Behaviour Policy

Behaviour Policy

BEHAVIOUR POLICY

HEBDEN BRIDGE SCHOOL

CREATED FEBRUARY 2016

 

TO BE REVIEWED ANNUALLY

NEXT REVIEW FEBRUARY 2018

 

Policy Agreement

 

We, the Board of Trustees of Hebden Bridge School having considered and reviewed the attached policy, agree to accept all the Statements, Principles and Procedures as listed in the document.

Policy Ratified at Trustee Board:

 

Signed Anil Sarna                                     Signed Wendy Hollway

(Lead teacher)                                           (Chair of Trustees)

Date: 17/2/2017                                         Date: 17/2/2017

With ref to :Anti-bullying; Complaints Procedure; Discipline and Exclusions; Ex-offender; Health and Safety; Promoting Good Behaviour; Special Educational Needs, Safeguarding, Child protection.

Aims and objectives.

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’s 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 in which everyone feels happy, safe and secure.

The school has a number of rules, but our Behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. 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 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 cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

Rewards and Consequences

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

  • Teachers congratulate children
  • Teachers give whole class rewards
  • Teachers give greater responsibilities to children
  • Each week, we celebrate achievements of all students inside and outside of the classrroom. It is an opportunity for the children to share their progress with others, inspire and be inspired.

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. They are proportional and not oppressive. The school meeting is involved in creating these sanctions as we feel children follow rules better when they are not imposed from above but fashioned from within the school body.

  • 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, we isolate the child from the rest of the class until s/he calms down, and is able to work sensibly again with others. If deemed necessary by the class teacher, a child will be sent to another class for the rest of the lesson/ session.
  • 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. The Lead teacher will be notified immediately
  • Sanctions include keeping children in at break times (‘Grounding’). Sanctions do not include children writing ‘lines’ or missing curriculum activities e.g. P.E.
  • 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.
  • If a child threatens, hurts or bullies another child, 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 or carers and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child. It may be necessary for an Individual Behaviour Plan to be implemented
  • If a child seriously compromises the health and safety of another child or member of staff e.g. through an act of unacceptable physical aggression, the Lead teacher will determine the likelihood and length of a fixed-term exclusion.

Situations handled by class group and teacher if problem occurs in class. The class teacher discusses the school rules with each class. 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.

  • If infraction is serious enough (for example, ongoing bullying), the tutor will make proposals to the School Meeting who can recommend a sanction or other outcome.
  • The child’s tutor will be involved as an advocate and intermediary (parents may or may not be involved at this stage).
  • It is possible that the Meeting will choose to avoid any punishment if the perpetrator can prove that they have gained enough insight so that the situation will not repeat. It is equally likely that some action will be proposed, but only in extreme cases would a temporary exclusion be used.
  • For breaking the smoking rule, there is an automatic one day exclusion.
  • When the drug or alcohol rules are broken, there is an automatic one-week suspension during which the child will meet with their tutor and parents to discuss the offence and build a case for re-inclusion.
  • Subsequent abuse of the drug, alcohol or bullying rules would eventually lead to further exclusions or expulsion
  • Expulsion requires a week long process involving:
    • proposal to School Meeting by individual or group
    • vote by Meeting to approve or reject proposal
    • If approved, then parents are informed, and the child is sent home and a week is spent in negotiation with child, parents and tutor to see if anything can be done.
    • After a week, the School Meeting is called to discuss ratifying the expulsion or to find an alternative that allows child to remain in school.
  • In the event of drug misuse or illegal drug consumption the police and Children’s Services (Social Care), will be informed.
  • If any child is found to be suffering from the effects of alcohol or other substances, the school will immediately engage with other professionals in order to safeguard the child. The parents or guardians of any child involved will be notified in line with safeguarding procedures.
  • It is forbidden for anyone, adult or child, to bring onto the school premises illegal drugs. Any child who is found to have brought to school any type of illegal substance will be punished by a temporary exclusion. The child will not be readmitted to the school until a parent or guardian of the child has visited the school and discussed the seriousness of the incident with the Lead teacher.
  • If the offence is repeated, the child will be permanently excluded.
  • If a child is found to have deliberately brought illegal substances into school, and is found to be distributing these to other students for money, the child will be permanently excluded from the school.
  • The school will immediately engage with other professionals in order to safeguard the child. The parents or guardians of any child involved will be notified in line with safeguarding procedures.

All members of staff are aware of the regulations regarding the use of force by teachers. Teachers in our school do not hit, push or slap children. Staff only 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. Education Act 1996. See Physical Intervention and Restraint Policy

The Role of the Class Teacher

It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner during lesson time. The class teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all children work to the best of their ability. The class teacher treats each child fairly. All children in school are treated 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 may take the matter to the school meeting or may seek help and advice from the staff meeting or the Lead teacher.

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 LA’s behaviour support service.

The class teacher reports to parents and carers 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 Lead teacher

It is the responsibility of the Lead teacher to implement the school behaviour policy consistently throughout the school, heed the decisions of the School Meeting and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Lead teacher to ensure the health, safety and welfare of all children in the school. The Lead teacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy. The Lead teacher keeps records of all reported serious incidents of misbehaviour. The Lead teacher 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 Lead teacher may permanently exclude a child. These actions are taken only after the school’s Governors have been notified.

The Role of Parents and Carers

The school collaborates actively with parents and carers, so that children receive consistent messages about how to behave at home and at school. We explain the school rules in the school prospectus and newsletters, and we expect parents and carers to read them and support them. We expect parents and carers to support their child’s learning, and to cooperate 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 and carers immediately if we have concerns about their child’s welfare or behaviour.

If the school has to use reasonable sanctions to punish a child, we expect parents and carers to support the actions of the school. If parents and carers have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Lead teacher or the Governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

The Role of the Trustees

The Board of Trustees has the responsibility of setting down these general guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The Governors support the Lead teacher in adhering to these guidelines. The Lead teacher has the day-to-day authority to implement the school’s policy on behaviour and discipline, but trustees may give advice to the Lead teacher about particular disciplinary issues. The Lead teacher must take this into account when making decisions about matters of behaviour.

Fixed-term and Permanent Exclusions

We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion.

Only the Lead teacher (or the acting Lead teacher) has the power to exclude a child from school. Where stated above the Lead teacher will heed the decision of the School Meeting. The Lead teacher 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 Lead teacher may exclude a child permanently. It is also possible for the Lead teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Lead teacher excludes a child, s/he informs the parents or carers immediately, giving reasons for the exclusion. At the same time, the Lead teacher makes it clear to the parents or carers that they can, if they wish, appeal against the decision to the Governing Body. The school informs the parents or carers how to make any such appeal

The Lead teacher informs the LA and the Board of Trustees about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term.The Board of Trustees itself cannot either exclude a child or extend the exclusion period made by the Lead teacher.

Monitoring and Review

The Lead teacher monitors the effectiveness of this policy on a regular basis. S/he also 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 concerning incidents of misbehaviour. The class teacher records minor classroom incidents. The Lead teacher records those incidents in which a child is sent to him/her on account of bad behaviour. The school keeps 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 Lead teacher’s office.

The Lead teacher keeps a record of any child who is suspended for a fixed-term, or who is permanently excluded. 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 Board of Trustees will pay attention to matters of racial equality; it will seek to ensure that the school abides by the non- statutory guidance The Duty to Promote Race Equality: A Guide For Schools, and that no child is treated unfairly because of race or ethnic background.