We expect all our children to be well mannered, show respect and consideration for others and care for the school environment. We ask parents to support us in this. If we are concerned about a child’s behaviour at any time we will contact parents to talk about it.
Our children are reminded of the behaviour expected of them in our school regularly throughout the year. They are rewarded and sanctioned as appropriate, in line with our behaviour policy.
These are our school rules:
- We will follow instructions
- We will look after property
- We will keep our hands and feet to ourselves
- We will work hard
- We will be kind, gentle and respect one another’s rights
Positive Behaviour Policy:
Our Vision Statement
As we love, we flourish
As we flourish, we aspire
As we aspire, we achieve
Together, we are a family
At St Mary’s CE Primary, our Vision places our Christian values of ‘Friendship, Compassion, Hope, Wisdom, Community and Endurance’ at the core of everything we do.
These Christian values are embedded into the fabric of every aspect of school life, creating a clear and distinctive Christian ethos that underpins every thought, decision and action. Each value is modelled and demonstrated by staff through the way they act, speak to and behave towards every member of the St Mary’s family. Our expectation is that our children and wider school community demonstrate our Christian values which are common to all faiths and none.
At our school, we are committed to enabling all children to have equal and a successful access to a good quality education. Part of this commitment is about establishing high standards of behaviour at all levels throughout the school.
Through our daily school life, we encourage our children to build respectful friendships and demonstrate compassion and a sense of community towards others.
We also promote and encourage our children to develop and demonstrate a sense of pride in all that they do, to treat and love each other as Jesus loved them and to uphold the values that are important to our school community. This we believe will enable our children to become the best they can be.
Our Positive Behaviour Approach
The way in which adults and children conduct themselves has a profound effect on all the work that is undertaken. Therefore a well thought out approach to promoting positive behaviour is essential and will impact successfully on the social, emotional and learning aspects of our school.
At our school, promoting positive behaviour is a collective responsibility between parents, staff, the governing body, children and wider school agencies. It is vital that our Positive Behaviour Policy is:
- well understood and
- consistently applied.
It is important that we create an atmosphere where children develop social and moral awareness, are sensitive to the needs of others and demonstrate respect and consideration for other people and property.
It is also important that we praise and reward positive behaviour and work hard to maintain fairness and a consistent approach, whilst promoting and encouraging our children to be self-disciplined and to self-regulate. By promoting positive behavior, we build children’s self- esteem and help develop secure personal relationships.
Key Positive Behaviour Principles:
- Our behavior approach is a positive one, drawing attention to, rewarding good behaviour and mutual respect
- All adults will set excellent examples to all of our children
- Children will be given a sense of personal responsibility for their own actions.
- Effective communication at all levels throughout the school are vital
- Individual Education Plans (IEPs) or Pastoral Support Plans (PSPs) will be developed in conjunction with the Inclusion Manager as required.
- We will work in partnership with parents to develop effective strategies that promote good behaviour.
- Additional advice and support from external agencies will be sought as required.
- We will stay abreast of training and newly developed initiatives and strategies that impact positively on children’s behaviour and attitudes and apply these as appropriate to the needs of our school.
Rights and Responsibilities
We fully recognise that high standards are best promoted when everyone has a shared understanding of what is acceptable and unacceptable behaviour. We have therefore linked our Positive Behavior Policy to our commitment to being a Rights Respecting School and we incorporate the United Nations Convention on the Rights of Children (UNCRC) to ensure that children know their rights but also behave in a manner that respects the rights of others.
Rights & Responsibilities
We all have the right to:
- feel safe in our school in order to promote effective learning.
- work and learn together to the best of our ability.
- be treated with dignity and respect.
- access our rights as laid out in the UNCRC
We all have the responsibility to:
- look after, listen to and make time for each other
- be honest
- help and encourage each other
- try our best and have a go
- be polite and courteous
- resolve conflict promptly and peacefully
- be punctual
- respect each other and their rights
- work and play safely
- ask for help
- be inclusive
St Mary’s CE Primary School Rules
Our school rules help protect our rights and encourage responsibility. We have agreed school rules negotiated with teachers, the school council and staff. These operate inside and outside the classroom and in accordance with our class charters.
Children will also be expected to:
- move in an orderly manner around school
- demonstrate appropriate levels of concentration and self-discipline
- take responsibility for their own actions
- be polite, considerate and caring
The desired outcome is that children will be motivated and enthusiastic and take pride in themselves, their work and our school.
As well as our main school rules, teachers will draw up individual class charters with their children. This is developed at the beginning of the year. The children agree to abide by these rules and understand that if they do not adhere to them, there is a procedure, in line with this policy, and which is followed fairly and consistently for everyone.
The class charter should show how the class will:
- talk and communicate with each other
- learn together
- move around the class
- treat each other. This covers strategies to help deal with verbal insults, racist & sexist comments and poor manners
- resolve problems
- behave safely
- demonstrate British Values.
To reinforce our rights and responsibilities, children are also given opportunities to discuss them through Personal, Social and Health Education (PSHE), Philosophy for Children (P4C) lessons as well as Circle Time and Collective Worship.
The role of the school staff
It is the responsibility of school staff to ensure that these school rules are enforced in class and around the school. Staff must also treat each child fairly, with respect and understanding and apply our school and class rules consistently.
It is recognised that the quality of learning experiences in the classroom will have an impact on behaviour. High expectations from staff delivering a curriculum matched to children’s varying needs will help to motivate children and promote self-esteem, confidence and self-discipline.
It is also recognised that external influences on children must be taken into account and related to the expectations of the school. The development of good relationships with parents will assist in the support and understanding required when dealing with children.
Finally it is important to reward those who behave well. Most children respond well to praise and there is something worthy of praise in all children. However it is important that children accept responsibility for their own actions through a clearly defined code of conduct understood by all.
Promoting positive behaviour: Strategies & Rewards
The use of the Good to be Green strategy is now in place in all classes in the school. This is also based on the principle that everyone has a right to learn and a responsibility to allow others that right.
We encourage behaviour in a positive and constructive way. We feel that by highlighting and rewarding such behaviour, the children will be encouraged to adopt it. Key strategies and rewards include:
- establishing a friendly, positive and supportive relationship with children.
- ‘catching children being good’ and rewarding them with positive attention and praise.
- ensuring that children are engaging well in learning activities that they enjoy.
- showing good work to others around the school.
- recognising children’s achievements publicly, in for example, the achievement assembly on Fridays.
- awarding House and individual class points.
- knowing the school rules well and being clear, firm and polite about behavior expectations
- remaining calm when speaking to children. This will help maintain your authority and keep your relationships with children positive.
- where possible, avoiding telling children off publicly.
- avoiding the using sanctions when support strategies would be better
- using the school’s monitoring, report and behaviour referral systems so that you support each other in addressing the individual needs.
|To be on GOLD I have been…|
Consistently shown ‘SILVER’ behaviour and
o regularly displayed expected green and above behaviour
o exceeded expectations.
o Sent to headteacher for sticker and prize from golden bag
o Gold card sent home to parents from headteacher
o Named in school newsletter
|To be on SILVER I have been…|
Consistently shown ‘BRONZE’ behaviour and have been:
o a good role model
o a team player
o included others regularly
o taken responsibility for my own behaviour
o going out of my way to help others
o Silver sticker presented in class
o Silver certificate to be awarded in class
o Text sent home to parents.
|To be on BRONZE I have been…|
Consistently shown ‘GREEN’ behaviour. I have also:
o been a good sport
o helped others
o been extra polite
o displayed a positive attitude
|o Bronze sticker presented in class|
|To stay on GREEN I have been…|
I have been:
o a trier
o a listener
o honest and truthful
o gentle and kind
o careful and considerate with other people and school property
o respectful to everyone
o following the school rules
o displaying good manners
o sitting correctly on the carpet/at my table
o In class praise
o Half-Termly Certificates awarded if on green or better every day.
Promoting Positive Behaviour: Sanctions
Behavioural difficulties in school may, sometimes, need to be dealt with by the use of sanctions. In the short term, sanctions can stop inappropriate behaviour. However, they must be used sensitively, and the emphasis should be on supporting and rewarding children instead.
The following sanctions can be imposed by the Class Teacher:
- Use of Classroom Reflection Zone
- Withdrawal of privileges
- Playtime/lunchtime detentions
- Parental contact made
- Use of report cards or progress book (SLT member informed)
- Time out e.g. buddy class
- Requiring a verbal or written apology
- Child assisting in rectifying the problem caused
- A verbal reprimand
- Developmental written comment on work
- Work to be completed in the child’s own time or at home.
- Child sent to another appropriate adult to explain their misbehaviour.
- Referral to Senior Management/Headteacher
In addition, the class teacher can seek the involvement of the headteacher who can impose further sanctions. This could for example be a fixed-term or permanent exclusion. Any exclusion however will be carried out in accordance with our school’s Exclusion Policy and in accordance with both local authority and statutory exclusion requirements.
Stages of Intervention
Our school’s discipline procedures can be summarised into five stages
· Not handing in homework
· Not being organised for school day
· Eating sweets/gum
· Ignoring instructions
· Occasional inappropriate talking
· Calling out
· Running throughout school
· Not lining up sensibly
· Damage through carelessness
· Deliberate timewasting
· Eye contact
· Proximity eg sitting next to adult
· Reminders of class charter
· Change of seating re: Reflection Zone (10 mins)
· Name on board
o The class teacher supports the child and encourages them to develop strategies which will assist them to resolve their own difficulties.
o If there is no improvement assistance should be sought from another adult in school
o If there is no improvement the child should be informed that parental contact will be made by the class teacher and the reasons should be made clear.
· Wandering around
· Deliberately interrupting teacher
· Interrupting/annoying other children
· Talking during Collective Worship
· Making silly noises
· Pushing/being aggressive in line
· Work avoidance
· Playing in the toilets
· Using equipment inappropriately
· Minor challenge to authority
· Demonstrating unpleasant attitude
· Writing a letter of apology
· Completing Reflection Form in Reflection Zone
· Completing unfinished work at playtime/Golden Time
· Missing Playtime/Lunchtime
· Contact made with parents.
Also refer to above sanctions
o Joint intervention by the class teacher and parents. The child should be included in discussions as appropriate.
o If there is no improvement the class teacher should inform the parents and child that the matter will be referred to the Phase Leader and the Inclusion Manager (INCo), stating the reasons why.
· Deliberately creating a disturbance
· Disrespectful comments/name calling
· Significant challenge to authority
· Swearing/using inappropriate language
· Leaving class without permission
· Repeated refusal to follow instructions
· Rough play
· Internal Exclusion e.g: Buddy Class
· Formal contact with parents
· Completing Reflection Forms
· Letters of apology
· Target Cards
· Lunchtime Detention
· Missing Golden Time
· Missing class trip
· Headteacher/Deputy Headteacher involvement
Also refer to above sanctions
o Discussions between Phase Leader, INCo and parents, involving the child as appropriate, to try and resolve the problem. The Assistant or Deputy Headteacher may become involved if a resolution cannot be reached. IEP written if appropriate.
o If there is no improvement, the Deputy Headteacher should inform the parents and child that the matter will be referred to the Headteacher stating the reasons why.
· Bullying/intentional physical harm
· Repeatedly leaving class without permission
· Throwing objects
· Harmful offensive name calling e.g: racism
· Serious challenge to authority
· Verbal abuse to any staff member
· Persistent dishonesty.
· Immediate involvement of SLT
· Telephone call and/or meeting with parents with follow-up letter
· Fixed term exclusion
Also refer to above sanctions
o Discussions between the Headteacher and parents involving the child as appropriate. The class teacher, Phase Leader or Assistant/Deputy Headteacher to be included as necessary. Involvement of appropriate external agencies may be considered.
o A contract may be agreed between school, parents and child.
o If there is no improvement the Headteacher should inform the parents of any further action which is likely to be taken, stating the reasons why.
· Verbal/Physical abuse towards any staff Member
· Racist abuse
· Persistent Bullying of others
· Extreme danger or violence
· Bringing to school dangerous objects
· Leaving the school site
· Very serious challenge to authority
· Fixed term exclusion up to 45 days (within a year) NB : Recurring behaviour will involve longer exclusions
· Permanent Exclusion
· Behaviour pertaining to lunchtimes will involve exclusion at lunchtimes
Also refer to above sanctions
|The Headteacher refers the matter to the Governing Body giving account of the action taken by school to date, supported by logged information.|
Special Educational Needs
- Where behaviour is persistently below the standard required, the child may be entered on the Special Educational Needs Register and strategies set up by the class teacher in conjunction with the Special Educational Needs Coordinator and involving parents.
- Strategies will be reviewed and careful monitoring take place to establish causes, patterns etc. Subsequent strategies if required will be discussed with all who work with the child, the parents and the child. This will include setting up an IEP (Individual Education Plan).
- If the behaviour does not improve, external agencies may become involved and which could also involve the allocation of additional adult support for the child.
Emotional & behavioural difficulties:
Children with low self-esteem can at times be very demanding and many of their behaviours can alienate those who are trying their best to support them. However, the need to adopt positive behaviour management strategies is central to helping them acquire more appropriate conduct.
Concentrating on children’s failings is likely to damage their self-esteem and have a negative effect on their development. Reinforcing good behaviour or celebrating achievements by giving children your time, approval and attention is likely to have a positive influence on their global development within and beyond their school years.
We welcome early contact if parents have a concern about their child’s behaviour or fear that their child is being upset by others. When parents and school work effectively together, behavior will improve. We value our partnership with parents/carers and encourage involvement in all aspects of school life.
Parents can support our Positive Behaviour Policy in the following ways:
- By ensuring excellent attendance at school and avoiding unnecessary absence.
- By ensuring that children arrive punctually for the start of the school day.
- By ensuring that children have appropriate dress for school and PE so that they can take a full part in all school activities.
- By supporting our school in the implementation of our Positive Behaviour Policy
Use of Reasonable Force
The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent children committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.
Schools can use reasonable force to:
- remove disruptive children from the classroom where they have refused to follow an instruction to do so;
- prevent a child behaving in a way that disrupts a school event or a school trip or visit;
- prevent a child leaving the classroom where allowing the child to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
- prevent a child from attacking a member of staff or another child, or to stop a fight in the playground; and
- restrain a child at risk of harming themselves through physical outbursts.
Telling parents when force has been used on their child
If the use of force has been applied to a child then a record will be made and the parents/carers will be informed.
In deciding what is a serious incident, teachers should use their professional judgment and also consider the following:
- the child’s behaviour and level of risk presented at the time of the incident;
- the degree of force used;
- the effect on the child or member of staff;
- the child’s age.
Malicious Allegations against Staff
Allegations of abuse will be taken seriously, and St Mary’s will deal with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. See Safeguarding and Complaints Policies. Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension will not be used as an automatic response when an allegation has been reported.
In order to assist with the implementation of our Positive Behaviour Policy, staff must:
- be excellent role models.
- supervise children to and from classrooms, into cloakrooms and to and from playgrounds.
- remind children, as they leave classes, of expected behaviour when moving around school
- encourage toilet visits at breaks and lunchtimes.
- encourage group/ring games in the playground, placing emphasis on taking turns.
- give reasoned explanations for the class and school rules and any resulting sanctions.
- use key words for reinforcement e.g. kindness, care and consideration, sharing, friends.
- use a common reward system with acknowledgements awarded for academic and non-academic achievement and effort.
- praise individuals, groups, classes as and where appropriate.
- ensure that classrooms are well-organised and that resources are clearly labelled, easily accessible and children have some responsibility for their care.
- actively support parental involvement in school and remind parents that they have a valuable role to play.
- utilise well the communication systems throughout school.
- involve outside agencies where necessary through consultation with the Inclusion Manager
Review and Monitoring
This policy overlaps with other policies and should be reviewed in conjunction with these policies, including:
- Anti-bullying Policy
- Exclusions Policy
- Special Educational Needs (SEN) Policy
- Equal Opportunities Policy
- Attendance Policy
- Safeguarding and Child Protection Policy
- Disability Discrimination Scheme.