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Section 91 0f the Education and Inspections Act 2006 gives school staff a
clear statutory authority for punishing pupils whose behaviour is unacceptable,
who break school rules or who fail to follow a reasonable instruction.

This policy reflects a commitment to improving outcomes for all pupils and
eliminating all forms of harassment and bullying, as well as promoting equality
of opportunity, the welfare of pupils and good relations across the whole school

Our statement of principles is built upon the school’s overarching values:

Respect has to be given in order to be received. Parents and carers, pupils and
school staff all need to operate in a culture of mutual regard

The quality of learning, teaching and behaviour in our school are inseparable issues,
and the responsibility of all staff

Poor behaviour cannot be tolerated as it is a denial of the right of pupils to learn
and teachers to teach. To enable learning to take place we have clear strategies in
place to help pupils to manage their behaviour

The fair and consistent implementation of good practice in learning, teaching and
behaviour management ensures that standards remain high and all pupils achieve as
well as possible

The support of parents and carers is essential for the maintenance of good
behaviour. Partnerships between home and school are crucial and highly valued, with
each having a clear understanding of their rights and responsibilities

In order to develop a consistent approach to positive discipline and the
development of high self-esteem, we have implemented the SEAL Programme in
conjunction with the Nurturing Programme. In partnership with parents and carers,
we will help our pupils to become well-adjusted, responsible citizens who are able to
form and maintain positive, healthy relationships.

To build a school ethos that promotes social and emotional well-being and
encourages positive nurturing attitudes

To ensure that standards and expectations of behaviour protect and safeguard the
welfare of all pupils

To provide an environment in which all pupils are safe, secure and confident,
irrespective of gender, disability, race or religion, with equal opportunities for all

To increase self-esteem and motivation through praise, reward, encouragement and

To develop positive attitudes to learning and behaviour through inclusive teaching,
thus raising standards

To promote positive relationships at all levels and in all aspects of school life

To teach responsible behaviour, self-discipline and mutual respect in order to help
pupils effectively manage their own behaviour

The policy is made up of three main sections, which are detailed below. All
stakeholders are made aware of these through our ‘step by step’ guidance booklet.

Because we value and respect ourselves, others and our environment, as members of
our school community we agree to:

1       respect everyone and everything around us

2       show good manners at all times

3       use a quiet voice indoors

4       walk sensibly and quietly around the building

5       listen carefully to others and take turns talking and playing

6       follow instructions and stay on task

This code of conduct is displayed in all classrooms and other main areas of the
school and used as a point of reference for pupils in order to reinforce
expectations. It is reinforced by class teachers at the start of each new school

As a school, we recognise the importance of emphasising the positive aspects of
behaviour management. The following reward systems are consistently applied:

       Behaviour awards for consistently good behaviour linked to the ‘Good to be
        Green’ scheme

       BRONZE – 1 term          SILVER – 2 terms          GOLD- 3 terms
      Recognition for good/improved behaviour and positive attitudes/effort to
       any area of school life through the Gold Book and Special Awards and other
       certificate schemes, with achievements being celebrated in assemblies. End
       of term rewards are given to all pupils who have successfully remained
       ‘green’ throughout the term, with an end of year reward for all pupils who
       have successfully remained Green throughout the whole year.
      House points for pupils who show positive attitudes in any area of school life
      Our Lunchtime Stars scheme empowers lunchtime supervisory staff to
       reward positive behaviour through a ‘raffle ticket’ system linked to prizes
       and certificates. This is entirely organised by the staff themselves, with
       time allocated in assemblies for class ‘raffle ticket’ lucky dip prizes
      ‘Golden Time’ is accessed at the end of each week by all pupils who follow the
       rules, both in and out of the classroom. This is monitored through the ‘Good
       to be Green’ behaviour record and is the responsibility of all
       teaching/learning support staff in partnership with lunchtime staff and
       other associate staff.


Pupils will be taught to understand what types of behaviour are inappropriate and
will be made aware of the consequences.

Inappropriate behaviour will not be tolerated at Usworth Colliery Primary School
and can be defined as the following:

      Violence and aggression i.e. kicking, punching, slapping

      Threatening behaviour including bullying

      Dishonesty including theft

      Deliberate disobedience and disrespect including persistent lack of
       attention in class

      Abusive language including swearing

      Spitting

      Vandalism

      Leaving the classroom without permission

At the beginning of each academic year, there will be a ‘probationary’ period of 2
weeks to allow pupils to settle in to school routines. Our Good to be Green scheme

will operate as usual but no formal recording will be made and the first two weeks
therefore not affecting pupils’ receipt of termly behaviour awards/reward and the
100% behaviour award/reward at the end of the school year. Our intention is to
help pupils to develop an understanding of the differences between acceptable and
unacceptable behaviour.

In order to support parents, who have a crucial role to play in supporting good
behaviour, the following systems are in place:

      Amber Warning Cards – parents will receive a ‘Yellow Letter’
      Red Cards – parents will receive a text message on the same day as the card
       is given, offering the opportunity to discuss the incident with the class
      Three red cards in a single week – a meeting will be arranged with the
       Head Teacher and may result in exclusion.
      Following a red card, if the behaviour continues then the child will be
       withdrawn from the classroom by a senior member of staff. They will be
       provided with work but their behaviour will not be allowed to disrupt the
       work of other pupils within the class.
      If withdrawal becomes a persistent requirement and in discussion with
       parents, then it may be appropriate to refer the pupil to appropriate
       agencies who may offer support.
      The school reserves the right to exclude pupils whose behaviour is
       persistently unacceptable.

Sanctions are more likely to promote positive behaviour if pupils see them as fair.
The following guidelines to staff advises them to:

      make clear they are dealing with the behaviour, rather than stigmatising the
      impose an immediate sanction of loss of 5 minutes up to 15 minutes of
       playtime depending upon the scale of behaviour in addition to the loss of
       minutes of golden time on Fridays, depending upon the seriousness of the
      avoid sanctions becoming cumulative and automatic and ensure they take
       account of individual needs, age and understanding (Section 3. 9 of guidance
       for detail)
      avoid whole group sanctions that punish the innocent as well as the guilty
      wherever possible, use sanctions that are a logical consequence of the pupils’
       behaviour e.g. unfinished work would result in staying behind at break to
       complete it
      use sanctions to help the pupil and others to learn from mistakes and
       recognise how they can improve their behaviour
      where appropriate, use sanctions to put right harm caused
      never issue a sanction that is humiliating or degrading
      use sanctions in a calm and controlled manner
      ensure sanctions are seen as inevitable and consistent
      attempt to link the concept of sanctions to the concept of choice, so that
       pupils see the connection between their own behaviour and the impact on
       themselves and others, and so increasingly take responsibility for their own

Our ‘Good to be Green’ traffic light classroom behaviour monitoring system linked
to our playground/lunchtime behaviour book systems enable us to track pupil
behaviour at a glance. This is not therefore, time consuming and most importantly,
does not allow teaching to be disrupted.
This system is outlined on the attached grid.

The system of consequences is designed to signal to pupils the level of disapproval
involved. However, there will need to be some flexibility to take account of
individual circumstances eg pupils with disabilities/those with specific
medical/behavioural difficulties and to take account of the accepted behaviours of
different races and cultures. The system is introduced gradually in the Foundation
Stage, with full integration by the end of the year.

Staff will work within the guidelines outlined in the consequences and sanctions

They will also need to consider, when using sanctions, whether the apparent
behaviour difficulty is the manifestation of an unidentified learning difficulty or
other type of special educational need. Any ‘at risk’ or vulnerable pupils should be
identified in advance and decisions taken as to how the discipline framework should
apply to each of these pupils. The class teacher should develop a Behaviour
Management Plan (BMP) and ensure that all those who come into contact with the
pupil is clear on what has been agreed. There is also an appointed key person who
can act as a reference point for the pupil, staff and parents; for our school this is
the Inclusion Manager.

Any pupil who appears in detention for three times in a term, will be invited to
attend a meeting with their parents, their Class Teacher, the Inclusion Manager
and the Head Teacher. The codes on the Going for Green weekly record sheets will
inform this meeting and will lead to more detailed monitoring as may be required
for requesting involvement of other professionals and/or movement through the
Special Needs Code of Practice.

Parents need to be aware that detentions will be used as a sanction. Parental
consent is not required for lunchtime detentions though at least 24 hours notice
must be given in writing where pupils are given detention out of school hours
(standard letter, to be sent by the teacher with the child, phone call home first
advising parents of detention). A copy of the letter and a record of the phone call

must be kept in order to protect the school in the case of subsequent challenges. A
file is kept in the school office for this purpose. Parents are required to ensure
their child attends these detentions, though the school must be seen to act
reasonably and offer an alternative date eg in cases where holidays have been
booked, or other family commitments planned in advance. However, a mere
disagreement with the penalty on the part of the parent is no excuse for non-
attendance. Detentions will be supervised by the pupil’s Class Teacher.

CONFISCATION OF INAPPROPRIATE ITEMS (including retention and disposal)
Criteria for confiscation
     an item posing a threat to others e.g. a laser pen/dangerous implement being
       used to distract and possibly harm others
     an item posing a threat to good order for learning e.g. a pupil bringing a
       mobile phone or personal music player into school or playing with collectors
       cards in class
     an item is against school uniform rules e.g. refusing to take off a baseball
       cap in the classroom
     an item which is illegal for a child to have e.g. racist or pornographic material
     an item which is counter to the ethos of the school e.g. material that might
       cause racial tension

All of the above items will be removed from the child, a record made of the item in
the confiscation log, and the item enveloped and labelled before storing in the
school safe. A standard letter will be sent to the parent informing that the item
has been confiscated, and that it should be collected by an adult (who will sign for
the item) from the school office. In the case of mobile phones, staff will need to
ascertain whether the phone is required for arrangements for meeting parents
after school, in which case, the policy is to hand the phone in at the school office
before school and collect it at the end of the school day.
Items such as chewing gum, bluetac and paper balls etc do not need to be retained
and can be disposed of immediately, though it would be good practice for this to be
recorded in the confiscation log for reference.
 It should be noted that accessing the contents of a mobile phone without the
permission of a pupil is unlawful. Whilst there is legal power for certain school
staff to search pupils for weapons, this does not extend to other items e.g. stolen
property. The decision of this school is to involve the police in any circumstances
where searching a pupil is required.

Parents/carers are requested to do everything they can to help their children to
work and play in co-operation with all adults and other pupils in school. We expect
support from home in encouraging and developing self-discipline, attitudes such as
mutual respect, care and concern for others and moral qualities such as
truthfulness and honesty.

The support of parents/carers in helping their children to participate fully in all
aspects of school life and the wider aspects of the school community is essential.
Encouraging to respond to the behaviour of others ‘like for like’ (e.g. if he hits you,
you hit him back) is not behaviour we will encourage in school. All pupils are taught
to seek adult support should they find themselves being physically harmed or
verbally abused by others.

The effectiveness of this policy is dependent upon the quality of partnerships
between home and school and the willingness of parents/carers to reinforce the
school’s high standards and expectations.

Exclusion is at the discretion of the Head Teacher and will follow the advice
provided by the Local Authority. However, the Leadership Team reserve the right
to use fixed term exclusions for the following incidents:
     Verbal attack (swearing) at a member of staff (2nd instance)
     Fighting
     Physical Attack on another child
     Physical attack on a member of staff
     Persistent infringements of the Code of Conduct

The policy will be monitored and evaluated annually in conjunction with staff and
the full governing body, and the outcomes reported to all stakeholders. This will
involve taking reasonable steps to identify patterns of behaviour within certain
groups to gain a picture of whether any particular groups are disproportionately

Staff will apply the identified sanctions consistently and fairly and the overall
impact of these by age, ethnicity, gender, special educational needs and disability
will be monitored.

Please also see our Child Protection Safeguarding and Anti-Bullying policies.

Authors: C. A Colling/C. M.Robertson

Agreed date:                        November 2011
Implementation date:                November 2011
Review date:                        annually

Signed ……………………………………………………………               Date ………………………………..
      Head Teacher

Signed ……………………………………………………………               Date ………………………………..
       Chair of Governors

   Good Behaviour                  Stickers, certificates, Behaviour
                                    Ambassador badge, Praise pad note,
                                    Celebrations Board, Lunchtime
                                    Awards, Gold Book

   Good Work                       Stickers, certificates, Special
                                    Award, Praise pad note. House points,
                                    Gold Book

   Sporting or Other Achievement   Certificates

   Bringing Pride to the School    Complimentary letter home, Proud
                                    Moment memo

   Good Citizenship                Certificates

   Positive Attitudes              House points

   Attendance                      Certificates, termly and annual


Breaking the Code of Conduct            Serious Behaviour         Very Serious Behaviour
            (1-6)                 Refusal to work              Leaving classroom, building,
                                  Verbal/physical aggression   school site, violent behaviour
      You will be asked to        GOLDEN TIME FOR THE          GOLDEN TIME FOR THE
      follow the code             WEEK AND A RED CARD          WEEK AND A 45 MINUTE
2     WARNING                                                  AFTER SCHOOL DETENTION
      You will be warned that     TWO SERIOUS INCIDENTS        FOR KS2 PUPILS
      your behaviour has          IN ONE TERM RESULT IN
      consequences                LETTER HOME, DISCUSSION      PARENTS CONTACTED AND
3     Breaking the code           WITH PARENTS (HEAD           POTENTIAL FIXED TERM OR
      results in Amber card       TEACHER/DEPUTY HEAD)         EVEN PERMANENT
      and loss of 5 minutes       AND                          EXCLUSION
      golden time and 5           45 MINUTE AFTER SCHOOL
      minutes of playtime         DETENTIONFOR KS2 PUPILS
      You will be warned that
      your behaviour has
5     Breaking the code
      results in Red card, loss
      of 15 minutes golden
6     3 red cards in one
      week results in loss of
      all golden time plus 45
      minutes detention for
      KS2 pupils. Parents
      notified by letter
7     3 detentions in one term or persistent disruptive behaviour
      Pupil placed on continual report system for agreed period with review
      meeting (Log sheet, report book) and development of behaviour management
      plan (BMP) by class teacher. Pupil registered on special needs code of
      practice at School Action stage.

8     At the discretion of the head teacher


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