School Policy for Behaviour and Discipline by I5F6rC7C


									School Policy for
Behaviour and Discipline

Barnack CE Primary School

October 2010


Chair of Governors

To be Reviewed:
October 2011
                                         Barnack Primary School

                                    Behaviour and Discipline Policy

1      Aims and expectations

It is a primary aim of our school that every member of the school community feels valued and respected,
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. The school behaviour policy is therefore designed to support the way in
which all members of the school can live and work together in a supportive way. It aims to promote an
environment where everyone feels happy, safe and secure.

The school has a number of school rules, but the primary aim of the behaviour policy is not a system to
enforce rules. It is a means of promoting good relationships, so that people can work together with the
common purpose of helping everyone to learn. This policy supports the school community in aiming to
allow everyone to work together in an effective and considerate way.

The school expects every member of the school community to behave in a considerate way towards
others. We treat all children fairly and apply this behaviour policy in a consistent way. This policy aims to
help children to grow in a safe and secure environment, and to become positive, responsible and
increasingly independent members of the school community.

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-
operation. This policy is designed to promote good behaviour, rather than merely deter anti-social

2      Rewards and sanctions

We praise and reward children for good behaviour in a variety of ways:
   teachers congratulate children, often through marking of work- written and oral
   teachers give children class points and or stickers in class
   whole class reward for when whole class/school targets are achieved- curriculum linked
   each week we hold a Gold Book assembly on a Friday where teachers recognise at least 1 child
      in their class for particular praise and these children are awarded with a golden child certificate,
      gold badge and have their photograph taken to be displayed on our golden children display and a
      copy to take home
   In Gold Book we also encourage children to share out of school achievements and share match
      reports and musical talents.
   Headteacher Star Awards for effort and achievement, the headteacher then e-mails parents to
      share why a child gained a Headteacher Star Award
   staff distribute class points and reward stickers to children either for consistent good work or
      behaviour, or to acknowledge outstanding effort or acts of kindness in school

The school acknowledges all the efforts and achievements of children, both in and out of school. Our
Gold Book contains all the children who have achieved a gold book recognition and an explanation of
their achievement. We will soon include Milestone Celebrations in our Gold Book assembly and these
will be displayed on a Wall of Fame in our library area. These will include key ‘milestones’ through the
primary phase.

The school employs a number of sanctions (see appendix) to enforce the school rules, and to ensure a
safe and positive learning environment. We employ each sanction appropriately to each individual

We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either
to move to a place nearer the teacher, or to sit on their own.
We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
If a child is disruptive in class, the teacher will speak with him or her and ensures that the child
understands why they are being disruptive and explains the behaviour that they should be
demonstrating. If a child misbehaves repeatedly, we isolate the child from the rest of the class until s/he
calms down (maintaining supervision of this child with a teaching assistant or another member of staff,
including the Headteacher), and is in a position to work sensibly again with others. A child may miss a
part of all of their playtime if disruption continues.

The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of
others, the class teacher stops the activity and prevents the child from taking part for the rest of that

The class teacher discusses the school rules with each class. In addition to the school rules, each class
also has its own classroom code, which is agreed by the children and displayed on the wall of the
classroom. In this way, every child in the school knows the standard of behaviour that we expect in our
school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole
class during ‘circle time’. The class code is then used as the basis for the children achieving class points.

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has
taken place, we act immediately to stop any further occurrences of such behaviour. While it is very
difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free
from fear.

If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is
dealt with accordingly. If a child repeatedly acts in a way that disrupts or upsets others, the school
contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to
improving the behaviour of the child.

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in
DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or
Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically
to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. The
actions that we take are in line with government guidelines on the restraint of children.

3      The role of the adults in school

It is the responsibility of the adults in school to ensure that the school rules (School Code) are enforced,
and the responsibility of the adults in class that the class behaves in a responsible manner during lesson

The class teachers in our school have high expectations of the children in terms of behaviour, and they
strive to ensure that all children work to the best of their ability.

The class teacher treats each child fairly and enforces the classroom code consistently. The teacher
treats all children in their class with respect and understanding.

If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the
first instance, the class teacher deals with incidents him/herself in the normal manner. However, if
misbehaviour continues, the class teacher seeks help and advice from the Assistant Headteacher or
Headteacher. A behaviour plan may be introduced at this stage to support the child to improve their

The class teacher liaises with external 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 education social
worker or LA behaviour support service.
The class teacher reports to parents about the progress of each child in their class, in line with the
whole–school policy. The class teacher may also contact a parent if there are concerns about the
welfare of a child or if a behaviour plan is needed.

4      The role of the Headteacher

It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to
implement the school behaviour policy consistently throughout the school, and to report to governors,
when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to
ensure the health, safety and welfare of all children in the school.

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour,
and by supporting staff in the implementation of the policy.

The Headteacher keeps records of all reported serious incidents of misbehaviour in the Headteacher

The Headteacher has the responsibility for giving fixed-term exclusions to individual children for serious
acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may
permanently exclude a child. Both these actions are only taken after the school governors have been

5      The role of parents

The school works collaboratively with parents, so children receive consistent messages about how to
behave at home and at school.

We explain the school rules in the home school agreement (shared annually at the Autumn Term parent
consultation) which parents, pupils and teachers sign. We expect parents to support their child’s
learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a
supportive dialogue between the home and the school, and we inform parents immediately if we have
concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions for a child, parents should support the actions of the
school. If parents have any concern about the way that their child has been treated, they should initially
contact the class teacher. If the concern remains, they should contact the school governors. If these
discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

6      The role of governors

The governing body has the responsibility of setting down these general guidelines on standards of
discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in
carrying out these guidelines.

The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy,
but governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher
must take this into account when making decisions about matters of behaviour.

7      Fixed-term and permanent exclusions

Only the Headteacher (or the acting Headteacher) has the power to exclude a pupil from school. The
Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school
year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to
convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the
exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish,
appeal against the decision to the governing body. The school informs the parents how to make any
such appeal.

The Headteacher informs the LA and the governing body about any permanent exclusion, and about any
fixed-term exclusions beyond five days in any one term.

The governing body itself cannot either exclude a pupil or extend the exclusion period made by the
Headteacher. The governing body has a discipline committee which is made up of between three and
five members. This committee considers any exclusion appeals on behalf of the governors.

When an appeals panel meets to consider an exclusion, they consider the circumstances in which the
pupil was excluded, consider any representation by parents and the LEA, and consider whether the pupil
should be reinstated.

If the governors’ appeals panel decides that a pupil should be reinstated, the Headteacher must comply
with this ruling.

8      Monitoring

The Headteacher monitors the effectiveness of this policy on a regular basis. He also reports to the
governing body on the effectiveness of the policy and, if necessary, makes recommendations for further

The school keeps a record of incidents of misbehaviour and also a list of appropriate sanctions. The
class teacher may record minor classroom incidents. The Headteacher records those incidents where a
child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur
at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book
that we keep in the staff room.

The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently

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

9      Review

The governing body reviews this policy every two years. They governors may, however, review the
policy earlier than this, if the government introduces new regulations, or if the governing body receives
recommendations on how the policy might be improved.

         1.   Guidance on sanctions
         2.   Guidance on the use of force to control / restrain pupils
         3.   Best practice in response to racist incidents
         4.   Primary Behaviour Support Guidance
         5.   School Code
         6.   School Rules
         7.   Low level concern advice
Behaviour & discipline policy

Appendix 1: Guidance on sanctions

Level of         Stage   Examples of Incidents                                Sanction                           Guidance for staff
School level:    1       Isolated minor incident of misbehaviour              Verbal warning                     No formal record kept.
informal                                                                      Reminder of broken school
                 2       Repeated minor incidents of misbehaviour e.g.        Reminder of school rules/code.     Name written on the board.
                         name calling, not listening to adult, not doing as   Name written on board, yellow      Encourage children to think of
                         asked or reluctance to do task.                      card issued                        appropriate sanction for themselves.
                                                                              Discussion regarding sanction;     Implement ‘star chart’ /behaviour
                                                                              explain next stage                 chart.

Semi – formal:   3       Isolated incident of a more serious nature           Reminder of school rules.          Inform Assistant HT or HT
parents                  towards another child e.g. physical abuse –          2 yellow cards become red, or      Contact parents to inform of incident.
involved                 fighting in playground, kicking, punching, running   straight red
                         off site, deliberate unpleasant name calling .       Miss Friday break- meeting
                         Repeated incidents of name on the board              with leadership staff reflecting
                                                                              on behaviours and steps to
                                                                              improve, records kept
                 4       Repeated incidents of above                          Reminder of school rules. As       Behaviour IEP - Involvement of
                                                                              above                              SENCo. Meeting with parents -
                                                                              Miss play– internal detention.     Discussion with Assistant HT or HT.
                                                                              Structured activities depending    Head informed.
                                                                              on incident. Loss of privilege.
                 5       Isolated very serious incident against child (e.g.   Reminder of school rules.          Parents asked into school to discuss
                         causing minor physical injury such as scratching     Loss of privilege additionally.    situation with Head and find a way
                         or biting). Continued repeated incidents as above    Structured activities depending    forward. Explanation of formal stage
                         – child not responding to IEP or improving their     on incident. Friday break          and temporary exclusion for repeats of
                         behaviour                                            missed with leadership staff;      5.
                                                                              Meeting with parent, HT after
Formal:    6   Repeat of stage 5                                    If appropriate seek seclusion    Letter to parents. Head to complete
parents                                                             support.                         forms to LA. Inform Toby Wood.
involved                                                            Temporary exclusion for lunch    Contact Ed Psych. Regular
                                                                    period / ½ day / 1 day or        observations of child recorded.
           7   Isolated incident against adult. Continuation of     Fixed term exclusion for up to   Letter to parents. As above.
               behaviour previously exhibited.                      6 days                           Parents to see Head before return of
           8   Same behaviour continuing                            Fixed term exclusion between     Letter to parents. As above.
                                                                    6 and 15 days                    Parents to see Head before return of
                                                                                                     child. Outside agency support (EWO)
           9   See exclusion guidance: e.g. physical assault        Permanent exclusion              Guidance from DfES & LA to be
               against pupil or adult, carrying offensive weapon,                                    followed.
               sexual abuse, and serious verbal abuse.
               Threatened violence, supplying illegal drug,
               bullying, racial abuse, damage, theft, persistent
               disruptive behaviour.
Behaviour and Discipline Policy

Appendix 2: Guidance on the use of force to control / restrain pupils

Barnack C.E Primary School is committed to ensuring that all staff and adults with responsibility for
children’s safety and welfare will deal professionally with all incidents involving aggressive behaviour,
and will use physical intervention as a last resort in line with the policy set out below, which is based on
advice from the LA and DCSF. Where physical restraint is necessary, it will be applied in the context of a
respectful, supportive relationship with the pupil. In applying restraint, staff will always ensure minimal
risk of injury to pupils and staff.

The positive management of behaviour is embedded in the strong, positive ethos of the school. Staff
understand the importance of listening to and respecting children. They understand that their practice will
help create an environment that is generally calm and supportive.

This policy is set within the context of the school’s overall positive strategies for behaviour management
contained within the policies on Behaviour and Discipline and Health and Safety Policies.

Preventative Planning
Whilst it is recognised that incidents requiring physical intervention cannot usually be anticipated, where
staff consider there may be a cause for concern, detailed planning is required, in consultation with an
appropriate senior colleague.

Authorisation of Staff
Provided it is used as a last resort, and in the circumstances set out below, staff will be supported in their
use of physical restraint. Support staff should seek immediate help from teaching colleagues. Normally,
where there is more than one teacher, senior colleagues will take a lead. Adult volunteers will be working
under the direct supervision of teaching staff.

Exercise of Restraint
Restraint should be exercised in such a way as to exert the least amount of physical force necessary to
bring the situation under control. Wherever possible, restraint should be carried out according to
approved techniques.

Circumstances in which physical intervention may be appropriate
The following are situations where staff may be required to judge whether or not physical intervention is
appropriate (on school premises, field trip or other authorised out of school activity):
   o Pupil committing a criminal offence
   o Deliberate injury, including self harm and self defence (e.g. attack on pupil / member of staff,
        pupils fighting)
   o Deliberate damage to property
   o Accidental injury or damage to property through rough play or misuse of dangerous materials or
   o Pupil absconding from the classroom or trying to leave the school premises ( NB only applies if
        pupil could be considered to be at risk if not kept in classroom or on school premises)
   o Serious disruption to a lesson
   o Persistent refusal to obey an instruction to leave a classroom (use with caution in order to avoid
        later allegation that they were the aggressor).
The age, understanding and sex of the pupil must be taken into account.

Managing potentially confrontational situations
Where an incident occurs which may lead to physical confrontation, staff should follow the guidance set
out below:
    o Maintain your respect for all children even when condemning their behaviour
    o Remain calm, confident and in control of your actions
   o   Have clear and reasonable expectations of behaviour from all pupils and ensure these are well
   o   Repeat simple rules and expectations
   o   Offer choices
   o   Assume your expectations will be carried out and move away, returning later
   o   Remove any audience (or the pupil from the audience)
   o   Deal with difficult issues outside lessons
   o   Be prepared to “lose face” in the short term
   o   Have a plan for children who present particular or persistent difficulties

Further points:
   o Where a child’s needs are recognised within the stages of the SEN Code of Practice, be aware of
      the targets and strategies in the IEP
   o Seek advice and assistance from colleagues at an early stage
   o Hand over to a colleague if the situation is ‘getting to you’ emotionally.
   o Look for ways of reducing tension before addressing issues:
   o Be aware of personal space
   o Soften messages you give by your posture, tone of voice, eye contact etc
   o Humour may have a place (provided it cannot be construed as humiliating the pupil)
   o Make use of ‘time out’ systems.

The following are unlikely to be helpful:
       o Open expression of anger
       o Shouting
       o Threatening
       o Personal comments
       o Humiliation of a child in front of their peers
       o Leaving a child no options or space
       o Thinking of behaviour management in terms of winning or losing

Dealing with situations where physical intervention is judged necessary
Where staff consider it necessary to intervene physically, the following may be permissible:
   o Physically interposing between pupils
   o Blocking a pupil’s path
   o Pushing
   o Pulling
   o Leading a pupil by the hand or arm
   o Shepherding a pupil by placing a hand in the centre of the back or (in extreme circumstances)
      using more restrictive holds.

The following should not be used:
   o Holding a pupil around the neck, or by the collar, or in any way that may restrict their ability to
   o Slapping, kicking or punching a pupil
   o Twisting or forcing limbs against a joint
   o Tripping up a pupil
   o Holding or pulling a pupil by the hair or ear
   o Holding a pupil face down on the ground

Physical contact in other circumstances
There are circumstances where physical contact may be appropriate, as follows:
   o Demonstration of exercises or techniques e.g. Sports, PE, D & T.
   o First aid
   o Physical prompts or help for young children or pupils with SEN
   o Comfort for pupils in distress.
It is important to remember that some pupils find touching unwelcome e.g. cultural background or
previous distressing experiences. In exercising professional judgement staff should:
     o Heed the pupil’s response
     o Discuss actions with colleagues
     o Avoid private arrangements with pupils
     o Be aware of the need for open doors, colleagues in the vicinity etc.
     o Consider the age, understanding and sex of the pupil

Staff will take reasonable steps to ensure that such physical contact would not lead to any
misunderstandings on the part of pupils, and will ensure that they do not leave themselves in a
vulnerable position in respect of allegations that might be made in respect of their conduct.

Contact with Parents and other agencies
The school will ensure that parents are contacted:
   o At a planning stage, as a preventative measure, where it is considered that a pupil presents a
      significant risk of requiring some physical restraint
   o Following an incident where physical restraint has been required in order to resolve any issues
      relating to the incident itself
   o Subsequently, as appropriate, as part of an ongoing behaviour management strategy.

The school will contact other agencies as necessary, e.g. Social Services, medical advice, where it is
appropriate for the school to seek further advice, which will inform an individual ‘behaviour management

Recording incidents
It is necessary to ensure that there is a contemporaneous account of every incident involving physical
restraint of a pupil (as soon as possible, and normally not later than 24 hours). The school maintains an
incident book that has a signed and dated entry for each incident. Appendix 4 is a copy of the blank

Report the incident to the Headteacher or Assistant Head as soon as possible.

The report must include:
   o Name of pupil(s) involved, and when and where the incident took place.
   o Names of any other staff or pupils who witnessed the incident
   o Reason that force was necessary (e.g. To prevent injury to pupil, another pupil or member of
   o How the incident began and progressed, including details of the pupil’s behaviour, what was said
       by each of the parties, steps taken to defuse or calm the situation, degree of force used, how it
       was applied, by whom and for how long
   o Pupil’s response, and the outcome of the incident
   o Details of any injury suffered by the pupil, another pupil, or member of staff and of any damage to

Staff should keep a copy of their report and may seek advice from a senior colleague or representative
of their professional association.
Parents should be informed by the appropriate person as soon as possible; usually the Head or Deputy
Head. Oral information should be confirmed in writing. Parents will be offered an opportunity to discuss
the incident. Where other agencies such as Social Services are involved they should also be included in
debriefing arrangements.

Dealing with Complaints
There may be occasions where physical intervention results in an allegation of assault by a pupil or their
parents / carers. Every allegation requires a thorough and professional response, even though some
allegations will turn out to be unfounded.
Where there is an allegation of assault, the Headteacher, prior to the detailed investigation of the matter,
should establish that the parent is satisfied not to invoke the Child Protection Procedures, and for the
matter to proceed through the school’s investigative and, where necessary, disciplinary procedures.

Parents have the right to refer any incident of alleged assault to the police as a child protection issue. If
they do so then the Headteacher has to allow that process, which may involve a joint investigation with
Social Services/NSPCC (depending on circumstances), to conclude before following through any internal
processes. This does not, of course, preclude the head from affecting a suspension if s/he considers that
to be appropriate.

In such cases, the LA should be informed, and advice sought from the Designated Child Protection
Officer, or Education Officer (Schools) or EPM (see Safeguarding Policy Sept 2010).

If an allegation is made against the Headteacher, the Chair of Governors and LA’s Designated Child
Protection Officer (Jenny Parris) should be informed. If an allegation is made against a member of staff
working directly for the LA, the LA’s Designated Child Protection Officer should be informed.

In these circumstances, support may be provided either for the member of staff about whom an
allegation is made, or the pupil making the allegation, or both.

Support for staff
In addition to the employees professional association, the school is committed to providing support and
advice to staff that have been involved in physical intervention. This may relate to:
    o The trauma of the incident itself
    o The distress of an allegation having been made against them, or
    o Both

Provision for counselling will be made if required.

The LA endeavors to provide some external support, as appropriate, if required.

An opportunity will be made to examine the incident and plan future strategies.

Staff Training
The school is committed to high quality training in positive behaviour management strategies and
physical intervention techniques for all staff that require it. In order for physical intervention techniques to
be safely employed, all staff involved will identify their training needs in this area and training will be
arranged as required.

All staff have undertaken a training session on the use on manual handling of children. This training is
refreshed as and when new guidelines are published.
                             Behaviour and Discipline Policy
Appendix 3: Best Practice in response to Racist Incidents

      Recording incidents in the presence of the perpetrator and the victim

      Discussion with, and involvement of, parents

      Whole class, group and one-to-one discussions following incidents

      PSHE policy, ethos of the school and assemblies

      Discussion about different religions and cultures

      More accurate recording and monitoring of incidents

      Exclusion

      Improved communication with parents

      Use of bilingual assistants

      Circle time, Friendship day, PSHE lessons and discussions in assemblies – a focus on positive
       behaviour and respect

      Displays of artefacts and books about different cultures

      Strategies in place to prevent incidents at certain times of the day

      Training – governors, support and lunchtime staff

Further information and an immediate response when guidance is needed from: Peterborough Centre for
Multi-Cultural Education (PCME).
Tel: 01733 703746
Appendix 4

                           Barnack C.E Primary School

                                Our School Code

At Barnack C.E Primary School we will all:

    show respect for one another, our property and our environment

    be kind and caring in words and actions

    resolve problems in a calm and reasonable way

    be honest and take responsibility for our actions

    stay safe and play safe

    move around the school quietly and sensibly

    be proud to belong to Barnack School
Appendix 5 Overview of the main school rules
Additional points linked to School Code:

         Be polite to each other
         Always be respectful to adults and each other
            e.g. let others, especially if carrying something, pass through a doorway first.
            Always knock before entering a room when the door is closed.

         Do not run in school; always walk smartly
         Dress smartly and take care of your clothes and appearance.
         School bags should not be too big to hang on the pegs
         Do not bring toys into school. If you bring interesting things in to show in class leave them in
         the classroom during playtimes.

         Keep the school tidy. Put rubbish and litter in the bin.

         Always treat equipment with care, and return equipment to its proper place

         Play times
         Do not engage in rough play - pulling clothes/ swinging each other around/ play fighting -
         kicking, punching, karate-play.
         No swearing, spitting, biting and other unsavoury behaviour
         Toilets should be used during the playtime and not afterwards when you are sent in.
         Always ask permission before coming into the school building at playtimes.

         Don't go beyond the boundary hedge on field / around corners on playground - stay in view
         Keep off the ramp on the back playground and the grassed areas outside the main
         When the whistle is blown on playground or field, everybody must stop and listen

         At lunch-times: don't leave equipment outside after use. Share it and return it when finished
         with for somebody else to use.
         Don't run on the path between playground and field
         Check with the adult on duty before fetching a ball that has rolled away.

         Only one signet ring permitted. No bracelets or necklaces (friendship bracelets)- badges.
         Ear rings - studs only
         Long hair should be tied back.

         Always have your PE and games kit in school when you need it.
         Do not climb on P E Equipment in the hall

         Children should not answer back/ argue a point/ make gestures of disrespect -(eyes rolling
         shoulders shrugged) when given an instruction by an adult. If they have a legitimate point of
         view they should express it appropriately.

         If someone tries to make you do something that you know is wrong, or frightens you into
         making you do it, tell someone!

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