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Behaviour Management Policy
The aim of Nansen Primary School’s behaviour management policy is to create an ethos and environment that will develop children into individuals that are:
||• Respectful of their own, and others need and rights;
||• Emotionally literate;
We also aim to:
- Enable the children to make the ‘right choices’ in terms of their actions and reactions;
- Develop a caring and positive attitude towards others, the environment and property;
- Foster an awareness of good citizenship;
- Develop links between home and school, which will provide children with a framework of acceptable standards of social skills and behaviour.
- Ensure learning and teaching is inclusive and enjoyable.
- Everyone is expected to consistently support the school ethos, routines and policies for the mutual benefit and safety of all concerned. Behaviour management is the collective responsibility of all staff, governors, parents and pupils.
- Good relationships and communication fostered between home and school, staff and pupils are of the greatest importance.
- Everyone must be treated as being of equal value in what they bring to school and contribute, regardless of gender, religion, cultural or ethnic background and positive stereotypes where appropriate should be actively promoted.
- Management of undesirable behaviour, by all members of staff, must be fair and consistent.
- We expect children to accept responsibility for their own actions.
- The school will work co-operatively to provide a relevant supportive curriculum for all pupils where individual and group needs are met.
- The school employs structures and systems that recognise and praise excellent behaviour i.e. Merit charts to reward and recognise good work and behavior; including class incentives of ‘Golden/Reward time’.
- Everyone is expected to be aware of the effects of bullying and racism on the school community. Cases must be reported, investigated and promptly dealt with. Such incidents should be recorded and then dealt with by the leadership team/pastoral team.
- Absenteeism is a key area to tackle in promoting positive attitudes.
- Managing pupil behaviour is not simply about responding to inappropriate behaviour, but about creating conditions which will encourage positive behaviour. Rules, rewards and sanctions should be stated positively; clear and specific; few and comprehensive; understood by all pupils; frequently reinforced in a positive way; devised in consultation with pupils and parents.
The Role of the Staff
- All teachers, support staff and dinnertime supervisors, share a collective responsibility for promoting good behaviour and managing behaviour problems positively.
- The key relationship is between the child and the class teacher. All staff should work positively to support this relationship.
- All staff should work positively to develop a wide range of supportive relationships with children and each other.
- Seeking the help, advice and co-operation of other colleagues is a positive, professional means of ensuring that behaviour management is seen as the collective responsibility of all members of Nansen School. Teachers are advised to seek help and support from the senior leadership or Learning Mentor when they have concerns about the behaviour of a child.
- All staff need to be aware of individuals; rights and responsibilities when dealing with behaviour. All serious incidents must be referred to a senior leader.
The Classroom environment & positive behaviour
Each teacher and their class have an option to develop their own systems of reward and praise or alternatively use the zone board and merit ladder rewards system. Some of the positive consequences for the good choices and good behaviour that children show are:
- regular verbal feedback to reinforce positive behaviour
- reference to good role models
- children are congratulated
- stickers or other small prizes / treats
- certificates: usually at end of term assemblies accompanied with a small prize
- Reward/Golden Time: for all children who have demonstrated good behaviour throughout the week
Sweets are not used as rewards; as a healthy school, we prefer to reward in other ways.
The organisation of the classroom is fundamentally important in managing behavior. Teaching and learning should be interesting and varied and offer pupils a degree of choice. Account should be taken of pupils’ preferred learning styles. Pupils should feel involved in the learning and teaching process. Well organized, purposeful cooperative learning activities can improve behaviour. Expectations should be regularly enforced and should be realistic but challenging. Teaching should encourage an accurate match between aspirations and ability. The teachers’ every word and action should be based on the assumption that all pupils can achieve whatever is to be learned. Simple non verbal encouragement (smile, thumbs up, etc) is effective. Teachers should model good behaviour patterns and be aware of their own stress control techniques. When pupils arrive in the classroom, initial contacts should be positive. Accusations should be avoided. The certainty of consequences is more important than their severity.
Whole School-Behaviour Strategy
Every class has a behavior zone board. This will be used as a primary means of behavior management. Children not complying with classroom expectations (who have not rectified conduct despite positive reminders) may subsequently be given a 5 minute short detention with the class teacher to discuss expectations/concerns.
This will be logged in each class teachers ‘red’ logbook; details will also be passed onto to a central behavior monitoring record which will be managed/monitored by pastoral team. If a series of detentions are triggered during a week- the pastoral team will introduce a range of intervention measures to help re-dress any behaviour concerns. This may mean further lunchtime intervention sessions to give the child self-reflection opportunities to identify concerns.
All class behavior records will be closely monitored on a weekly basis by the pastoral teams. If appropriate intervention has not rectified behavior concerns, then parents will be informed/consulted and an IBP (Individual Behaviour Plan) will be put into place to support behavior issues. IBP’s will have specific targets and measured outcomes over the course of half a term to help re-dress any concerns. An IBP will be a triangular mutual arrangement between pupil, teacher and parent. Where an IBP has failed to achieve the desired outcome a meeting with the designated member of the leadership team responsible for behaviour will be arranged to explore alternative arrangements.
Serious misbehaviour (eg disrespect to staff, property or cultures, swearing, fighting) is very rare at Nansen Primary. Such behaviour would mean the break/lunch time detentions are by-passed and parents are notified immediately. We contact parents to keep them in the picture and to discuss ways to respond and gain a consistent message between home and school. We do recognise that there are occasionally overriding factors or circumstances, but these are rare and so variation from the warnings system is rare. This is to maintain their effect and impersonal nature ie we aim to remove the personal judgement so children understand and accept the school rules. We allow for differentiation of sanctions where appropriate. This is to reflect different levels of culpability (or fault) while maintaining consistency and fairness of the treatment of pupils.
We expect children to try their best in all activities. If they do not do so, we may ask them to redo or complete a task. We expect children to make good choices and older children to set a good example to younger ones. We expect children to not support the misbehaviour of their peers. We expect and encourage children to tell an adult of misbehaviour. The class teacher discusses the school rules with each class, and also creates a Classroom Charter as part of their New Beginnings SEAL work. This 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.
Communication and parental partnership
The school works collaboratively with parents / carers so children receive consistent messages about how to behave. We aim to build a supportive dialogue between the home and the school. We inform parents / carers immediately if we have concerns about their child’s welfare or behaviour – this includes if there is a pattern of regularly receiving warnings.
If parents / carers 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 Principal, and if still unresolved, the school governors or PVET board of Trustees. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
Most parents / carers say their child feels safe at Nansen Primary School. One of the reasons for this is that we do 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. We have specific guidance to follow if an incident of bullying (including cyber-bullying) or racism occurred.
Bullying can happen in any school. At Nansen Primary, it is extremely rare. We have these principles and roles in place to ensure that bullying is quickly stopped.
Bullying is actions that are meant to be hurtful and which happen on a regular basis. Bullying can be direct (physical or verbal) or indirect (eg being ignored or not spoken to). All are treated extremely seriously at Nansen Primary.
Aims and objectives
Our school is a safe and secure environment where everyone can learn without anxiety. Bullying is wrong and damages children’s social and / or emotional health. We therefore do all we can to prevent it by sustaining a positive, happy and healthy whole school ethos in which bullying is regarded as unacceptable.
The role of children
All pupils should know that hurting someone (physically or emotionally) is wrong and that bullying is wrong. Pupils should tell any adult (school staff or parent / carer) if they are being bullied, or if they think they might be. If bullying persists, they must keep on letting people know.
Pupils should tell us their honest views about school in regular feedback eg weekly Circle Time or SEAL (Social and Emotional Aspects of Learning) sessions, School Council meetings, informal conversations with Principal during lunch. These views can be specifically about bullying but may also be about how safe they feel at school.
The role of teachers and other staff in school
All staff take all forms of bullying seriously; they aim to ensure bullying is not acceptable at Nansen
Primary School. Teachers and teaching assistants should communicate to children the message that hurting someone (physically or emotionally) is wrong and that bullying is wrong and unacceptable.
If staff witness an act of bullying, they should investigate it themselves (and ensure a member of the Senior Leadership Team is informed) or refer it to the Principal or an Assistant Principal directly.
The role of the Senior Leadership Team
The Senior Leadership Team follow all principles and roles set out for teachers and other staff, particularly ensuring that all children in school know that hurting someone (physically or emotionally) is wrong and that bullying is wrong and unacceptable at Nansen Primary. This is on a regular basis and may also stem from any signs of bullying. Assemblies are used to communicate this to the whole school.
The Principal and designated AHT keep a record of bullying, including any homophobic bullying; he / she is able to report incidents on request. The Principal reports to the Governing Body/Board of Trustees about the effectiveness of the policy on request.
The role of parents / carers
Parents / carers have the responsibility of supporting this policy on positive relationships and behaviour. Parents/ carers concerned about bullying should contact their child’s class teacher or the Principal or any member of the SLT straight away. They might be worried that their child is being bullied, but they should also contact school if they suspect their child may be bullying someone else. If they are dissatisfied with the response, they should our complaints procedure by putting a formal complaint to the Governing Body.
The role of governors
The Governing Body supports the school in all principles and roles set out here. It does not condone any bullying at all in school. Any incidents of bullying will be taken very seriously and dealt with appropriately.
It monitors incidents of bullying and reviews the effectiveness of this policy. It requires the Principal to keep accurate records of all incidents of bullying and to report to the governors about the effectiveness of antibullying strategies. It will respond to any formal complaint from a parent / carer in line with our complaints procedure.
Definition- "Cyberbullying is the use of Information Communication Technology (ICT), particularly mobile phones and the internet, to deliberately upset someone” DCSF 2007
Bullying is bullying wherever and however it take place. Cyberbullying is a method of bullying that uses ICT to upset, threaten or humiliate someone and has the following key characteristics:
*Cyberbullying can take place at any time, in any location; technology allows the user to bully anonymously *Cyberbullying can occur on vast and rapid scale. Electronic content is very hard to control; it can never be guaranteed to be removed totally from circulation. Bullies can take actions to attempt to be anonymous and can feel ‘distanced’ from the incident‘Bystanders’ can easily become perpetrators
*The ‘profile’ of a cyberbully or a target varies – age / size is not an issue
*Cyberbullying incidents can be used as evidence
*Cyberbullying can occur unintentionally often due to a lack of awareness / empathy – ‘It was only a joke’
*Cyberbullying leaves no physical scars so it is, perhaps, less evident to a parent or teacher, but it is highly intrusive and the hurt it causes can be very severe.
At Nansen Primary School, we take this bullying as seriously as all other types of bullying and, therefore, will deal with each situation individually. An episode may result in a simple verbal warning. It might result in a parental discussion. Clearly, more serious cases will result in further sanctions.
Like bullying, racism can exist in any school, even those where its pupils are all made up of one ethnicity. At Nansen Primary, it is extremely rare. However, our school is in a multi-cultural community and we have these principles and roles in place to ensure that racism can be quickly stopped.
All pupils should know that racism is wrong. Pupils should tell any adult (school staff or parent / carer) if they know of any racism in our school. All staff take racism seriously; they aim to ensure racism is seen as unacceptable. Teachers and teaching assistants should communicate to all children, other staff and to parents the message that racism is wrong and unacceptable at Nansen Primary and in society. Issues surrounding racism and its unacceptable nature are made very clear to all.
The Principal monitors the effectiveness of staff in promoting community cohesion and positive relationships, and in providing support for victims of racism. The Principal reports to the Governing Body about the effectiveness of the policy on request. The Principal has overall responsibility for dealing with racist incidents and recording the action taken; he / she reports to the local authority any incidents of racism on a termly basis (document RH1).
All racist incidents will be dealt with no matter how trivial they may seem to be. If staff are aware of racism, they should refer it to the Principal or an Assistant Principal directly.
Transition around the School
Orderly behaviour is important to maintain a calm secure atmosphere and ensure safety for all concerned. It is the collective responsibility of all members of staff to consistently praise appropriate behaviour and to address inappropriate behaviours they may encounter around school.
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. Staff would only need to 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.
Designated teachers and teaching assistants have received Team Teach Training. This training enables those staff to undertake physical intervention when necessary in the safest way possible, for all involved in that eventuality. Training for staff will be revisited and undertaken as necessary i.e. when new staff join our school.
To promote positive behaviours on the playground the following actions should be taken:
- Staff on duty, be on the playground at least two minutes before the start of playtime to receive children from other classes; we also operate a SLT duty rota ensuring that senior staff are always visible throughout lunch/break times.
- All classes should be supervised onto the playground and staff should stay with their classes, if staff members on duty are late;
- Staff members on duty should patrol their designated area of the playground;
- All teaching staff should be available before the end of playtime to supervise the children walking into school and to reinforce this expectation;
- Most minor misdemeanors can be adequately dealt with by the teachers on duty. However, more serious behaviour problems may be reported to the class teacher, or any of the SLT.
Wet Break Times
To promote positive behaviours during wet break times the following actions should be taken:
- Children should be supervised at all times by staff;
- Break times should be kept within normal times so as not to cause disruption;
- Children should be adequately occupied e.g. having their snack or playing games, or reading etc;
- A ‘wet play’ activity box with designated games, activities and equipment, supervised by sensible monitors, should be in use;
- Children should be sent to the toilet a few at a time;
To promote positive behaviours during dinnertimes the following actions should be taken:
- The class teacher and the children should know the name of the dinnertime supervisor designated to their class and play areas;
- The children should be regularly reminded about expectations of behaviour at dinner times;
- KS2 home dinner children should be supervised by the pastoral to the office area
- Home dinner children should be reminded of the correct time to return to school for the afternoon session;
- Wet dinnertime arrangements should be made clear to the children and to the dinnertime supervisors.
There is a weekly congratulations/achievement assembly when the following successes are shared;
- individual children’s behaviour/achievements are celebrated by class based staff
- attendance award- acknowledgement for class(es) with the highest attendance
- lunchtime awards-from senior lunchtime supervisor for lunchtime behaviour
Golden time is a PRIVILEGE TIME used to emphasise with all the children the importance of keeping to/within the school boundaries can have the privilege of golden time if they adhere to the boundaries.
Teachers operate additional reward systems within their classrooms and across school; we believe that the systems used should be shared within the year group so there is a degree of consistency.
Monitoring and Record –keeping
The SLT, the pastoral team and the Principal monitor the effectiveness of this policy on a regular
basis. The Principal reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. The school keeps a variety of records of incidents of misbehaviour. The class teacher records incidents (red book) with reference to the warnings system; we also keep a record of serious incidents that occur at break or lunchtimes.
The Principal keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded. Racial incidents must be reported to the local authority; homophobic incidents are also recorded. 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.
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 policy without prejudice in a consistent, non-judgemental way.
Fixed-term and permanent exclusions
Only the Principal (or the acting Principal) has the power to exclude a pupil from school. The Principal may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year and may also exclude a pupil permanently. It is also possible for the Principal to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. The Principal informs the local authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.
If the Principal excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Principal 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. A committee, made up of between three and five governors, considers any exclusion appeals on behalf of the governing body. 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 local authority, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Principal must comply
with this ruling. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Principal.
A less extreme form of exclusion may also be considered: this may, for example, involve lunchtime exclusion or learning exclusion, where a pupil learns away from the class. School staff would consult with parents but do not need to report this.
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 Principal in carrying out these guidelines. The Principal has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Principal about particular disciplinary issues. The Principal must take this into account when making decisions about matters of behaviour.
Last reviewed and updated – by S.Akram June 2013 Date of next review – October 2013