‘A positive approach to good behaviour and respect in school.’
SECTION 1: BEHAVIOUR POLICY
- Aims and Values
- Positive behaviour rewards and strategies
- RESPECT awards
- Other positive awards
- Inappropriate behaviour
- Unacceptable behaviour
- Strategies to reduce inappropriate behaviour
- Equal opportunities
- Monitoring and review
SECTION 2: ANTI-BULLYING POLICY
- Aims and Objectives
- Role of Governors
- Role of Headteacher
- Role of the Anti-bullying coordinator
- Role of the teacher
- Role of the parent
- Monitoring and review
APPENDIX A – RESPECT ‘Reach for the Stars’ Award
APPENDIX B – WHPS Owl Award
SECTION 1 – BEHAVIOUR POLICY
The revised policy reflects the values and principles that we consider to be vitally important for our school and community, to ensure all children feel safe, happy, ready to learn and therefore achieve their full potential in every aspect of school life.
We believe that, for the happiness and achievement of every member of our school community, it is important to:
- create a calm, purposeful, safe and a happy learning environment
- foster positive caring attitudes to everyone
- acknowledge that every individual has a personal part to play and that everyone’s achievements will be acknowledged and valued
- listen to one another’s views and opinions, and value them
- respond to each other in a polite, respectful and genuine manner
- take joint responsibility for our building, equipment and belongings
We believe that through a positive rewards lead behaviour system, that encourages and promotes good behaviour, incidents of bad or unacceptable behaviour are reduced.
We aim for all staff to support our positive behaviour strategies and encourage respect throughout school by establishing good relationships with pupils and parents and working in partnership.
We aim for children to develop socially, personally, academically and emotionally within a supportive school environment and take responsibility for their actions as they gain independence.
We aim to work closely with parents to support good behaviour and ensure children are well –prepared for secondary transition and beyond.
2.POSITIVE BEHAVIOUR REWARDS AND STRATEGIES
All staff are aware of the importance of encouraging appropriate behaviour in school and actively encourage high standards at all times.
The ethos or climate of the school as a whole is central to establishing and maintaining high standards of behaviour.
We use a range of rewards throughout the school which include:
- verbal praise, body language, thumbs up etc
- positive comments in children’s work books
- stickers and stampers /smiley faces
- individual class rewards e.g. table points
- individual class worker of the week
- special mentions in celebration assembly
- Finer Diners award – for good manners
- star charts leading to -Bronze, Silver and Gold certificates for work/effort in class
- House Cup awarded at the end of the academic year for the house with most points collected
- KS 1 Wise Owl Award
- KS2 Respect Award badges and prizes
- Feedback to parent informal/formal
3. RESPECT CITIZENSHIP AWARD
Our ‘Respect Citizenship’ award has developed and changed over the years building upon our previous ‘Golden Rules agenda, which was originally developed from the work of the highly respected behaviour consultant – Jenny Mosley.
Key Stage 2- ‘Reach for the Stars’ – Respect Award
The Respect Award –‘ Reach for the Stars ’is aimed at promoting outstanding citizenship and behaviour within and beyond school, through respect for everyone, encouraging children to do their best in everything and building high levels of self-esteem and confidence.
The Respect Award is achievable at 3 levels, bronze, silver and gold, with the expected behaviour and participation required becoming increasingly challenging through the levels.
Through the award we aim is to teach and encourage the children in our care to;
R – foster good relationships, be ready and organised, act responsibly
E – enjoy learning, be excited about school, achieve excellence
S – know how to be safe, be smart, achieve success
P – be polite, take pride in their work, achieve personal goals
E – be eager to learn, be enthusiastic, display exemplary behaviour
C – be caring, show courage, celebrate difference
T – be truthful, demonstrate good teamwork, be trustworthy in all situations
Children who attain the award, which has to be agreed by two adults for every criteria, are awarded a star badge in celebration assembly and a small prize for their efforts.
The award can be retained each year but children will have a check in the Autumn term to ensure they still meet the standard. All children who have been awarded a badge will have an end of year reward.
Key Stage 1-WHPS Wise Owl Award
In key Stage 1 children are encouraged to work towards WHPS, Wise Owl Award.
This is a very simple version of the Key Stage 2 RESPECT award, which in KS1 and EYFS 2 is based on children being happy at school, working hard in lessons and being kind to others.
The award has 3 levels which get a little more challenging. At each level the children will be given a small prize.
4. OTHER POSITIVE AWARDS
Each class has its own class charter that is an agreed and signed declaration of ‘rights and responsibilities’ of pupils and adults in each particular class. The class charter will be on display in each classroom and is reviewed each year.
Worker of the week
Every week the Class Teacher will award the ‘worker of the week’ cup to a pupil who has stood out in their behaviour and work in class that week. The cup is presented in celebration assembly and a short speech made about why the cup was awarded.
Star Charts /House Points
Children are awarded stars for good work in class. A sticker and a certificate is awarded for 50, 100, 150 bronze, silver and gold and 250 for a platinum award. These are awarded in celebration assembly.
Other awards and certificates are given for specific achievements as appropriate-
e.g. special mentions, leaps in learning and finer diner awards.
5. INAPPROPRIATE BEHAVIOUR
The majority of our children follow the school rules and behave exceptionally well. However we recognise that there will be occasions when there will be occasional incidents of inappropriate behaviour. These breaches of school rules can occur for a variety of reasons. We will always try to understand the reasons for any misbehaviour, discuss this with the child and gain a full picture of the incident, so that we can deal with it most effectively and appropriately. When dealing with problems, we recognise that it is always important to label the behaviour – not the child. Generally incidents of inappropriate behaviour can be dealt with by the Class Teacher or other appropriate adults in school including: MMS, Teaching assistants or the Headteacher.
6. UNACCEPTABLE BEHAVIOUR
We believe the following are unacceptable behaviours for members of our school community:
- Bullying (physical, verbal, psychological, cyber, homophobic)
- Harassment (racial or sexual)
- Rudeness to adults
- Bad language
It is regularly made clear that these behaviours are not acceptable in our school. Anyone observing or experiencing bullying, harassment or vandalism is encouraged to enlist the help of an adult in the school. Posters are displayed to encourage children to support others and get help if they need it. Circle time and PSHE are opportunities for classes to discuss and address issues
All individual occurrences will be dealt with appropriately ensuring that all parties are listened to and any evidence gathered. The Headteacher will also be advised and if appropriate, note the incident in the incident book in the HT office. Parents may be informed.
7.STRATEGIES TO REDUCE INCIDENTS OF UNACCEPTABLE BEAHVIOUR
The school is pro-active in its aim to reduce incidents of acceptable behaviour and therefore to protect individuals from negative forms of behaviour.
- Assemblies , PSHE and aspects of the curriculum consistently reinforce the importance of good behaviour and respect for others
- All staff are excellent role models and model respectful, positive relationships.
- Our positive rewards led systems, Respect Award, star charts, finer diners etc encourages good behaviour throughout school and sets a high standard for all.
- A ‘Buddy’ system also exists in the playground to support children who may feel isolated or who struggle to make friends. (Buddies are Y6 children who have been identified by members of staff as responsible and understanding members of our school community. These children undergo ‘Buddy’ training by a nominated member of staff that includes how to deal with conflict situations and help children with friendship issues. Buddies are easily identified by their ‘Buddy’ badge.)
Where rules are contravened the school has a set of sanctions that may be applied. Sanctions should always be appropriate to the behaviour and aim to prevent further incidences.
Sanctions for inappropriate behaviour
- Visible/tangible disappointment from an adult
- A verbal reminder and reinforcement of the rules
- Name written on the board
- Repetition of task, if not done satisfactorily
- Loss of privilege e.g. part of a playtime
- ‘Time out’ of class (supervised) with work made up at break
- Time spent on written apology
Sanctions for unacceptable behaviour
More serious incidents of bad behaviour may require a more formal sanction these would apply with regard to the list of unacceptable behaviours in paragraph 5.
- Apology – written or verbal as appropriate
- Withdrawal of a major privilege
- Removal from place of problem for a longer period
- Referral to Head Teacher
- Pupil put on yellow report card with behaviour targets
- Verbal/letter report to parents/carer
- Discussion with parents/carer about the problem and to agree a way forward
All incidents will be fairly and thoroughly investigated to ascertain the facts before deciding on an appropriate sanction and/or informing parents. Parents are not informed of minor incidents unless this is felt necessary (e.g. where a child continues to display minor inappropriate behaviour).
Where problems of unacceptable behaviour are exhibited on a regular basis or a serious incident occurs, parents will be informed at an earlier stage. If the problem persists, it may be necessary to involve outside parties (e.g. Educational Psychologists and / or the Behaviour Support Service).
As a last resort, exclusion from the school on a temporary or permanent basis will be considered in accordance with Derbyshire’s policy on exclusion. ( see Exclusion Policy and LA guidance)
Playtimes and lunchtimes are by necessity less-structured and a chance for children to interact and be more self-directed.
We expect children to respect the same school rules at playtimes as during the rest of the school day. All support and supervisory staff (e.g teaching assistants, clerical staff and mid-day supervisors) should be treated with the same respect as other adults in school and have access to the school system of rewards and sanctions.
- Keep off the grass and borders unless you have permission from staff to use the field
- Play safe and appropriate games in zoned areas
- Avoid dangerous games (eg bulldog, leapfrog or games where physical contact with other children is involved)
- Nobody to enter the building without permission at either lunch time or play time
- No bullying or anti social behaviour
- Help anyone who is upset or hurt
- Be polite to adults (e.g. teachers, mid-day supervisors) and to each other
- Line up in a straight line quietly (Each class can earn 10 minutes extra play for lining up sensibly on 10 occasions.)
- Verbal warning
- 5 minutes time out by the wall
- Sent to staff room to wait outside for a member of the Leadership Team and loss of playground privileges (min one day – max one week )
- Headteacher may be informed and parents may be contacted for persistent inappropriate play.
Occurrences of inappropriate behaviour at lunchtime should be investigated, noted and the class teacher should be informed. (All MMS staff have notepads for this purpose)
Serious incidents or unacceptable behaviour should be reported to the Head Teacher or Deputy Headteacher. Sticky labels are used to record incidents by all staff who undertake outdoor supervision. On completion, these are sent to the Headteacher to record in the incidents log and, if appropriate, to enable her to follow up on actions required.
An Accident Book is kept in the staff room where details of all incidents involving accidental physical injury to a child at morning, afternoon or lunchtime breaks should be entered by a teacher, teaching assistant or mid-day supervisor. If a parent needs to be contacted the Headteacher should be informed of the incident.
We are committed to equality of opportunity for all our children, irrespective of race ,gender, religion or disability. This effectiveness policy is monitored by the governing body safeguarding committee. (see also SEN and inclusion policy)
12. MONITORING AND REVIEW
This policy will be reviewed and updated as appropriate and at least every 2 years in conjunction with all staff, governors and pupils
Policy revised : Mrs palmer-Coole Headteacher
Date of policy: December 2015
Reviewed: December 2016
SECTION 2: ANTI BULLYING POLICY
- 1. INTRODUCTION
Bullying is action taken by one or more children with the deliberate intention of hurting another child, either physically or emotionally.
Our school recognises the need to create a safe and secure environment for all our pupils, where they can learn without anxiety, in which incidents of bullying are minimised, and where there is a formal policy for reporting and dealing with incidents.
Our school has been part of the Derbyshire’s ABC (Anti-Bullying Commitment) Scheme, which recognises, awards, and develops anti-bullying practice within Primary and Secondary Schools.
- 2. AIMS AND OBJECTIVES
Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as totally unacceptable.
This policy provides a consistent school response to any bullying incidents that may occur, and is designed to make all those connected with the school aware of our opposition to bullying. The policy also clarifies each person’s responsibilities with regard to the prevention of bullying in our school.
- 3. ROLE OF GOVERNORS
The governing body fully supports the Head Teacher in all attempts to eliminate bullying from our school. Any incidents that do occur are taken very seriously and dealt with appropriately. There is a nominated Safeguarding governor, who monitors anti-bullying work within school.
The governing body will monitor any incidents that occur, and will review the effectiveness of the school policy regularly. The governors require the Headteacher to maintain accurate records of all bullying incidents, and to report to them, on request, about the effectiveness of school anti-bullying strategies.
The governing body will respond within 10 days to any request from a parent to investigate incidents of bullying. In all cases, the governing body will notify the
Headteacher and ask her/him to conduct an investigation into the case and to report back to a representative of the governing body.
- 4. ROLE OF THE HEADTEACHER
It is the responsibility of the Headteacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with incidents of bullying. The Headteacher will report to the governing body about the effectiveness of the anti-bullying policy on request, and as part of the Headteacher’s report to governors at the Full Governors’ Meeting.
The Headteacher will ensure that all children know that bullying is wrong, and that it is unacceptable behaviour in this school.
The Head Teacher will use a suitable forum to draw this to the children’s attention eg:
- if an incident occurs
- Annual anti-bullying week
- assembly – to openly discuss the effects of bullying and why it is wrong
- Circle Time and PSHCE activities which target prevention rather than cure.
The Head Teacher will ensure that all staff receive sufficient training to be able to deal with incidents of bullying.
At our school, we aim to make all children feel important, and that they belong to a friendly and welcoming school. In this environment, bullying is far less likely to be part of their behaviour.
- 5. ROLE OF THE PSHCE/ANTI-BULLYING COORDINATOR
The Anti-bullying Coordinator is the Deputy Headteacher and she has the responsibility of ensuring that the curriculum includes relevant PSHCE and Anti-bullying activities in conjunction with the Senior Leadership Team. Our school uses the Social and Emotional Aspects of Learning (SEAL) materials as the basis of PSHCE planning. SEAL Theme 3 ‘Say No To Bullying’ is used as a unit to coincide with National Anti-Bullying Week each November. Additional activities (eg anti-bullying drama workshops) are organised when appropriate. In addition she will ensure posters are displayed so children know there is always someone to turn to.
- 6. ROLE OF THE CLASS TEACHER
Teachers in our school take all forms of bullying seriously, and will intervene to prevent incidents from taking place. Each class has a set of bullying report forms for children to use. These forms are provided as a tool for children to report any incidents of bullying should they feel unable to speak directly with an adult.
Class teachers will keep their own records of any incidents that happen in their class and any other incidents they become aware of in school.
Incidents of bullying that occur outside lesson time are recorded in the incident book in the Headteacher’s office. Any adult witnessing an act of bullying should report the incident to the Head or Deputy Headteacher.
Should a teacher become aware of bullying taking place between members of the class, the issue will be dealt with immediately. This may involve:
- Punishment for the child who has carried out the bullying. The teacher will talk to the offender, explain why the action was wrong, and help change their future behaviour.
- Advising the Head Teacher where a child is repeatedly involved in bullying other children. The SENCO will also be advised.
- Inviting the child’s parents to school to discuss the situation.
In cases where a resolution has not been achieved support from outside agencies may be sought.
- 7. ROLE OF THE PARENT/CARER(S)
If a parent/carer is concerned that their child may be being bullied, or suspects that their child may be the perpetrator of bullying, they should contact their child’s class teacher immediately.
Parents and Carers have a responsibility to support the school’s anti-bullying policy and to actively encourage their child to be a positive member of the school community. An information leaflet regarding our anti-bullying policy is provided to all new parents and is available in reception.
- 8. MONITORING AND REVIEW
This policy is monitored on a day to day basis by the Headteacher, who will report to the governors about its effectiveness on request.
The anti-bullying policy is the governors’ responsibility and they will review its effectiveness annually. This will be undertaken by examining the school’s anti-bullying records and through discussion with the Headteacher.
Governors will analyse the information with regard to gender, age and ethnic background of all children involved in bullying incidents.
SIGNED: J Palmer-Coole
DATE: December 2016