questions, listen carefully, follow
     instructions, help each other when appropriate and concentrate on your work, not
     distracting or annoying others).

    Act and speak thoughtfully in the playground. (Physical and verbal violence is not allowed).

    Be in the right place at the right time. (Stay outside at break times and before school starts
     unless your teacher is with you or your are in the ‘warm room’).

    Look after the school building, books and equipment. (Be tidy and clean. Put rubbish in
     bins, return equipment to the proper place, do not bring sweets to school, take care of
     displays and report any damage caused by yourself or others).

    Wear school uniform and look smart.      (Have your name in it, so it can be returned to you.
       Do not wear jewellery or make-up. Remember when walking locally or with a school group
       that you represent the school, so behave responsibly).
Appendix 2                         Playground Rules

                                   Playground Rules

                                      Lower School

Lower School

(1)    Going behind the huts
(2)    Going behind the old toilet hut
(3)    Going on any of the grassed areas
(4)    Going beyond the ‘red lines’
(5)    Playing in the areas outside the hall and Year 4 and 5 doors
(6)    Real or play fighting and rough play
(7)    Piggybacks
(8)    Balls or equipment which could hurt either a person or property - only sponge balls.
(9)    Standing on benches
(10)   Swinging on the bars and handrails
(11)   Forming ‘chains’
(12)   Equipment borrowed from the PE store
(13)   Swinging on chains of log apparatus
(14)   Hanging by legs from logs of the ‘bridge’
(15)   Doing rolls over horizontal logs of the ‘bridge’
(16)   Standing or walking on higher surfaces of logs
(17)   Interfering with others using log apparatus

The steps to the huts and the walls extending out onto the patio area can be used.
                                  Playground Rules

                                     Upper School

(1)    Going on any of the natural grassed areas
(2)    Going round the building past the Science laboratory
(3)    Real or play fighting and rough play, including wrestling
(4)    Piggybacks
(5)    Balls and equipment which could hurt either a person or property - only sponge balls
(6)    Forming 'chains'
(7)    Using a football to the west of the red line.
(8)    Standing on benches
(9)    Playing football outside the Year 6 entrance
(10)   Going behind the huts
(11)   Swinging on the bars and handrails
(12)   Swinging on chains of log apparatus
(13)   Interfering with others using log apparatus
(14)   Standing on seats in wooden shelter, or climbing over fencing

Only sponge balls can be used for games which involve throwing onto the school roof.
                                  Playground Rules

               Lower School (when the grass can be used)

(1)    Going behind the huts
(2)    Going behind the toilets
(3)    Playing in the areas over the ‘red lines’
(4)    Real or play fighting and rough play
(5)    Piggybacks
(6)    Balls and equipment which could hurt either a person or property - only sponge balls for
       football and no basketballs on the playground
(7 )   Throwing grass
(8 )   Standing on benches
(9)    Swinging on the bars and handrails
(10)   Forming ‘chains’
(11)   Swinging on chains of log apparatus
(12)   Hanging by legs from logs of the ‘bridge’
(13)   Doing rolls over horizontal logs of the ‘bridge’
(14)   Standing or walking on higher surfaces of logs
(15)   Interfering with others using log apparatus

The courtyard by the Music Room must not be used.

At lunchtimes, a whistle will be blown on the field two minutes before the end of play. Children
not going in for drinks/toilets/changing trainers to make their way to their classroom.
                                  Playground Rules

              Lower and Upper School (when on the field)


(1)    Going round the building past the Science laboratory
(2)    Real or play fighting and rough play, including wrestling
(3)    Piggybacks
(4)    Balls and equipment which could hurt either a person or property - only sponge balls for
       football and no basketballs on the playground
(5)    Forming 'chains'
(6)    Using a football on the playground to the west of the red line.
(7)    Using footballs on the grass to the west of the marked zone.
(8)    Standing on benches
(9)    Throwing grass
(10)   Playing football outside the Year 6 entrance
(11)   Swinging on the bars and handrails
(12)   Swinging on chains of log apparatus
(13)   Interfering with other using log apparatus
(14)   Standing on seats in wooden shelter, or climbing over fencing

Only sponge balls can be used for games which involve throwing onto the school roof.

A whistle will be blown on the field two minutes before the end of play. Children should start to
make their way in, changing trainers, having drinks, using toilets as appropriate.
                                         Appendix 3

                                 Quiet Room Guidelines
                              (As agreed at Staff Meeting 19 January 2009)

The following guidelines have been produced in order to ensure a consistent approach
to the application of the Quiet Room sanction. It has been produced taking full
account of staff consultation.

The following principles should be applied by all staff in their approach to discipline and
pupil behaviour:

      To be familiar with the School Behaviour Policy.
      As far as possible, find positive ways to deal with behaviour.
      Try to ensure all other approaches have been exhausted prior to sanctions being
      Not use ‘blanket’ sanctions or warnings – these must be targeted at individuals
       where they are required.
      Give all pupils a formal warning prior to the sanction of a Quiet Room being issued.
       In classrooms this should be clearly visible (recorded on board or displayed sheet –
       see attached). Due partly to differences in the way the curriculum is organised in
       different year groups, these formal warnings will remain for:
          o Year 4 and 5 - the rest of that school day
          o Year 6 – the rest of that morning or afternoon session
          o Year 7 – the rest of that individual lesson
       There may be some exceptions to this – for example, very serious breaches of

Use of the Quiet Room

      Quiet Room should be used for:
         o Behaviour (B)
                  - Persistent defiance
                  - Rudeness to an adult or peers
                  - Physical conflict (except in serious cases where other sanctions may
                     be appropriate)
                  - Serious disruption of learning
         o Organisation (O)
                  - Late – when pupils are regularly late for school – office staff will
                     issue the child with a slip and they will need to go to the Quiet
                     Room for the amount of time they had been late by – the slip should
                     be signed by the Quiet Room duty teacher and returned by the
                     child to the office staff
                  - Not producing homework (more than 1 day late)
              Regularly forgetting appropriate equipment is not a reason for why a child
              should be sent to the Quiet Room. This would apply to pupils who do not
              have PE kit or school uniform – a standard letter is available to be used
              initially by teachers as a reminder to families of the school’s policy.
              However, if the teacher knows this is a deliberate and regular strategy
              on the part of the child to avoid one of the following:
                                 School work (like PE)
                                 Conforming to the school’s uniform policy
              then a Quiet Room sanction can be used – Code B (Behaviour).
     A maximum of 4 pupils sent by one teacher. If there are more then 4, the teacher
      should find an alternative way of dealing with this by:
         o keeping them in their own room
         o sending them across several Quiet Room sessions.
     Only 2 Quiet Room codes to be used – Behaviour (B) and Organisation (O).
         o Pupils not completing appropriate levels of work to be dealt with by the
           teacher within their own room at a time determined by that teacher.
         o Pupils who consistently do not put in the appropriate effort or who waste
           time/are disruptive would be listed as Code B.
         o The Quiet Room register should be organised to easily determine the total
           number of B or O codes each child has received at anytime in a term.
     The ‘sending’ teacher to take responsibility for ensuring that the pupil knows what
      is expected of them in the Quiet Room and they have something to do.
     All Organisation Quiet Rooms to be at lunchtime, none sent at morning break time.
     During morning break time, the inside duty teacher to check the numbers within the
      Quiet Room and to take some of these pupils elsewhere if appropriate.
     At lunchtime, pupils who have a cooked school meal may not be able to report to the
      Quiet Room by 12.45pm. However, they must arrive by 1pm otherwise they will need
      to complete this sanction on another day. All pupils who arrive after approximately
      12.55pm should provide the duty teacher with some explanation as to why they are

In the Quiet Room

     Pupils in the Quiet Room to complete a self-reflection sheet – some may not be able
      to do this. These would be returned by the child to their class teacher who may
      choose to file these where felt appropriate.
     Others may:
         - Read a book (this should be one they have brought with them and not one
             taken from the Quiet Room bookcase).
         - Undertake school related work.
         - Undertake homework if this is the reason for Quiet room.
     Pupils not able to do the above should:
         - Copy out the school’s Code of Conduct (copies of this, paper and pens should
             be with the Quiet Room Log in the blue box).
     Pupils who are disruptive when in the Quiet Room will be issued with a detention or
      an internal ‘exclusion’ whereby they will be re-located into another class or year
      group – see next section for further details.

After the Quiet Room

     Pupils who have received 7 Quiet Rooms for Behaviour (B) in any one term will be
      listed on a weekly basis.
      The list will be displayed in the Staff room and will include where they will be
      placed if they disrupt others’ learning (see attached).
     Parents notified of this via letter. (at 5th and then the detention etc letter at 7th)
     Detention issued after 10 Quiet Rooms for Behaviour (B) in any one term.
     Listed pupils as above who are disruptive to other pupils’ learning should be given
      the formal warning and if they continue to be disruptive, be relocated (internal
      ‘exclusion’) as listed for either the rest of that lesson or the rest of that day
      (teacher to decide and ask the Year Leader to determine where they are relocated
      to). The date of this to be listed on list in the Staff Room.
     All pupils who have been relocated need to meet with the Year Leader.
      If they are relocated 3 times, a meeting with parents to be convened by David
      Newnham or Ian Smith.
     Class teachers to have a copy of the names/numbers of Quiet Rooms for their class
      on a weekly basis.
     David Newnham or Ian Smith to see the Quiet Room log summary list and to monitor
      the list in the Staff Room weekly.
     It is extremely important for the development of good behaviour that follow up
      work is done with pupils by their class teacher.
 Appendix 4


1.    There are good personal relations between pupils and staff.

2.    There are good personal relations among the pupils.

3.    Pleasant, courteous behaviour prevails.

4.    A pleasant, relaxed (though not sloppy) atmosphere prevails.

5.    Pupil morale is high; pupils are proud to be members of the school.

6.    Pupils enjoy being at school.

7.    The movement of pupils about the school is disciplined; there is an absence of unruliness
      and excessive noise.

8.    A general sense of purpose is evident in the school.

9.    Careful consideration is given to the whole question of the `hidden curriculum'.

10.   Pupils are given adequate opportunity to air their views.

11.   Pupils participate effectively and responsibly in appropriate decision-making bodies.

12.   Senior pupils set a good example to junior pupils.

13.   Pupil leadership is encouraged and is effective.

14.   Pupils are co-operative and willing to help.

15.   Pupils are co-operative in keeping the building and equipment in good condition; there is a
      low incidence of vandalism.

16.   The general standard of discipline in the school is good.

17.   Firmness, consistency, courtesy and respect are evidence in the staff's dealings with pupils.
      Staff behaviour and attitude in all circumstances establish a desirable pattern for pupil

18.   Punishments and rewards are reasonable and appropriate.

19.   Swift and effective action is taken in all instances of indiscipline.

20.   Staff are always assured of, and receive, strong support from senior staff in disciplinary

21.   There is a system for involving outside agencies for "difficult" children.

22.   Procedures for following up absence, lateness, etc. are efficient.
23.   There is adequate supervision of the buildings before and after school and
      during the lunch-hour.

24.   There is careful monitoring of disciplinary infringements to facilitate the
      continuing task of ensuring that discipline and morale are maintained at the
      highest level.

25.   Staff are satisfied with disciplinary methods and arrangements; adequate
      opportunity is given for discussion of these matters.

26.   There is an effective system for training staff in matters of discipline and
      organisation of pupils and in individual counselling.

27.   School rules are positive, widely known and are consistently applied.

28.   Only a very small number of parents mention discipline as an area of
      concern on parents’ questionnaire.

29.   Monitoring of Quiet Room register reveals a level or decreasing level of

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