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Westmorland Primary School

"The brightest future for all"

Behaviour

Policy on Behaviour and Discipline

Updated: October 2016

Review Date: July 2016

1 Introduction

1.1 At Westmorland Primary School, there is an expectation that not only do the children behave well, but all members within school have high expectations of the children with regard to behaviour and all strive to ensure that the children do everything to the best of their ability. There will naturally be some differences in the use of rewards and sanctions as the age of the children will have to be taken into account. However, all children are entitled to be treated fairly, with respect and understanding. Therefore, we aim to promote an environment where everyone feels happy, safe, valued and secure.

2 Aims and objectives

2.1 We have a caring community where all members of school live and work together in a supportive way and an environment where everyone feels happy, safe, valued and secure. We do this by:

· Promoting good relationships, so that people can work together with the common purpose of helping everyone to learn.

· Expecting every member of the school community to behave in a considerate way towards others.

· Ensuring all staff model good behaviour to each other

· Treating all children fairly and applying this behaviour policy in a consistent way.

· By striving to ensure the children grow in a safe and secure environment and become positive, responsible and increasingly independent members of the school.

· Aiming to protect staff from allegations of professional abuse.

· Rewarding good behaviour,

· Promoting good behaviour, rather than merely deter anti-social behaviour.

· Boosting the pupils' self-esteem, and raise aspirations, through use of praise, encouragement.

· By helping the children through lessons in PSHCE, to understand the importance of making the right choices, respecting others, giving encouragement, valuing others and being part of a caring community.

· Ensuring assertive mentoring is reflected in every aspect of school life.

· Being a BIP lead school and working closely with our partner school Adswood to improve behaviour

· By involving the parents at the earliest opportunity

3 Expectations

3.1 We expect children to listen carefully to instructions in lessons. If they do not do so, they

Will be asked either to move to a place nearer to the teacher, or to sit on their own.

3.2 We expect children to try their best in all activities. If they do not do so, they may be asked

to redo the activity.

3.3 If a child is disruptive in class, the adult will remind them of the expectations for behaviour. If a child repeatedly shows inappropriate behaviour then the sanction steps, behaviour chart, IBP’s or de-escalation plans will be followed.

3.4 The safety of all children is paramount in all situations. If a child’s behaviour endangers the safety of others, the member of staff taking the lesson stops the activity and prevents the child from taking part in the rest of the session.

3.5 Staff should avoid physical contact with children, if children need to be held then the procedures outlined in the physical contact/restraint policy should be followed.

3.6 If a child threatens, hurts or bullies another child, the class teacher must be informed of the incident and record it in the behaviour log sanctions such as detention will be put in place. The class teacher will inform the parents of the inappropriate behaviour the same day. If a child repeatedly acts in a way that disrupts or upsets others, a member of the management team will contact the child’s parents and seek an appointment in order to discuss the situation, with a view of improving the behaviour.

3.7 Class teachers are to discuss the school rules with each class which are to be then displayed within the classroom. In addition, each class can have its own classroom code which is agreed by the children and displayed in the classroom.

4 The role of adults in the school

4.1 The adults in our school have high expectations of all the children with regard to behaviour and will strive to ensure that all children work to the best of their ability

4.2 It is the responsibility of the person in charge of the class to ensure that the school rules are enforced in their classes, they are consistent with rewards and sanctions and that the children behave in a reasonable manner.

4.3 If a child misbehaves repeatedly in class, then the adult in charge will inform the class teacher, it’s the responsibility of the class teacher to record the incidents and speak to parents the same day. However, if the inappropriate behaviour continues, the class teacher will seek help and advice from the Senco or management team after speaking with the child’s parents.

4.4 The Senco will ensure that all IBP’S and De – escalation plans have been followed. They will liaise with other outside agencies and parents to ensure that the child is given the right support.

4.5 The class teacher should contact a parent if there are any concerns about the behaviour or the welfare of the child before the behaviour escalates.

4.6 The class teacher reports to parents about the progress of each child in their class, in line with the whole school policy.

4.7 It is the responsibility of the senior management team, to implement the school behaviour policy consistently throughout the school, to ensure the health, safety and welfare of all children in the school and to report to governors, when requested, on the effectiveness of the policy.

4.8 Records of all reported serious incidents of inappropriate behaviour will be kept by a member of the senior management team.

4.9 It is the responsibility of the head teacher and the management team to support staff in their implementation of the policy.

5 Rewards

5.1 We praise and reward children for good behaviour as we feel this will develop an ethos of kindness and cooperation. We do this is a variety of ways:

We teach the following values:

  • Excellence
  • Friendship
  • Respect
  • Determination
  • Courage
  • Equality
  • Inspiration

We reward children who follow these values and they can achieve a reward afternoon.

Years 1 – 6:

The peg system is followed

· All the child will have their name on a peg which is placed on the green card at the beginning of each day

· If a child has displayed the appropriate behaviour, attitude, conduct around school then there name will be moved to the bronze card. If appropriate displays continue to be seen then the child’s name can be moved up to silver then eventually gold.

· A child can have their name moved up or down the ladder throughout the day

· Each child collects their own medals and running totals are displayed in the classroom.

5.2 Rewards in assemblies

· During Key Stage assemblies’ one child from each class will be nominated ‘Star of the week’ and one child will be selected for the good work they did the previous week. Parents will be informed about these achievements.

· During whole school progress assemblies which take place at the end of term, 6 children from each class will be chosen for making progress in reading, writing or maths. This will be led by members’ of the senior management team.

· Any member of staff can nominate children to be ‘Wow’ pupils; this can be awarded for attitude, behaviour or conduct in and around school.

· All these children will receive a special mention and a certificate in a key Stage assembly.

5.3 Other rewards

· Teachers/HLTA’s/TA’S congratulate children both verbally and in writing in their books.

· Stamps may be used in books or stickers awarded.

· Class teachers are encouraged inform parents/carers of a child’s good behaviour by either speaking to them personally, making phone calls home, sending notes or texts.

· The school acknowledges all of the efforts and achievements of children, both in and out of school. Certificates, badges, trophies or medals awarded outside of school may be presented during Key Stage assemblies.

6 Sanctions

6.1 The school enforces the school rules and ensures a safe and positive learning environment by employing a number of sanctions. Each sanction is employed appropriately to each individual situation.

6.2 All teachers/HLTA’s/TA’s follow the sanctions when dealing with unacceptable behaviour.

In Early Years

· First two warnings are given to encourage the child to change their behaviour.

· If the inappropriate behaviour persists the child will be asked to place their name to the sad side of the board.

 

· A further incident will result in isolation (moved nearer to an adult or to another area) for 5 mins.

· The class teacher will speak to the child’s parents/carers the same evening this is done with a view to improving behaviour.

· If the unacceptable behaviour persists members of the senior management team may become involved.

In year 1

· First a warning is given

· If the unacceptable behaviour continues the name or picture of the child is moved to the sad side.

· A further incident will result in a cross by their name and the child is sent to another class for 5 mins or in some cases until the child has calmed down and is able to work sensibly in class.

· Once back in class if the child complies with the class rules their name or picture is moved back to the happy side.

· If on the other hand the inappropriate behaviour persists there will be a further exclusion to a partner class.

· If there is a further escalation then there will be a visit to the Headteacher.

In years 2 – 6

· The peg system is used, each child starts each new day on green. Each child has the opportunity to move up the three steps from green to the WOW pupil!

· For instances of inappropriate behaviour …First a warning is given

· If the unacceptable behaviour continues the name of the child is moved down the ladder onto a yellow card where they will be given a verbal warning.

· A further incident will result in their name moved further down the ladder to the orange card where they will be given a warning card.

· A third incident then the child’s name is moved to the red card which will result in the child being sent to another class for 5 mins or in some cases until the child has calmed down and is able to work sensibly in class.( In some classes it may be more suitable to reduce the numbers of steps from green to red so that a consequence becomes more instant, this should be at the class teachers discretion.)

· Once back in class if the child complies with the class rules their name is moved back to the green card. If on the other hand the inappropriate behaviour persists there will be a further exclusion to a paired class. If there is a further escalation then they will be sent to visit to the Headteacher.

· If a child reaches two red cards within the week they will spend time with a member of the management team. If three red cards are reached within the week then the parents/carers will be contacted by a member of the senior management team who may seek an appointment. This is done with a view to improve behaviour.

· Parents /carers of the child will be informed of the inappropriate behaviour by the class teacher on the day of the incident or if deemed necessary may be contacted by a member of the management team.

If a child has an IBP or a de-escalation plan, they must be followed.

When a child is sent to another class that class teacher will not engage in any in depth conversation with them about their inappropriate behaviour.

On return to class, it will be the responsibility of the child’s own class teacher to engage in discussion about appropriate, inappropriate behaviour and expectations. This is to be carried out in a calm and unthreatening manner.

6.3 Detention

· Detentions will be given if any child fails to comply with the school rules or has had their names on the red card twice in one week.

· They will be overseen by the headteacher or deputy headteacher, during break time. If the deputy head is unavailable then the detentions will be overseen by members’ of the Key Stage 2 staff.

· If a child receives three detentions in a half term then a letter will be sent home.

· If a forth detention is given the deputy head will seek an appointment with the child’s parents/carers. This is done with a view to improve behaviour.

7 Exclusions

7.1 The management team keeps records of all reported serious incidents of inappropriate behaviour.

7.2 The Headteacher or the Deputy headteacher has the responsibility for giving fixed term exclusions to individual children for serious acts of inappropriate behaviour.

7.3 Rather than formally exclude the Headteacher or Deputy head will first exclude the child to our partner school (Adswood) for a short period of time.

7.4 For repeated or very serious acts of anti-social behaviour, the headteacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the headteacher may permanently exclude a child. This action is only taken after the school governors have been notified. It is also possible for fixed term exclusions to be converted into a permanent exclusion, if the circumstances warrant this.

7.5 If a child is being excluded then parents will be informed by the headteacher or their representative immediately, they will be give reasons for the exclusion. At the same time it will be made clear that the parents can, if they wish, appeal against the decision to the governing body. The school will inform the parents how to make any such appeal.

This policy is to be reviewed every year and has been presented to staff and Governors.

Signed:

Date: 

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