Behaviour Policy

Introduction

This document is a statement of the aims, principles and strategies for St Joseph’s Catholic Primary School.  It should be read in conjunction with the AEN policy, Anti-Bullying policy, PSHE policy, Child Protection policy, Racial policy and the Policy for Teaching and Learning to establish the general ethos of the school.  It also reflects the Mission Statement of the school and supports home/ school and pupil agreements, as well as the ‘Golden Rules’ established for acceptable behaviour in the playground and within the school building.

 

Rationale

This document provides a framework for the creation of a happy, secure and orderly environment in which children learn and develop as caring and responsible people, with equal opportunities for all

 

Aims

·     to ensure appropriate behaviour and language throughout the school

·     to encourage and praise greater effort in both work and behaviour

·     to ensure a whole school approach to discipline which is used and approved by all staff in the school   teaching and non – teaching

·     to ensure that parents are informed and are aware of the disciplinary procedures

·     to provide a system of rewards to encourage good behaviour and to try to change unacceptable behaviour by devising individual behaviour programmes to best support children in need,  in a variety of ways

·     to ensure a safe and happy school

·     to promote good citizenship

·     to promote self discipline

·     to prevent bullying

 

DfEE Definition of Bullying:

·     Deliberately hurtful behaviour (including aggression)

·     Repeated, often over a period of time

·     Difficult for those being bullied to defend themselves

 

 

Not all incidents of deliberately hurtful behaviour can be defined as bullying.  Incidents in which bullying behaviour are apparent should be investigated in line with guidance contained in both Behaviour and Anti-Bullying policies in order to establish whether a single incident is a bullying incident and if so, if it is isolated.  DfES Guidance 10/99 Social Inclusion: Pupil Support advises that

“Bullying is usually part of a pattern of behaviour rather than an isolated incident”.

 

 

Bullying can take many forms but the three main types are:

·     physical: hitting, kicking, taking belongings

·     verbal:  name – calling, insulting, racist comments

·     indirect: spreading unpleasant stories or excluding someone from social groups.

 

 

Principle

Every child has the right to learn but no child has the right to disrupt the learning of others.

 

The establishment of a sound, positive and caring Catholic ethos is an essential prerequisite for learning at St Joseph’s.  It depends upon trusting relationships based on church teaching of love of self and respect for others.  It also relies on the co-operative team work of pupils, teaching and non-teaching staff, governors, parents, carers in the community and agencies with the school.

 

Responsibilities

 

All members of the school community work towards the school aims by:

·     providing a well ordered environment in which all are aware of behavioural expectations

·     treating all children and adults as individuals and respecting their rights, values and beliefs

·     fostering and promoting good relationships and a sense of belonging to the school community

·     including and offering equal opportunities to all aspects of school life and recognising the importance of different cultures, races and abilities

·     encouraging, praising and positively reinforcing good relationships, behaviour and work

·     rejecting all bullying or harassment of any kind

·     helping to develop strategies to eliminate undesirable behaviour both within and outside the classroom and applying them consistently

·     caring for and taking pride in, the physical environment of the school

·     working as a team, supporting and encouraging each other

 

Golden Rules

1.   Take good care of the equipment and building.

2.   Walk inside the building.

3.   Talk quietly.

4.   Be friendly.

5.   Keep hands and feet to myself.

6.   Be helpful

 

We also have a motto of ‘You can’t say

you can’t play’

in keeping with our inclusion policy and in a bid to encourage children to think of others at play, in a spirit of co-operation and kindness.

 

 

Playground Rules

 

See attached

 

Classroom Rules

These rules have been devised after various discussions with the children in each new year group taking into account their views and opinions.  In this way children are given the opportunity to discuss and ensure that they are fully understood and accepted.  All rules will be displayed in the appropriate place.

 

Rewards

Each class has its own system of rewards in the form of stickers, ‘catch me cards’, smiley faces, ‘points’ or merits.  These can be collected towards certificates or individual class prizes. Entries into the ‘Look What I’ve Done Book’ will occur regularly for outstanding work or examples of commendable behaviour, with certificates presented at Friday assemblies by the head teacher.  The book will be displayed in the main hallway.

 

Badges and Cups

Monitor badges are issued to each Year 6 child offering opportunities for them to support and help younger children within the school.  On a half termly basis, Year 6 children are assigned to a class to assist teachers and promote good behaviour by their own example.  The most successful monitors may then be given the opportunity to become prefects in the summer term.

 

Cups for outstanding achievement in academic subjects, music, drama, art and sport are given to deserving Year 6 pupils at the end of the Summer Term.  There is also a special cup called the ‘Ambassador Cup’ which is presented to the pupil who best exemplifies the ethos of St Joseph’s. In addition grateful parents have donated cups and trophies for Sporting prowess and Good Fellowship

 

 

Sanctions

‘No school however positive or imaginative can eliminate disciplinary difficulties entirely’ DfES “Good Behaviour and Discipline “.  Should children not comply with the agreed rules, the following sanctions will be applied in order:

 

SANCTIONS OR CONSEQUENCES

The school’s main approach to using sanctions and consequences to modify behaviour is three tiered.  The first level of support should be sufficient to target the behaviour management of 95% of our pupils. Recognising an increased level of difficulty can trigger planning within the school ­and possible use of alternative systems – The second level will be a more individually structured behavioural approach and the sharing of a Behaviour Plan (TEP )and the third level of support will be structured for pupils with more extreme problems whose inclusion in the school needs multi agency support.

 

Level 1  This series of actions is expected to be effective for the majority (95 %+) of the pupils in the school.

 

If the behaviour impinges on others and significantly breaks the rules or guidelines for that situation, then the following escalating scale of negative consequences comes into play. A decision by the child, at any stage in the process, to modify behaviour and make reparation, will immediately bring the process to an end and a return to the positive reward system

 

We as a school believe in restorative justice and expect a child to do something to make recompense for any negative behaviour.  Any child or adult in receipt of unacceptable behaviour will be supported and safeguarded.

 

These consequences will apply to the breaking of any of the rules, not just the repeated breaking of one rule.

 

Penalties are non-negotiable.

 

Tactical ignoring
If observed behaviour does not stop after instruction or causes harm to others, Staff may decide, on the balance of circumstances, that it is better to tactically ignore the behaviour and to praise the children around for exhibiting the correct behaviour. This may prompt the correct behaviour and the child should be praised after a few moments if they sustain the improvement.

 

 

Positive reprimand
This serves to redirect the behaviour ‘Sit down like the others’ rather than ‘Stop walking around the class!’ This may include a restating of the rule e.g. ‘You have been asked to sit down’. ‘We sit to do our work properly’. Remembering to praise those who are sitting.

 

Warning                                                         _ “­
Given verbally. Positive consequences for the correct behaviour can be outlined. e.g. ‘If you sit down and finish your work you will be able to…’

 

Loss of Golden time/Play Time
‘ Time out’ in another part of the classroom/ activity room.
‘ Time out’ in another classroom.

SANCTIONS FOR EXTREME BEHAVIOUR
Certain totally unacceptable behaviours by pass Level 1 strategies, these are:

1. Pre-meditated attack

2. Unprovoked attack

3. Using a weapon with intent to harm

4. Repeatedly leaving the care of the adult in charge, and not responding to warnings.

 

These behaviours either result in letters being sent to parents or meetings with the parent, outlining the behaviour that has taken place. The child may be put ‘on report’, where a report cards records positive and negative behaviour through the week.  The Class teacher should meet with parents at the end of the week to discuss the report and which actions should now be adopted.  The action/incident may warrant a straight exclusion. The Head Teacher will investigate the whole incident, prior to sending out the letter. If a fixed exclusion is warranted, the Head Teacher will ideally contact the parent by phone or meet with them directly.  Discussion should lead to the development of a behaviour improvement plan; with parents and school working in partnership.  Ultimate sanctions for non-cooperation or non-compliance with the behaviour improvement plan could result in fixed term or permanent exclusion.

 

 

If the behaviour of a child or children becomes a danger to the class, the Class Teacher may need to remove the class for their own safety and take them to another room and let the Headteacher know; or remove the child using the agreed positive handling  techniques as taught and demonstrated by ‘Team Teach’.

 

 

BEHAVIOUR TEP

This stage is for children for whom Level 1 support has not been effective in changing their behaviour.  This plan will be developed by a referral to the SENCO and Head Teacher and the preparation of an Individual Behaviour Support Plan.

 

Aims of this plan are to:

. Inform and engage the whole school

. Reduce anxieties surrounding the behaviour

. Keep to an absolute minimum manual handling of pupils

Ensure that observations and evidence for further analysis of behaviour is available to develop an understanding of the behaviour

Identify situations in which challenging behaviour is most likely to happen, situations in which it is less likely to happen and what the very early signs of difficult behaviour are

Choose a target behaviour that can be systematically rewarded. (Immediate, tangible

rewards are most effective)

Ensure other pupils are supportive of behaviour modification and feel secure e.g. Rewards will go towards class/individual reward system.

 

Pro-active – planned steps

 

Timetable changes

Staffing

Differentiation

Use of key adults – the whole school informed

Consistency of staff (actions and words). Plan action to support changes: _ tell the child and walk away

_ Offer help

_ Allow take up time

_ Use key words and simple sentences

Teach consequences/boundaries

 

 

Re-active – Be aware of early signs and take immediate action (Unexpected behaviours}

 

Scripted steps (allowing time and space in between steps)

1. Direct instruction

2. Instruction and reminder of reward

3. State choice of consequence (target behaviour & reward or no reward)

Carry out consequence (low level, consistent, will take time)
Time out directed
Ensure action is taken to avoid escalation and handling:

·                Adopt a positive approach time-out

·                Plan distraction

·                Offer clear boundaries e.g. yes, when.

·                Transfer to a different adult if appropriate

·                Individual Behaviour Support Plan Sanctions should be as low-level as possible and short term. Low-level action that is consistent and certain is more effective that higher level action. Sanctions should be planned and fair, they must not in any way damage the relationship between pupil and staff.

·                Consequences should be short term.

 

TIME OUT

Time out is recommended to de-escalate patterns of behaviour. Time out should be planned and this plan should include the pupils as far as possible. Ideally pupils should move toward identifying their own need for time out. Time out should be managed with low key approaches. Use of symbols or signs can indicate that time out is recommended or needed. Time out should be used as close to the classroom as possible to avoid any need for positive handling.

 

If the time-out space is to be used for calming and as a directed sanction, staff action and words will need to make the difference very obvious. Visual support can also demonstrate difference (objects, pictures, gestures). If being used as a sanction, staff should avoid interaction and no activities/toys should be available.

 

If it becomes obvious that pupils enjoy going to the time-out space, ensure it is available to them subject to good behaviour. For some pupils, it could be included on a visual timetable and the ‘Yes… when…’ script used.

 

 

Level 3 support  (PASTORAL SUPPORT PROGRAMMES – PSP guidance attached)

A small percentage of children whose behaviour and responses can be difficult to predict or manage as a result of their individual additional needs, could be into a pattern of exclusion within a few days if the main behaviour policy is applied to them. These children will therefore be subject to a Pastoral Support Programme (PSP) and the whole school will be informed and know who they are. Their individual programme will be drawn up through multi-agency working and will involve the parents. It will be reviewed regularly and all staff given a synopsis of outcomes.

 

For children subject to this programme it will be necessary to undertake a Risk Assessment to inform the management of their challenging behaviours. This process may identify that Positive Handling could be needed to prevent the child from harming him or herself, others or property, or committing an offence. In this case a Positive Handling Plan (PHP) will need to be drawn up involving all staff concerned, the parents and the child if appropriate. The school’s policy for Positive Handling will be followed in all instances.

 

For pupils with ASD

All children need to have boundaries and comply with school rules.

Children with an Autism Spectrum Disorder [ASD] experience difficulties with social communication, social interaction and rigidity of thinking, imagination. These difficulties can mean that they misinterpret situations and that they find it difficult to explain their own behaviour and that of others.

 

There is a need to make reasonable adjustment to support their lack of understanding and skills with their behaviour and to teach what appropriate behaviour is. Staff to have autism awareness training to ensure that adjustments are made and pupils are not disadvantaged.

 

Pupils need to be given access to:-

Calm area.
Box with relaxing activities / suggestions.
Access to a member of staff to talk about their worries and any incidents.
Structured activities during break and lunch times.
Access to a structured social skills programme.
 

Exclusion

Parents will be notified of the reason for the exclusion. Before the child is re-admitted to school, a meeting between the parents and the school will be arranged.  The purpose of the meeting will be to discuss strategies and a way forward to ensure that the risk of a repetition of the offering behaviour patterns is not repeated.

 

A written record of the discussion, and commitments to the agreed plan, by both the parents and the school, will be made.  One copy will be kept in the school’s record and one sent to the parent.

 

 

Play/Lunchtime

·     verbal warning

·     ‘time out’ reflecting on playground rules

·     ‘ time out’ with LT supervisor

·     blue slip ‘I am disappointed because…’

·     put ‘on report’ by the Head, Deputy Head Teacher, KS1 Co-ordinator or TLR2 teacher at which point parents are informed and invited to discuss the situation

·     sent to the head teacher

·     time out for reflection

·     a PSP (pastoral support programme) drawn up

·     extreme case: a fixed term exclusion

·     very extreme cases: permanent exclusion

·     Physical violence will not be tolerated and perpetrators can be excluded from their setting at the discretion of the head teacher/deputy head.

 

Opportunities for Children to discuss and reflect upon appropriate behaviour:

·     within R.E lessons (See R.E policy)

·     during mass, reconciliation services and other religious assemblies

·     conferencing with a senior member of staff

·     a programme of personal, social and health education set in a moral framework designed to promote mutual respect (See PSHE policy)

·     a clear focus for work on relationships and feelings as part of the PSHE work throughout the school

·     circle time ( see appendix 1)

·     the agreement of class rules at the beginning of a school year.

·     During reflection time in playground

 

Liaison with parents

Parents will be kept informed about their child’s behaviour at 1 parents’ consultation evening and through the three part school report.  Informal comments about less serious incidents may be made by talking to parents after school in the playground or through the ‘comments space’ in homework diaries.  If behaviour has to be monitored on a regular basis, a home/school contact book may be started with comments from both school and home noted.  This would only be used until behaviour improved.  Parents are also involved in the ‘on report’ stage.

 

Outside Agencies

Any worries about any pupil should be discussed with the AEN Manager and if necessary with visiting Learning and Behaviour Support teachers.  There are times when the advice of outside agencies will be required.  This will be the result of discussion between the class teacher, AEN Manager and head teacher, or as a result of a Schools Review process which takes place termly.  Relevant and up to date information will be required by any outside agency and problems with behaviour should be documented and collated.  Outside agencies include:

 

Learning Support Service

Educational Psychologist

Behaviour Support Service

Teacher for Hearing Impaired

Teacher for Visually Impaired

Speech Therapist

Physiotherapist

Pre-school Advisor

School Doctor

Social Services

School Counselling Service

Feagans Family Charity

 

Monitoring

In light of this policy the senior management team will continually monitor behaviour throughout the school and evaluate the effects of the policy.  Necessary changes will be incorporated as necessary.

 

March 2016

 

 

Anti Bullying Policy

 

St Joseph’s Catholic Primary School’s Approach to bullying

Bullying both verbal and physical will not be tolerated in this school because it is totally at odds with Catholic teaching and gospel values which promote care, tolerance and respect of the individual.  It is everyone’s responsibility to prevent it happening and this policy contains guidelines for all members of the school community.

 

In St Joseph’s children have a right to feel welcome, safe happy and included.  In our school we will not tolerate any unkind actions, remarks even if these were not intended to hurt.

 

Bullying is deliberately hurtful behaviour that is repeated often over a period of time, making it difficult for the person concerned to defend themselves.  Bullying can take many forms.  The 3 main types are:

 

·     physical – hitting, kicking, taking belongings

·     verbal – name calling, insulting or racist remarks

·     indirect – spreading unpleasant stories about someone, excluding someone from social groups

 

Although resolving conflict by resorting to fighting is not acceptable, it is not bullying if two pupils of equal power and strength fight or quarrel

 

Aims:

·      To prevent bullying at St Joseph’s

·     To raise awareness of bullying behaviour and the school’s anti-bullying policy

·     To challenge attitudes about bullying behaviour, increase understanding for bullied pupils and help build an anti-bullying ethos in the school

·     To continue to seek ways of improving play facilities, providing an interesting and stimulating environment for pupils alongside quiet seating areas that can be easily supervised.

 

Who is Bullied?

 

All children are potential victims of bullying.

 

A victim of bullying is an individual or group who suffers in any way as a direct result of intentional and persistent harassment and/or victimisation by another individual or group where that harassment and/or victimisation is an abuse of power and is intended to frighten, intimidate or harm. Victims commonly find it difficult to counteract bullying behaviour, or to report their experiences to those who may be able to help them.

 

There are two main types of victims of bullying:

 

Passive victims: anxious, lacking in self-confidence, physically weak and unpopular. They do nothing to provoke attacks and do little, if anything to defend themselves.

 

Provocative victims: physically strong and active. They may have problems with concentration, which causes tension and irritation to those around them, provoking other children to turn on them.

 

Bullies

 

The term bully is certainly more complex than stereotypes imply, as are their victims. One piece of school based research2 found there were 3 main types of bullies:

Confident bullies: physically strong enjoy aggression, feel secure, average popularity

Anxious bullies: weak academically, poor concentration, less popular, less secure

Bully/victim: bullies in some situations, bullied in others, very unpopular

 

Bullying and the Role of the Group

 

The majority of children within a school are not involved in bullying themselves.   However, they are likely to know that it is happening.  Bullying is commonly a group activity, often with one perpetrator taking a leading role. Other children may be present and may play a number of subsequent roles. They may be broadly described as either colluders or bystanders.  Colluders may assist the bully or may encourage the bullying by laughing, shouting and watching. Bystanders may be present, but may remain uninvolved whilst some children may either intervene directly to stop the bullying or may go and tell an adult.

 

In developing effective strategies schools must recognise the importance of this group behaviour. Harnessing peers in a positive way is effective as part of a whole school approach to tackling bullying, through:

 

·         Attaching high importance to challenging bullying as part of a strong school ethos

·         Teacher Continuous Professional Development

·         Training for non teaching staff, including lunch time supervisors, volunteers

and so on

·         The curriculum

·         Assemblies

·         Pastoral systems

·         Peer support initiatives

·         Peer counselling

·         School Council work

·         Circle of Friends

·         Circle Time

·         Befriending

·         Peer mediation

·         Prefect and monitor systems

·         Mentoring

·         Co-operative approaches to group work

·         Improving mechanisms for reporting bullying

 

 

Reasons for being a victim may be:

 

·     race/sex/background

·     new child in school

·     child with family crisis

·     timid children who may be on the edge or outside a group

 

There may be others

 

Bullies make life miserable for many children.

 

Reasons for being a bully may be:

·      victim of violence

·      bullied at home

·     enjoyment of power/creating fear

·     not allowed to show feelings

·     Copying behaviour at home or on T.V.

·     unhappy

·     insecure

·     self hating

 

General Statements about bullying in accordance with Child Protection criteria and Invicta guidance document:

·     boys may bully younger children of both sexes

·     girls may use verbal abuse and ostracise from peer group – usually to other girls

·     some victims are also bullies

·     some victims are treated as culprits

·     onlookers are condoning bullying and becoming part of bullying

 

Early Signs of Distress:

·      withdrawn

·      deterioration of work

·     spurious illness

·     isolation

·     desire to remain with adults

·     erratic attendance

·     general unhappiness/anxiety/fear

·     late arrivals

·     bed wetting

·     cry themselves to sleep

·     unexplained cuts, bruises, scratches

·     unexplained missing possessions

 

Framework for Anti – Bullying Campaign

 

We believe prevention is better than cure at St Joseph’s therefore we will:

·     be vigilant for signs of bullying

·     always take reports of bullying seriously and investigate then thoroughly

 

Children will be encouraged to report all incidents of bullying to an adult.  These will be referred to the class teacher via the lunchtime supervisor if appropriate.

 

Supporting and Involving Parents and Carers

 

Supporting and involving parents is often key to successful anti-bullying initiatives.  Steps that can be taken to ensure parental involvement include:

 

·         Regular consultation and communication with parents about bullying, its causes and its effects

 

·         Taking steps to overcome language barriers and to recognise cultural diversity when involving and consulting parents

 

·         Ensuring all school staff are aware of the school’s bullying policy so that they can respond appropriately and sensitively if approached by a parent

 

·         Involving parents of bullies and victims at an early stage

 

Each teacher should:

 

Use the curriculum to increase children’s awareness of bullying and to help them to develop strategies to combat it.  Use discussion and role play to explore issues related to bullying and to give individual children confidence to ‘deal with’ bullying.  Adhere to the policy structure.

 

Reviewed October 2014

 

 

Appendix 1

Circle Time

 

Circle time is class discussion on a more formal basis when the teacher may ensure that all children have an opportunity to speak and that their contribution is valued.  How circle time is organised in every class is left to the teacher’s discretion but it is important to have circle time regularly.  Issues can be raised naturally but there is also room for set topics to be discussed at a given time e.g. behaviour at play time.

 

Circle time has an obvious role to play in the National Curriculum as an opportunity for speaking and listening, and as fulfilling an essential part of the religious and moral development of the child.

 

Circle time can provide a forum for discussion of important issues; relationships, equal rights, friendship, justice and acceptable behaviour.

 

Circle time brings together the teacher and children in an enjoyable atmosphere of co-operation.  It is a time set aside when children and their teacher sit together and take part in games and activities designed to increase self esteem, co-operation, trust and listening skills.  The activity helps everyone to understand what is important to them and their friends.  Children become more able to express their feelings and it encourages greater tolerance.

 

 

 

Address

St Joseph's Catholic Primary School
St Peter’s Park Road
Broadstairs
Kent
CT10 2BA

Contact

Tel / Fax: 01843 861738
Email: info@st-josephs-broadstairs.kent.sch.uk

KCSP

Kent Catholic Schools Partnership
Website: kcsp.org.uk
Telephone: 01622 232662

Headteacher
Mrs Linda Briggs

 

Chair of Governors
Mr John Darby