Behaviour Policy / Anti-Bullying Policy

WHPS Behaviour Policy 2019-20

Walton Holymoorside Primary and Nursery School Behaviour Policy

Last updated: September 2019


Statement of intent
1. Legal framework
2. Roles and responsibilities
3. Definitions
4. Smoking and controlled substances
5. Prohibited sexual harassment
6. Items banned from the school premises
7. Effective classroom management
8. Positive relationships and approach
9. Understanding behaviour
10. De-escalation strategies
11. Intervention
12. Managing behaviour
13. Behaviour off the school premises
14. Staff training
15. Monitoring and review

Statement of intent
Walton Holymoorside primary and Nursery School believes that, in order to facilitate teaching and learning, children need to be safe, happy and ready to learn and demonstrate acceptable behaviour in all aspects of school life.
The school acknowledges that behaviour can sometimes be the result of educational, mental health, other needs or vulnerabilities, and will address these needs via an individualised graduated response.

The school is committed to:
• Promoting good behaviour.
• Creating a calm, purposeful, safe and happy learning environment.
• Promoting self-esteem, self-discipline, proper regard for authority, and positive relationships based on mutual respect.
• Ensuring equality and fair treatment for all.
• Praising and rewarding good behaviour.
• Challenging and sanctioning misbehaviour.
• Providing a safe environment, free from disruption, violence, discrimination, bullying and any form of harassment.
• Encouraging positive relationships with parents.
• Developing positive relationships with pupils to enable early intervention.
• A shared approach which involves pupils and parents in supporting positive behaviour.
• Promoting a culture of praise and encouragement in which all pupils can achieve.

Signed by:
Headteacher Date:
Chair of governors Date:

1. Legal framework
1.1. This policy has due regard to all relevant legislation and statutory guidance including, but not limited to, the following:
• Education Act 1996
• Education Act 2002
• Equality Act 2010
• Educations and Inspections Act 2006
• Health Act 2006
• The School Information (England) Regulations 2008
• DfE (2016) ‘Behaviour and discipline in schools’
• DfE (2018) ‘Sexual violence and sexual harassment between children in schools and colleges’
• DfE (2018) ‘Mental health and behaviour in schools’
• DfE (2015) ‘Special educational needs and disability code of practice: 0 to 25 years’
• DfE (2013) ‘Use of reasonable force’
• Voyeurism (Offences) Act 2019
1.2. This policy operates in conjunction with the following school policies:
• Anti-Bullying Policy
• Special Educational Needs and Disabilities (SEND) Policy
• Child Protection and Safeguarding Policy
• Exclusion Policy
• Physical Restraint and Reasonable Force Policy
• Complaints Procedures Policy
• PSHE Policy

2. Roles and responsibilities
2.1. The Learners’ Trust has overall responsibility for:
• The monitoring and implementation of this Behaviour Policy and of the behaviour procedures at the school. This includes the policy’s effectiveness in addressing any SEMH-related drivers of poor behaviour.
• Ensuring that this policy, as written, does not discriminate on any grounds, including, but not limited to, age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex and sexual orientation.
• Promoting a whole-school culture where calm, dignity and structure encompass every space and activity.
• Handling complaints regarding this policy, as outlined in the school’s Complaints Procedures Policy.
2.2. The Headteacher is responsible for:
• Establishing the standard of behaviour expected by pupils at the school.
• Determining the school rules and any sanctions for breaking the rules.
• The day-to-day implementation of this policy.
• Publishing this policy and making it available to staff, parents and pupils.
Reporting to the Governors/ Local Board on the implementation of this Behaviour Policy, including its effectiveness in addressing any SEMH-related issues that could be driving disruptive behaviour.
2.3. The Headteacher and Deputy Headteacher are also responsible for:
• Overseeing the whole-school approach to mental health, including how this is reflected in the school’s Behavioural Policy, how staff are supported with managing pupils with SEMH-related behavioural difficulties, and how the school engages pupils and parents with regards to the behaviour of pupils with SEMH difficulties.
• Collaborating with the SENDCO, DSL s and Governors/Local board to provide the resources for a high standard of care for pupils with SEMH behavioural related difficulties.
• Providing professional guidance to colleagues about SEMH difficulties and the links with behaviour, and working closely with staff, parents and other agencies, including SEMH charities.
• Overseeing referrals for pupils with SEMH-related behavioural difficulties to external services, e.g. specialist children and young people’s mental health services (CYPMHS), to receive additional support where required.
• Overseeing the outcomes of interventions on pupils’ behaviour, education and overall wellbeing.
• Liaising with parents of pupils with SEMH-related behavioural difficulties, where appropriate.
• Liaising with other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies.
• Liaising with potential future providers of education, such as secondary school teachers, to ensure that pupils and their parents are informed about options and a smooth transition is planned.
• Organising CPD on mental health and behaviour.
2.4. The SENCO is responsible for:
• Collaborating with the Governors / Local Board, Headteacher and DSLs, as part of the SLT, to determine the strategic development of behavioural and SEMH policies and provisions in the school.
• Undertaking day-to-day responsibilities for the successful operation of the behavioural and SEMH policies to support pupils with SEND.
• Supporting subject teachers in the further assessment of a pupil’s strengths and areas for improvement and advising on the effective implementation of support.
2.5. Teaching staff are responsible for:
• Being aware of the signs of SEMH-related behavioural difficulties.
• Planning and reviewing support for their pupils with SEMH-related behavioural difficulties in collaboration with parents, the SENDCO and, where appropriate, the pupils themselves.
• Setting high expectations for every pupil and aiming to teach them the full curriculum, whatever the prior attainment.
• Planning lessons to address potential areas of difficulty to ensure that there are no barriers to every pupil achieving their full potential, and that every pupil with SEMH-related behavioural difficulties will be able to study the full national curriculum.
• Being responsible and accountable for the progress and development of the pupils in their class.
• Being aware of the needs, outcomes sought, and support provided to any pupils with SEMH-related behavioural difficulties.
2.6. All members of staff, volunteers and support staff are responsible for:
• Adhering to this policy and ensuring that all pupils do too.
• Promoting a supportive and high-quality learning environment, and for modelling high levels of behaviour.
• As authorised by the headteacher, sanctioning pupils who display poor levels of behaviour.
2.7. Pupils are responsible for:
• Their own behaviour both inside school and out in the wider community.
• Reporting any unacceptable behaviour to a member of staff.
2.8. Parents are responsible for
• the behaviour of their child(ren) inside and outside of school.

3. Definitions
3.1. For the purpose of this policy, the school defines “serious unacceptable behaviour” as any behaviour which may cause harm to oneself or others, damage the reputation of the school, and/or any illegal behaviour, including, but not limited to, the following:
• Discrimination/ Discriminative abuse- not giving equal respect to an individual on the basis of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation
• Harassment – behaviour towards others which is unwanted, offensive and affects the dignity of the individual or group of individuals
• Vexatious behaviour – deliberately acting in a manner so as to cause annoyance or irritation and seriously inhibiting the learning of others
• Bullying – a type of harassment which involved criticism, personal abuse or persistent actions which humiliate, intimidate, frighten or demean the individual
• Cyberbullying – the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature
• Possession of legal or illegal drugs, alcohol or tobacco
• Possession of banned items
• Refusing to comply with disciplinary sanctions, persistent disobedience
• Theft
• Swearing, racist remarks or threatening language
• Fighting or aggression, violence
• Wilfully damaging school property or vandalism
• Any behaviour that threatens safety or presents a serious danger

3.2. For the purpose of this policy, the school defines “low level unacceptable behaviour” as any behaviour which may disrupt the education of the perpetrator and/or other pupils, including, but not limited to, the following
• Low level disruption and talking in class
• Failure to complete classwork
• Rudeness/ disrespect
• Lack of correct equipment
• Use of mobile phones without permission
• Graffiti/ damaging school property
3.3. “Unacceptable behaviour” may be escalated as “serious unacceptable behaviour”, depending on the severity of the behaviour.

4. Smoking and controlled substances
• In accordance with part 1 of the Health Act 2006, this school is a smoke-free environment. This includes all buildings, out-buildings, playgrounds, playing fields and sheltered areas.
• The school has a zero-tolerance policy on illegal drugs and legal highs.
• Any incident will be reported to the police immediately. The police will then collect the item and deal with it in line with their agreed protocols.
• Any further measures will be undertaken in line with the school’s Child Protection and Safeguarding Policy.

5. Prohibited sexual harassment
5.1. The school prohibits all forms of sexual discrimination including sexual harassment, gender-based bullying and sexual violence
• Participating in any communication that is sexually suggestive or offensive through email, chat rooms, instant messaging, social media, mobile phone or tablet apps, or any other form or electronic communication.
• Sexual or lewd comments about clothing or appearance or calling someone sexualised names.
• Sexual jokes, verbal abuse or sexually degrading descriptions

5.2. The school will respond promptly and appropriately to any sexual harassment complaints in line with the Child Protection and Safeguarding Policy; appropriate steps will be taken to stop the harassment and prevent any reoccurrence.

6. Items banned from the school premises
6.1. The following items are banned from the school premises:
• Fire lighting equipment:
– Matches, lighters, etc.
• Drugs and smoking equipment:
– Cigarettes, Tobacco, Electronic cigarettes (e-cigs)
– Solvents
– Any form of illegal drugs/ alcohol
– Any other drugs, except medicines covered by the prescribed medicines procedure
• Weapons and other dangerous implements or substances:
– Knives
– Razors
– Catapults
– Guns (including replicas and BB guns)
– Laser pens
– Fireworks
– Dangerous chemicals
• Other items:
– Offensive materials (i.e. pornographic, homophobic, racist, etc.)

6.2. The Headteacher or another SLT member of the same–sex can use their power to search without consent for any of the items listed above.
6.3. A pupil’s possessions will only be searched in the presence of the pupil and another member of staff, unless there is a risk that serious harm will be caused to any person(s) if the search is not done immediately, and it is not practicable to summon another member of staff.
6.4. The police will be contacted if any weapons, knives, illegal substances and extreme or child pornography are discovered by a member of staff.
6.5. Parents will be informed of any confiscated item and may be required to collect the item (unless the item relates to alcohol, illegal drugs or tobacco), from the school office.

7. Effective classroom management
7.1. The school maintains well-managed classrooms by:
• Starting the year with clear sets of rules and routines that are understood by all pupils.
• Establishing agreed rewards and positive reinforcements.
• Establishing sanctions for misbehaviour.
• Establishing clear responses for handling behavioural problems.
• Encouraging respect and positive relationships.
• Have well-planned lessons with a range of activities to keep pupils stimulated.
7.2. Subject to reasonable adjustments (e.g. those made for pupils whose SEND may affect their behaviour), pupils will be expected to
• Be ready to learn
• Be responsible for their actions and behave sensibly and safely
• Be respectful to others’ beliefs and opinions and to the environment
• Be resilient
7.3. Well-managed classrooms are paramount to preventing disruptive and challenging behaviour – the school establishes four core areas to effective classroom management which each contribute to preventing behaviour problems, these are as follows:
• Classroom rules
• Routines
• Praise
• Rewards
Classroom rules
7.4. Teachers establish and negotiate their own classroom rules on an annual basis in conjunction with pupils which define what is acceptable behaviour and consequences.
7.5. Teachers explain the rationale behind the rules in order to help pupils understand why rules are needed.
7.6. Rules are placed on the classroom walls to ensure they are visible to pupils at all times, and they are regularly reinforced within the classroom, e.g. before any lesson activity.
7.7. The school understands that pupils work best when there is an established routine, and that most behavioural problems arise as a result of a lack of a consistent routine.
7.8. Teachers establish classroom routines at the beginning of the academic year in conjunction with pupils and revisit these daily.
7.9. Teachers ensure that the routine remains consistent and is practised throughout the year to create a more productive and enjoyable environment.
7.10. The school recognises that praise is key to making pupils feel valued and ensuring that their work and efforts are celebrated. Whilst it is important to receive praise from teachers, the school also understands that peer praise is effective for creating a positive and fun environment, and value amongst pupils.
7.11. When giving praise, teachers ensure:
• They define the behaviour that is being rewarded.
• The praise is given immediately following the desired behaviour.
• The way in which the praise is given is varied.
• Praise is related to effort, rather than only work produced.
• Perseverance, resilience and independence are encouraged.
7.12. Praise that is given is always sincere.
7.13. Teachers encourage pupils to praise one another, and praise another pupil to the teacher, if they see them modelling good behaviour.
7.14. The school understands that when rewards are used following certain behaviour, pupils are more likely to model the same behaviour again. For rewards to be effective, the school recognises that they need to be:
• Immediate – immediately rewarded following good behaviour.
• Consistent – consistently rewarded to maintain the behaviour.
• Achievable – keeping rewards achievable to maintain attention and motivation.
• Fair – making sure all pupils are fairly rewarded
7.15. The school uses three different categories of rewards – these are:
• Social – praise and recognition from staff / a positive phone call or text home.
• Physical – material rewards, e.g. stamps, stickers, badges, certificates, prizes.
• Activity – activity-based rewards, e.g. extra play, golden time

8. Positive relationships and approach
8.1. Positive teacher-pupil relationships are key to combatting challenging behaviour. The school focusses heavily on forming these relationships to allow teachers to understand their pupils and create a strong foundation from which behavioural change can take place.
8.2. Teachers will use a number of strategies to establish positive relationships with their pupils – these may include:
• Welcoming pupils as they enter the classroom.
• Ensuring pupils understand what is expected of them.
• Creating a positive environment where every pupil feels comfortable and respected.
• Showing an interest in each pupil’s interests, talents, goals, likes and dislikes, and their family.
• Engaging with pupils during lunchtime and breaktime.
• Focussing on and modelling using positive language to guide them towards positive outcomes.
8.3. The school aims to create a safe and calm environment in which positive mental health and wellbeing is promoted and pupils are taught to be resilient, reducing the likelihood of SEMH-related behavioural issues.
8.4. The school aims to promote resilience as part of a whole-school approach, using the following methods:
• Culture, ethos and environment – the health and wellbeing of pupils and staff is promoted through the informal curriculum, including leadership practice, policies, values and attitudes, alongside the social and physical environment
• Teaching – the curriculum is used to develop pupils’ knowledge about health and wellbeing
• Community engagement – the school proactively engages with parents, outside agencies and the wider community to promote consistent support for pupils’ health and wellbeing
8.5. Positive mental wellbeing will be promoted through:
• Teaching in health education and PSHE
• Counselling
• Positive classroom management
• Developing social skills
• Working with parents
• Peer support

9. Understanding behaviour
9.1. Where pupils display negative behaviour, the school will try and determine any underlying causes or antecedents to the behaviour to determine appropriate support
9.2. Where pupils display consistently negative behaviour –the school may use the ABC analysis (Antecedent, Behaviour, Consequence) so that staff are able to identify when the behaviour is likely to occur, and the support that needs to be put in place to minimise consequences and disruption.
9.3. When conducting the ABC analysis, staff will ask themselves the following questions to ensure the analysis is effective:
• What appears to be the underlying cause of the pupil’s behaviour?
• Where and when does the pupil display this behaviour?
• What are the triggers of the behaviour?
• What acceptable behaviour can the pupil use to ensure their needs are met?
• What strategies can be implemented for behaviour change?
• How can the pupil’s progress be monitored?
9.4. A Behaviour Contract –(At WHPS the yellow report card) is developed for pupils displaying consistently challenging behaviour, this outlines the expectations /targets for the pupil and the support required.
9.5. Necessary staff members will be familiar with the pupil’s WHPS yellow report card to ensure staff are equipped to deal with instances of negative behaviour.
9.6. Pupils and their parents are involved in the development of the WHPS Yellow report card, and this is reviewed on a fortnightly basis by the parent, pupil and the headteacher – the contract will be reviewed sooner if it is not effective.

10. De-escalation strategies
10.1. Where negative behaviour is present, staff members will implement de-escalation strategies to diffuse the situation – this includes the following:
• Appearing calm and using a modulated, low tone of voice
• Using simple, direct language
• Avoiding being defensive, e.g. if comments or insults are directed at the staff member
• Providing adequate personal space and not blocking a pupil’s escape route
• Showing open, accepting body language, e.g. not standing with their arms crossed
• Reassuring the pupil and creating an outcome goal
• Identifying any points of agreement to build a rapport
• Offering the pupil a face-saving route out of confrontation, e.g. that if they stop the behaviour then the consequences will be lessened
• Rephrasing requests made up of negative words with positive phrases, e.g. “if you don’t return to your seat, I won’t help you with your work” becomes “if you return to your seat, I can help you with your work”

11. Intervention
11.1. In line with the Learners’ Trust- Physical Restraint and Reasonable Force Policy, all members of staff have the legal right to use reasonable force to prevent pupils from committing an offence, injuring themselves or others, or damaging school property, and to maintain good order and discipline in the classroom.
11.2. Physical restraint may be appropriate in the following situations:
• A pupil attacks a member of staff or another pupil
• A pupil tries to, or does, conduct deliberate damage or vandalism to property
• A pupil is causing, or is at risk of causing, injury or damage by accident, by rough play or by misuse of dangerous materials or objects
• A pupil is running on a corridor or stairway in a way that may cause an accident or injury to themselves or others
• A pupil leaves the classroom, or tries to leave the classroom or school premises, at an unauthorised time – only where doing so may lead to a risk of injury, property damage or serious disruption
• A pupil is behaving in a way that is seriously disrupting a lesson, event or educational visit
• A pupil is behaving a way that is seriously compromising good order and discipline
• A pupil persistently refuses to obey an order to leave the classroom
11.3. Physical restraint will only be used as a last resort and as a method of restraint. Staff members will use their professional judgement of the incident to decide whether physical intervention is necessary.
11.4. All staff will attempt to use de-escalation strategies before the use of physical intervention; however, the school understands that intervention may be the only resolution in some severe incidents, such as violence or where there is an immediate risk of injury.
11.5. Any physical intervention used will be conducted in line with the Learners’ Trust – Physical Restraint and Use of Reasonable Force Policy.
11.6. Wherever possible, staff will ensure that a second member of staff is present to witness the physical intervention used.
11.7. After an instance of physical intervention, the pupil will be immediately taken to the Headteacher / Deputy Headteacher and the pupil’s parents will be contacted – parents may be asked to collect the pupil and take them home for the rest of the day.
11.8. Any violent or threatening behaviour will not be tolerated by the school and may result in a fixed-term exclusion in the first instance. It is at the discretion of the headteacher as to what behaviour constitutes for an exclusion.
11.9. When using reasonable force in response to risks presented by incidents involving pupils with SEND or medical conditions, the school will recognise and consider the vulnerability of these groups.

12. Managing behaviour and sanctions at WHPS
Sanctions for Low-level unacceptable behaviour or individual incidences of disrespect
12.1. In the classroom
• Visible, tangible disappointment from an adult
• Verbal reminder and reinforcement of expectations
• Name logged by teacher on yellow card
• Yellow card to SLT
• Loss of privilege- e.g. part of playtime, letter of apology, repetition of work, catch up club at 12.15pm
12.2. During breaktime and at lunchtime, beyond the classroom
• Reminder of rules
• Verbal warning
• Yellow card and sent to SLT
• SLT determine sanction –timeout, loss of privilege.

12.3. Sanctions for serious unacceptable behaviour or repeated incidences of unacceptable behaviour
• Incident report completed
• Referral to Headteacher/Deputy Headteacher
• Parents informed
• Withdrawal of privilege for a deemed period –break or lunch play
• Placed on yellow report card
• Review arranged
• Report removed
• Fixed Term Exclusion (in line with Trust Exclusion Procedures and Policy)*
Last resort
• Permanent Exclusion (in line with Trust Exclusion Procedures and Policy)
*A part-time table may be appropriate for pupils with SEMH, behaviour related difficulties.
12.4. The Headteacher will keep a record of all reported incidents in the Incident Log to help identify pupils whose behaviour may indicate potential mental health problems.
• Where a pupil is identified as having SEMH difficulties, SEND support will be put in place from the school’s notional SEND budget.
• When the pupil returns to the school, the Headteacher, pupil and parents will agree, in writing, a strategy for identifying instances of challenging behaviour and how to avoid them.
• When returning to the school, the pupil will have an individual behavioural plan in place.
• Parents will be made aware, in writing, that a further incident could result in permanent exclusion.
12.5. For punishments to be lawful, the school will ensure that:
• The decision to punish a pupil is made by a paid member of school staff, or a member of staff authorised to do so by the headteacher.
• The decision to punish a pupil is made on the school premises or whilst the pupil is under the charge of a member of staff, such as during an educational trip/visit.
• The decision to punish a pupil is reasonable and will not discriminate on any grounds – as per the Equality Act 2010.
12.6. The school will ensure that all punishments are reasonable in all circumstances, and will consider the pupil’s age, religious requirements, SEMH needs and any SEND.

13. Behaviour off school premises
13.1. Pupils at the school must agree to represent the school in a positive manner.
13.2. Staff may discipline pupils for misbehaviour off the school premises when the pupil is:
• Wearing school uniform.
• Travelling to or from school.
• Taking part in any school-related activity.
• In any way identifiable as being a pupil at the school.
13.3. Staff may also discipline pupils for misbehaviour off the school premises that, irrespective of the above:
• Could negatively affect the reputation of the school.
• Could pose a threat to another pupil, a member of staff at the school, or a member of the public.
• Could disrupt the orderly running of the school.
13.4. Any bullying witnessed outside of the school premises and reported to a member of staff, will be dealt with in accordance with the school’s Anti-Bullying Policy.
13.5. In all cases of misbehaviour outside of the school premises, The headteacher will discuss with parents appropriate sanctions.
13.6. Complaints from members of the public about misbehaviour by pupils at the school are taken very seriously and will be dealt with in accordance with the Complaints Procedure Policy.

14. Staff training
14.1. The school recognises that early intervention can prevent misbehaviour. As such, teachers will receive training in identifying problems before they escalate; this can be behavioural problems in the classroom or during breaks and lunchtime.
14.2. Teachers and support staff will receive training on this policy as part of their new starter induction.
14.3. All staff members are provided with training in de-escalation strategies and dealing with disruptive and challenging behaviour as part of their induction programme – this training is updated in line with the policy on an annual basis.
14.4. Training may also be refreshed in light of recent incidents and challenging behaviour, or where it is apparent that existing methods are not as effective as they could be.
14.5. Relevant staff members are trained in the approved methods of physical intervention in line with the Learners’ Trust- Physical Restraint and Use of Reasonable Force Policy. All staff and relevant TAs trained in Law and guidance –September 2019.
14.6. All staff will also receive training and support on the common symptoms of SEMH problems, what is and isn’t cause for concern, and what to do if they think they have spotted a developing problem.
14.7. Teachers and support staff will receive regular and ongoing training and support as part of their development.

15. Monitoring and review
15.1. This policy will be reviewed by the Headteacher and SLT on an annual basis, who will make any necessary changes and communicate these to all members of staff.
15.2. This policy will be made available for Ofsted inspections and review by the chief inspector, upon request.
15.3. The next scheduled review date for this policy is September 2020