The school has an ethos in which the principles of our code of conduct are respected. Many of these principles will be addressed daily throughout school life in assemblies, by adults modelling and acknowledging good social behaviour and through positive relationships developed between members of our school community.
Each class will create its own class rules at the beginning of the academic year based on the School Code of Conduct :
Through our curriculum, we teach pupils the BASICS model and the Golden Rules. PSHE and Citizenship, including SEAL, is taught using a variety of methodologies. It directly addresses our ethos and expectations.
We believe that an appropriately structured curriculum and effective teaching contribute to good behaviour. Thorough planning that addresses the needs of all pupils, the active involvement of pupils in their own learning and structured feedback (see feedback & marking policy) all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.
It follows that lessons should have clear objectives which are understood by the pupils and differentiated to meet the needs of a range of abilities. Marking is used both as a supportive activity, providing feed-back to the pupils on their progress and achievements and as a signal that the pupil’s efforts are valued and progress matters.
In order to gain the most from their learning it is important that pupils are appropriately equipped. Should pupils fails to return their homework, reading book or bring a PE kit the class teacher should remind them. It will be logged Sleuth (the school online behaviour log) and a reminder note sent home. Sleuth will be monitored by SLT and admin staff and repeated incidents of forgotten homework or PE kit will be followed up by SLT.
Our BASICS model applies to all members of the school community. All staff have a responsibility to look for opportunities to promote the BASICS model and praise positive behaviour in the classroom, around the school and on visits outside the school. All staff should respond to the behaviour of all pupils around the school not just those for whom they have direct responsibility.
All staff have a responsibility to:
Create a calm working atmosphere in the classroom with well- established routines which promote a sense of belonging for children and staff
Every classroom will have a positive behaviour display board that shows:
In addition, classrooms will display:
This policy is designed to promote and acknowledge good behaviour rather than merely to deter anti-social behaviour. All staff have a responsibility to look for opportunities to promote the BASICS model and praise positive behaviour in the classroom, around the school and on visits outside the school.
Whole School Rewards:
We praise and reward pupils for good behaviour, social skills and effort with work throughout the school week and in a variety of ways:
Learning Achievement Award
Top Table Award
The Top Table Award is part of the lunchtime behaviour strategy and is administered by the senior SMSA. It aims to acknowledge courteous behaviour and kind, helpful acts towards both adults and children. The majority of children display positive behaviour and each child should be recognised for their positive contribution by being given the opportunity to invite a friend to lunch at the Top Table.
Lining up award
Golden tokens will be awarded for classes who line up well and a reward chart is displayed in the corridors for both KS1 and KS2. The tokens/award stickers will be counted and the class with the most tokens/stickers each week will be rewarded in assembly with a certificate to display on their door in KS1 and extra playtime in both KS1 and KS2.
‘Well Done’ Notes
‘Well Done’ notes should be given for the pupil to take home as an acknowledgement of a particular achievement. This will enable parents to reinforce the teacher’s praise at home. As a minimum, at least one well done slip should be sent home each term for each child. This should be for work praised in the good work assembly and for showing positive behaviour for learning by setting a good example to others in terms of behaviour, learning and care. The class teacher should keep a tick list to ensure all pupils are accounted for.
Other adults who work in the school should also give well done slips to pupils who set a positive example. The pupil should be encouraged to show the slip to the class teacher, who will reward the pupil.
Pupils will be awarded a merit to acknowledge achievement in learning:
Each class will clearly display a merit board which shows pupil awards. Accumulation of merits points will be celebrated as follows:
Achievement of a certificate will be acknowledged by pupils standing up and being applauded in assembly.
All pupils will have received a minimum of 60 points (silver certificate) at the end of the academic year (other than in exceptional circumstances which are noted by the class teacher and shared with the Leadership Team and the pupil’s parents). Most pupils should achieve a gold certificate by the end of the summer term.
Class code of conduct / Star Time
In addition to individual merit points, whole class rewards should be given for following the class code of conduct.
Rewards should take the form of golden stars in a jar.
Achieving the class target should be rewarded by 10 – 15 minutes Star Time. The target should take approximately two weeks to achieve (weekly for Reception and year 1).
The Star Time activity should be chosen by the children from a range of options and may vary. Examples are; extra playtime, a favourite class game, an activity from a choosing box, a quiz or class game.
At the start of the academic year the class teacher will discuss the code of conduct with the pupils and create a set of agreed class rules. Class rules must be clearly displayed and referred to when sanctions are applied to ensure the pupil is clear as to why the sanction is being applied.
In most cases a look of disapproval or a quiet word will be sufficient. However if a pupil continues to present unsatisfactory behaviour a hierarchy of sanctions may be applied and a verbal or written apology may be required.
In the event of a serious incident a child may be withdrawn from the classroom or playground in order to either minimise disruption to learning or to ensure the safety and well-being of others by a member of staff.
Fixed term exclusion may be imposed in response to breaches of the behaviour policy, including persistent disruptive behaviour, where these are not considered sufficiently serious to warrant a permanent exclusion but where lesser sanctions such as detention/internal exclusion are considered inappropriate.
Permanent exclusion may be imposed for persistent breaches of the behaviour policy, i.e. as a final step in a process for dealing with unacceptable behaviour and following a wide range of strategies that have been tried without success. Permanent exclusion is an acknowledgement that the school has exhausted all available strategies.
Permanent exclusion may be imposed for a serious breach of the behaviour policy, i.e. there may be circumstances where it is appropriate to permanently exclude a pupil for a first or one-off serious offence, such as:
This list is not intended to be exhaustive or prescriptive but rather to provide examples of the type of behaviour/incident that might lead to permanent exclusion.
Very serious behaviour issues such as a violent act resulting in physical injury or acts of racist, homophobic or sexual abuse should be referred directly to the Deputy / Assistant Headteacher. In extreme circumstances or as a last resort the Headteacher may consider the possibility of short or longer term exclusion. All such incidents will be recorded on the school’s behaviour recording system – Sleuth.
If a pupil deliberately physically assaults a member of staff this will result in a short or longer term exclusion as deemed appropriate by the investigating member of the senior leadership team.
It is essential to gain the support and cooperation of parents when a pupil fails to adhere to the school’s code of conduct. A meeting may be arranged with parents at any stage to ensure they are kept fully informed and to avoid more serious sanctions being imposed.
Reasons for exclusion are detailed in Annex 5 at the end of this document.
Adaptations for Early Years
Support systems for Individual Pupil Need
If there is a persistent problem the class teacher, Deputy Headteacher and SENCO will draw up an Individual Pastoral Support Plan to support the pupil in partnership with parents. All staff working with the pupil will be informed of this to ensure a consistent approach throughout the school day. If the problem continues, we will work with outside agencies to seek solutions to support the pupil.
Support systems for staff
The school will support all adults working with pupils to ensure pupils are achieving. It is school practice to discuss behavioural issues in order that the staff feel supported and to provide a cohesive approach to supporting individual needs. This will be achieved following the school’s safeguarding policy. Staff having difficulties with an individual, class or group should speak to the Deputy Headteacher who has responsibility for this area of the school.
Support systems for parents/carers
Parents and carers are encouraged to communicate with the school to discuss any relevant issues. Parents should make appointments in advance to ensure the availability of a member of staff and to give the time needed to hold a full discussion. Likewise, when school needs to discuss an issue with parents/carers, they will be contacted by telephone or email.
Concerns should be raised directly with the school. Parents should not discuss a school based issue with other parents/carers verbally or through electronic messaging as this can unnecessarily escalate or cause misunderstanding.
For reasons of confidentiality, the school cannot discuss matters relating to another child or their parents/carers.
In the event of an incident being reported when the school is closed the school will respond when it is reasonable to do so.
Pre-School & First Break
A member of staff on duty will inform the teacher verbally when he or she comes out to collect the class. The duty staff will complete an incident report form (appendix 3) and give the green copy to the teacher immediately following their duty. A white copy is given to a member of SLT.
The teacher should talk to the child/children involved at the earliest opportunity and if the incident is serious should pass the incident form on to the deputy head. The incident should be recorded by the class teacher on Sleuth or by the senior member of staff investigating if the incident is referred.
In the event of a serious incident in the playground, such as a fight, a message should be sent to the office immediately via two sensible children. A child should not be sent alone. The office staff will use the pager to contact a member of the senior leadership team. Staff on duty should not leave their post to deliver the message.
During lunchtimes, the SMSAs, TAs and FFS staff supervise the children. Should an incident occur they will take appropriate action and record it on an incident report form. Incident forms are then given to the senior SMSA who will disseminate as appropriate, either to the class teacher or the relevant member of the SLT. The class teacher will investigate the incident and if the teacher considers that a), the incident requires prolonged investigation, or b) is judged to be serious, she/he will pass on the form to the appropriate member of the SLT for further investigation.
Any incident resulting in physical injury or acts of racist abuse must be recorded on an incident form and is given directly to the appropriate Deputy Headteacher. All such incidents must be recorded using Sleuth.
Out of School
All behaviour issues including persistent low level disruptive behaviour should be recorded by the class teacher on Sleuth. Such incidents may disrupt learning in the classroom or occur anywhere in the building, playground or on visits outside school.
A log of on-going behaviour issues in your class is an important source of information which may be used as evidence to support further action if required. Phase leaders will monitor weekly. Phase leaders will draw teachers’ attention to any emerging patterns and offer strategies to support improvement.
If behaviour does not improve the phase leader will draw this to the attention of the appropriate DHT and further action will be decided.
MT is used from the computer desktop in each classroom. It should be used in emergency situations which require immediate intervention. These are incidents which put the child or others in the classroom at risk. The teacher should use MT to call for support from the welfare team or school leadership team to ensure an immediate response. The incident should be recorded on medical tracker by the welfare team if it is welfare related, sleuth if it is a behaviour incident or Edukey if is a safeguarding concern.
All behaviour incidents must be recorded on Sleuth, the online behaviour recording system. Any incidents occurring during class time should be recorded by the class teacher on Sleuth.
This includes forgotten PE kit and homework. Any incidents occurring during playtimes are to be recorded on an incident report form indicating whether it is to be followed up by senior leadership or class teacher. The staff member who investigates is to record the incident on Sleuth.
An outline of conversations with parents either in person or by telephone must be recorded and a copy of any letters sent home should be attached to the pupil’s profile on SIMS.
To view the full Behaviour For Learning Policy including appendices – click here Behaviour for Learning Policy 2022
The Head teacher and senior leadership team monitor the school behaviour policy on an on-going basis to ensure consistent implementation throughout the school.
The senior leadership team are required to ensure that all staff adhere to the Behaviour For Learning Policy.
To this end the SLT should/will not hesitate in drawing attention to any actions which are either not conducive to good behaviour or place the safety of children at risk.
This policy will be reviewed by the senior leadership team and Governing body on an annual basis.