Behaviour and Discipline Policy

Our Policy

This policy should be read in conjunction with our Child Protection policy, Special Needs policy, Anti-bullying policy and E-safety policy.

At Priorswood Primary School, pupils are encouraged to develop a sense of self-discipline and to accept responsibility for their own actions. We endeavour to create the conditions for an orderly community in which effective learning can take place, where there is mutual respect for all members of the community and concern for the environment. The school will not accept any behaviour of a sexist or racist nature by any member of the school community, whether child or adult. (Please refer to our Equalities Policy).

We try to ensure that the school has a relaxed and pleasant atmosphere in which pupils are able to give their best, both in the classroom and in extra-curricular activities, and are encouraged and stimulated to fulfil their potential. To achieve these aims at Priorswood Primary School we believe in a positive behaviour policy which encourages appropriate attitudes, rewards and praise whenever possible.

To promote good behaviour throughout the school, pupils should have a clear and consistent understanding of what is expected of them. It is important that all school personnel have an understanding of what is appropriate behaviour throughout the school.

Ethos Statement

The Behaviour and Discipline Policy will engender a positive ethos for effective learning which will develop confident students with the necessary interpersonal skills to make an effective contribution to our school and society.

Our Values – Respect, Courage and Integrity

As parents, teachers and members of the community, we expect Priorswood pupils to know the difference between right and wrong, and to demonstrate this by showing self-discipline.

In defining acceptable standards of behaviour, we want our pupils to:

• Learn effectively, in and out of lessons
• Be polite
• Be considerate to others
• Enjoy school
• Show proper regard for authority
• Follow instructions from an adult
• Contribute towards a safe environment that is free from disruption, violence bullying and any form of harassment

Priorswood wishes to encourage a positive relationship with pupils, parents and carers to develop a shared approach involving them in the implementation of the school’s policies.

Our Aim

We aim to create a calm, caring, self-disciplined school where pupils accept responsibility for their behaviour to make learning both enjoyable and effective.

Our Objectives

• To communicate the policy to Pupils, Staff and Parents
• To define the roles and responsibilities of Pupils, Staff, Parents and Hub Council
• To outline rewards and consequences
• To define acceptable and unacceptable standards of behaviour
• To define the terms of monitoring, reviewing and evaluation the policy consistently and fairly.

Roles and Responsibilities

Pupils’ responsibilities are to:

• Make a positive contribution to class discussions and written work
• To complete homework to the best of their ability
• Respect everyone in the community
• Care for their own and other people’s property
• Respect the school learning environment both in and out of the classroom
• Attend school regularly, on time and suitably dressed in correct uniform
• Show self-discipline to enable themselves and other pupils to fulfil their potential at all This will be supported by the zones of regulation which is used across the school.
• Refrain from swearing or using any inappropriate language or violence

Parents’ responsibilities are to:

• Ensure that their child attends school punctually, every day
• Be aware of the school’s expectations and rules
• Support the school in the implementation of this policy
• Respond promptly to all school communications
• Foster their child’s awareness of appropriate behaviour
• Encourage self-discipline
• Participate in school meetings to support our values

Teaching Staff responsibilities are to:

• Plan and prepare effective lessons for every pupil
• Create an atmosphere for positive learning
• Be fair to all pupils by recognising that each is an individual with their own specific needs
• Raise self esteem, confidence and develop potential
• Provide challenging learning
• Use rewards and sanctions consistently

The Head of School’s responsibilities are to:

• Ensure that the ethos of the policy is shared and communicated with stakeholders
• Maintain day-to-day discipline and behaviour
• Determine the standards of behaviour that are acceptable
• Periodically review and set rewards and sanctions to promote self-discipline and proper regard for authority

The Teaching and Learning Committee will:

• During visits to School, note the implementation of the policy
• Form a Teaching and Learning Disciplinary Committee to review any appeals regarding exclusions
• Provide representatives for any independent appeal committee against exclusions

Strategies

At the Priorswood we expect high standards of behaviour from our pupils. It will be expected that adults in school provide good role models and have consistently high expectations. In order to achieve this, we will employ the following strategies:

Dojo/House Point System

Each child is allocated to one of four houses. Each house has two house captains chosen from Year 6. House points can be given by any member of the school staff, including TAs, Lunchtime Supervisors and Office Staff for any good work or behaviour. These are given in the form of Dojo points.

Each week the whole school will be told the results during an assembly. The winning house will receive a treat in the form of being allowed the privilege of wearing non-school uniform at the end of each half-term.

The school has some consistent systems for positively rewarding good behaviour. These include:

• Dojo points
• Verbal praise
• Star of the week certificates awarded each week
• Teachers awards given in assembly
• Stickers
• Head of School invites two children per class to an afternoon tea party (postponed until safe to do so in conjunction with Government COVID advice).

Consequences used within the classroom may include:

Graded system of warnings:

1. Verbal warning
2. Moved within the classroom
3. Miss some of next break
4. To work on their own outside the class
5. Sent to another class
6. Sent to SLT
7. Sent to Assistant Head
8. Sent to Head of School
9. Class teacher/Head of School to contact parents as appropriate
10. Fixed Term exclusion for sustained inappropriate behaviour/ swearing/ extreme violence to a member of staff or fellow pupil.

See Appendix 2 for rewards and consequences.

Playground Strategies

• Positive rewards – lunchtime stickers or Dojo-points given by teachers or teaching assistants on duty
• Consequences – child put on ‘penalty’ e. stand where told for a length of time away from others. Teacher on duty is informed.

Where children find interaction in the playground too difficult, they may be offered alternative provision. If poor behaviour persists despite this support, the parents may be asked to take their child home for lunchtimes. Procedures are to be followed for children with extreme behavioural difficulties who need to be removed from the classroom or who run from school (see Appendix 1).

Exclusions

The Head of School can fixed term exclude individuals in response to a serious breach or persistent breaches of the school’s behaviour policy: where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school a permanent exclusion can be applied.

Serious incidents

These will be dealt with on an individual basis for example:

• Violence, or threatening behaviour, towards school staff or children (verbal or physical)
• Repeated breaches of the school behaviour policy
• Extreme, unsafe behaviour
• Promoting extremism – due to the sensitivity, each incident will be dealt with individually
• Racist / homophobic / disablist / sexist comments or remarks
• Damaging school property

Individual Behaviour Plans

In certain circumstances pupils may need additional support to ensure behaviour is appropriate. For these pupils, an Individual Behaviour Plan will be developed. It will be developed in consultation with the class teacher, pupil, Head of School and the Parent/Guardian of the pupil. A review date will be included in the plan. When necessary, external agencies e.g. Educational Psychologists, Behavioural Support Staff, may be involved in developing Individual Behaviour Plans.

Behaviour Logging

Behaviour incidents are logged electronically using CPOMS and ScholarPack so we can ensure incidents are dealt with appropriately and consistently. This also allows incidents to identify any patterns of behaviour emerging. These can then be addressed before becoming more significant behaviour trends for individuals. Some children have an SEMH log for daily use.

At lunchtime, the supervising adult will inform the class teacher. The supervisor will also inform the office who will log the incident on ScholarPack.

The use of Restrictive Physical Intervention

In rare situations, where attempts to de-escalate a child’s behaviour have been unsuccessful and they are at risk of causing injury to themselves or others (children or adults), Restrictive Physical Intervention (RPI) strategies advised by Team Teach may be used. Only staff who have received appropriate Team Teach training will hold pupils in any form of ‘restraint’ as guided by this training and all staff should seek a trained person to support them in the event of an emergency. Before using Restrictive Physical Intervention at our school, staff will endeavour to engage the pupil in a calm and measured tone, making clear that their behaviour is unacceptable and setting out how the pupil could choose to change their behaviour. The use of Restrictive Physical Intervention will only be proportionate to the level of risk and will be reduced at the earliest possible time.

Where an adult has held a child using a Team Teach restrictive physical intervention, this will be recorded within the ‘bound book’ and reported to parents and all agencies involved with the child as appropriate.

This guidance should be read in conjunction with ‘Use of reasonable force Advice for headteachers, staff and governing bodies July 2013’ (DFE). A copy is available in the school office or follow the link below.

Appendix 1

Pupils who run from school

When a child runs from the classroom:

1. When a child leaves the classroom and is supported on a 1:1 basis, it is appropriate for the LSA to go with the child, speak to them and then return with them to the It would be helpful to talk to the child about any possible ‘trigger’ during the calming down process.
2. When the child leaves the classroom without an LSA the Class Teacher should ask another child from the class to inform the Head of School or Lead Teacher via the School Office. If the first procedure is not successful then the LSA will inform the Head of School/Lead Teacher and another adult will be asked to help with returning the child to the classroom.

When a child leaves the school campus:

1. A member of staff informs the Head of School or Lead Teacher (via the School Office) that a child has definitely left the school campus.
2. A short initial investigation will be made by the Head of School/Lead Teacher as to the whereabouts of the child in the very local vicinity.
3. If no contact can be made with the child then a telephone call will be made to the Police and Parents, by the School Administrator, informing them of the approximate time and direction that the child left the campus and the current situation.
4. If the child is unable to be located, the School will liaise with Police and Parents again as to the course of action to be taken.
5. If contact is made with the child in the meantime, then ‘choices’ are given, as appropriate, and parents are advised of the situation.
6. If the Police have been informed and the child subsequently returns to School, the School Administrator will contact the relevant Police Office and the appropriate reference number will be given with full details.
7. A full investigation, including a discussion with the child, into the incident will be carried out and parents advised of the outcome. Relevant details of the incident will be recorded in the behaviour logs.