Buckholme Towers School & Nursery Positive Behaviour & Discipline Policy

including Rewards and Sanctions and Physical Restraint

'Every Child Matters' Vision

We have regard to ‘Every Child Matters’ in ‘Behaviour’ as we do all aspects of school, as we believe that all children are special and unique and recognise that some children have particular needs. We have an open dialogue with our families and value communications about celebrations and concerns. The school is managed to ensure that pupils gain knowledge and experience, which helps them to:

  • Lead healthy lives
  • Know how to keep themselves safe
  • Enjoy and achieve in their lives
  • Understand the principles of achieving economic well being
  • Make a positive contribution

Links with PSHCE

The school curriculum aims to provide opportunities for all pupils to learn and to achieve.

It also aims to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

Introduction

Positive behaviour is not an accident but requires the responsibility of all those involved with the school and pupils. The policy aims to provide the ideal climate for children’s learning and personal development so they will learn to be hard working and courteous, develop friendly relationships and respect themselves and others.

Aims

We want our children to feel part of a school community where the needs and opinions of all are respected and valued. We believe that if the children are to learn and grow, a climate of mutual respect and Positive behaviour is essential.

It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules, it is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn and be happy. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.

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 behaviour policy in a consistent way.

This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter antisocial behaviour.

Responsibilities of the Staff:

  • Have a low emphasis on punishment and a high recognition for positive.
  • Establish a uniform and consistent approach to all pupils. All aim for the same standards all the time, and deal with all misbehaviour immediately and firmly - to ignore is to condone it.
  • Prompt start to registration, assemblies, lessons etc.
  • Keep all the children occupied and interested; extend and motivate all pupils, encourage creative dialogue.
  • Mark all work promptly and constructively and set homework regularly to schedule.
  • Keep an attractive, clean and tidy room, maintaining interesting wall displays with evidence of pupils’ work.
  • Set high standards of speech, manner and dress.
  • Encourage pride in the school.
  • Recognise the importance of positive working habits, attitudes, skills, knowledge and of the provision of a happy working atmosphere.
  • Encourage self discipline.
  • Provide support for individual pupils.
  • Be vigilant for signs of deterioration in pupils’ work, behaviour or physical appearance.
  • Guard against a downward spiral of negative expectations.
  • Encourage positive ways in thinking about pupils and use disapproval as a sanction.
  • Make a clear distinction between minor and more serious offences.
  • Establish positive links with parents so that a climate of trust can be fostered: to encourage a responsive attitude if the school required support with difficult issues.
  • Treat pupils with courtesy, respect their ideas, value their individuality and listen carefully to what they say since pupils learn by example.
  • Encourage pupils’ self esteem since pupils will respond better and are more likely to develop considerate and responsible attitudes.
  • Make a real effort to stamp out any aggressive behaviour.
  • Expect positive and sensible behaviour in the classroom and outside.
  • Be vigilant about behaviour as pupils change classes/move around the school.
  • Use praise whenever possible since it recognises and motivates, particularly when the pupils are polite and responsible.
  • Insist on Positive manners at all times
  • Always set high standards and continuously aim to improve them both in work and behaviour.
  • Demand a high quality in everything - work, general surroundings, in the classroom and around the school.

Responsibilities of Parents:

  • Support the school Code of Conduct and Positive Behaviour and Discipline Policy.
  • Share concerns about your child’s education, welfare and behaviour within school.
  • Take an active interest in your child’s work and achievements.
  • Be willing to help children in their work and behaviour.
  • Attend school functions and activities.
  • Bring and collect your child on time.
  • Ensure your child has the correct equipment and uniform.
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  • Encourage your child to act responsibly and learn self control.
  • Encourage your child to be friendly, respectful and kind to others

Rewards and Sanctions

Rewards

We praise and reward children for good behaviour in a variety of ways:

  • Staff congratulate children;
  • Staff give children house points;
  • Each week we nominate a child from each class to be ‘merit winner’;

There is also a Special Award for other aspects of school life.

  • Each ‘merit winner’ receives their badge in the school assembly;
  • We distribute house points to children either for consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school;
  • We may send home ‘A note for you …’ postcard to recognise good work or behaviour at the end of particular day

The school acknowledges all the efforts and achievements of children, both in and out of school.

Sanctions

The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment. We employ each sanction appropriately to each individual situation.

The class teacher discusses the school rules with each class. In addition to the school rules, each class also has its own classroom code, which 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. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’.

  • We expect children to listen carefully to instructions in lessons. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own.
  • We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.
  • If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves repeatedly, they may be moved away from others within the classroom until s/he calms down, and is in a position to work sensibly again with others.
  • The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
  • If a child threatens, hurts or bullies another pupil, the class teacher records the incident and the child is punished. If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child.
  • Verbal warnings may be given, before the official sanction of demerits and detentions.
  • Demerits and detentions are given out – 3 Demerits lead to a detention and 3 Detentions mean a child will miss the end of term House Outing.
  • A child may be put on a report card, after discussion with the parents.

The school does 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. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear. Refer to Anti Bullying Policy & Safe to Learn (DfE Guidance)

Physical Restraint 1

All forms of corporal punishment are unacceptable and could render a member of staff liable for prosecution.

Reasonable force may be used for self-defence, where there is risk of injury or where a pupil is behaving in a way that is compromising good order and discipline e.g.

  • A pupil attacks a member of staff or another pupil
  • Pupils are fighting
  • Pupils are about to, or are damaging property
  • Pupils are running in a way likely to cause injury
  • A pupil tries to leave the class/school
  • A pupil persistently refuses to leave the classroom when ordered to do so
  • A pupil is seriously disrupting the lesson.

Before intervening physically, a member of staff, wherever practicable, should tell the pupil to stop and what will happen if he or she does not. The member of staff should try and get help from another member(s) of staff and continue to try and communicate with the child throughout the incident making clear that physical contact or restraint will stop as soon as it ceases to be necessary. Do not give the impression that you have lost your temper or are acting out of anger or frustration or to punish the pupil. The degree of force must be in proportion to the circumstances of the incident and the seriousness of the behaviour. Any force should be the minimum needed to achieve the desired result.

  • Physical intervention may involve:
  • Physically interposing between pupils
  • Blocking a pupil’s path
  • Holding
  • Pushing
  • Pulling
  • Leading a pupil by the hand or arm
  • Shepherding a pupil away by placing a hand in the centre of the back.

Staff should not:

  • Hold a pupil around the neck, by the collar or in any way that might restrict the pupil’s ability to breathe;
  • Slap, punch, or kick a pupil;
  • Twist or force limbs against a joint;
  • Trip up a pupil;
  • Hold or pull a pupil by the hair or ear;
  • Hold a pupil face down on the ground;
  • Hold a pupil in a way that might be considered indecent.

Sometimes it may be dangerous to try and restrain a pupil. In this instance remove other pupils, send for help and try and make the area as safe as possible continuing to try to communicate with the pupil.

Physical restraint 2

The school does not allow any form of physical punishment against pupils, but recognises that in extremely rare cases physical restraint may be necessary to ensure the health and safety of pupils and colleagues and defuse an incident of extreme behaviour. Such circumstances, as a general rule for staff may be:

Planned physical interventions (where incidents are foreseeable)

Occasionally, it may be considered in the best interests of the pupil to accept the possible use of restrictive physical intervention as part of a therapeutic or educational strategy. For example, the best way of helping a pupil to tolerate other children without becoming aggressive might be for an adult to 'shadow' the pupil and to adjust the level of any physical intervention needed according to the pupil's behaviour.

The use of force in emergency situations (which cannot reasonably be anticipated)

Emergency use of restrictive physical interventions may be required when pupils behave in ways that have not been foreseen by a risk assessment. The use of force by staff can be justified if reasonable to use it to prevent injury or serious damage to property, or to prevent a pupil engaging in any behaviour prejudicial to the maintenance of good order and discipline in the school. The force used must be reasonable. It should be commensurate with the desired outcome and the specific circumstances in terms of intensity and duration.

Before using restrictive physical intervention in an emergency, the member of staff

concerned should be confident that the possible adverse outcomes associated with the intervention (for example, injury or distress) will be less severe than the adverse

consequences which might have occurred without the use of a physical intervention.

DfE Guidance (July 2011) on this area states examples of use of reasonable force as being to:

  • remove disruptive children from the room where they have refused to follow an
  • instruction to do so
  • prevent a pupil behaving in a way that disrupts a school event or a school trip or visit
  • prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others
  • prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground
  • restrain a pupil at risk of harming themselves through physical outbursts.

Schools cannot:

  • use force as a punishment -it is always unlawful to use force as a punishment.

It is good practice for the member of staff who used physical force to report the matter to the Headmaster or Deputy Head – as soon as possible and for the Deputy Head (or appropriate member of staff) to decide whether to speak to the parents about the incident.

Factors to consider:

  • the pupil’s behaviour and level of risk presented at the time of the incident
  • the degree of force used
  • the effect on the pupil or member of staff
  • the child’s age.

Complaints about use of physical force:

Any complaint should first be investigated by the line manager of the member of staff concerned and a deputy head informed. The matter need not be automatically judged as a child protection or disciplinary issue, since the member of staff may well have acted reasonably and lawfully.

Code of Conduct for pupils

These principles have been agreed by pupils and staff at BTS.

Kind Considerate Courteous

Co-operative Hardworking Truthful

Trustworthy Responsible Friendly

Show respect

The Role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner during lesson time.

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The class teachers in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.

The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.

If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself in the normal manner.

However, if misbehaviour continues, the class teacher seeks help and advice from the Headteacher.

The class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or LEA behaviour support service.

The class teacher reports to parents about the progress of each child in their class, in line with the whole–school policy. The class teacher may also contact a parent if there are concerns about the behaviour or welfare of a child.

The role of the Headteacher

It is the responsibility of the Headteacher to implement the school behaviour policy consistently throughout the school.

It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

The Headteacher keeps records of all reported serious incidents of misbehaviour.

The Headteacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the

Headteacher may permanently exclude a child.

The role of parents

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

We explain the school rules in the school prospectus, and we expect parents to read these and support them.

We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, parents should support the actions of the school. If parents 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 School Board. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

Fixed-term and permanent exclusions

Only the Headmaster has the power to exclude a pupil from school.

The Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the School Board. The school informs the parents how to make any such appeal.

The Headteacher informs the LEA (as appropriate) about any permanent exclusion.

Monitoring

The Leadership Team monitors the effectiveness of this policy on a regular basis.

The school keeps a variety of records of incidents of misbehaviour. The class teacher records minor classroom incidents. The Headteacher records those incidents where a child is sent to him/her on account of bad behaviour. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the incidents book that we keep in the staff room. The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

Confidential weekly bulletins make reference to behavioural problems/issues and this is shared by ALL staff.

Review

Reviewed by Staff, September 2016

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The EYFS Policy has been created as a separate document. It mirrors the main school policy in many ways but contains references specific to this age group.

Buckholme Towers School Early Years Foundation Stage

Behaviour Policy

At Buckholme we recognise that each child is an individual and as such they will enter nursery with different experiences of rules and boundaries. They also join us having had a variety of social contact with other children.

We feel it is important for our children to make independent decisions and choices and that it is our role to help them develop the appropriate skills to be able to do this on their own. We use all available opportunities to encourage negotiating skills and demonstrate good examples of this between adults and children. These skills enable the children to share effectively and reduce the incidents of disruptive behaviour/arguments over toys etc.

All settings must have rules and boundaries to enable them to operate effectively and safely. Time is spent explaining to the children why we need to have rules and how, if we didn’t all follow them, they or someone else might get hurt. Having nurtured a strong family atmosphere the children are all keen to look after each other and by combining Nursery and Reception on regular occasions, younger children can see positive behaviour being displayed by older children and they in turn can become more understanding of the younger children. We highlight children displaying positive behaviour and this often helps to act as a reminder to the others to do the same. In the EYFS each child has lots of opportunities to earn rewards for positive behaviour. These may take the form of public praise, stickers, mini certificates, school certificates, star of the day/week and the tidying up award. In Reception children also receive house points. Their house points are recorded on a class chart. The child with the most house points at the end of a two week period is presented with a badge in the whole school assembly.

As part of typical development children do display undesirable and challenging behaviour at times and this is dealt with on an individual basis. The following is a guide to how a toy throwing incident may be dealt with;

  • The child is asked to stop the behaviour. (If they don’t the request is repeated). Staff will explain why an action shouldn’t be done and what will happen if it is repeated.
  • If they are endangering the other children they will be asked to hand over the toy.

Staff are often ‘very disappointed’ if children don’t follow rules and this is often enough for the behaviour to stop. If not the traffic light system is used.

Traffic Lights: this is a visual aid to discourage challenging behaviour. A small incident (after verbal warnings) may result in a child’s name being moved onto amber; more serious or continuing behaviours will result in their name being moved up to red. Over a period of time; dependent upon age/developmental stage, children earn their way back down to green. Each day is started a fresh.

If a child displays a particularly anti-social behaviour such as smacking, biting etc. the child will be withdrawn from the group and taken to an area of the classroom where they have time to reflect on their behaviour.

After an appropriate amount of time (dependent on age) a member of staff will talk to the child and explain why they were withdrawn from the situation and help them to understand what they did was wrong. The child will then be asked to apologise to anybody else hurt in the incident.

Behaviour in each session is treated within that session. We understand the importance of having realistic expectations of the children based on their developmental level. Young children need to be supported with their behaviour immediately rather than during the course of a day. Individual target cards are sometimes created with the children to encourage and develop positive behaviours both in school and at home e.g. sharing, bedtime routines, toileting, teeth cleaning etc. These take on a variety of forms and are completed in partnership with parents.

Corporal or physical punishments, or the threat of them, are not to be used. In relation to the ‘Statutory Framework for the EYFS’ 2014 physical intervention will only be used to manage a child’s behaviour if it is necessary to prevent personal injury to the child, other children or an adult, to prevent serious damage to property or in what would be reasonably regarded as exceptional circumstances. For more information regarding physical intervention/contact please refer to the safe guarding/child protection policy.

Updated September 2016