Irlam Endowed Behaviour and Discipline and Anti-Bullying Policy.
Written by Mrs A Ryding
This policy has been drawn up after consultation with Staff, Governors, Parents and the involvement of the pupils via the School Council. Consultation and constant review will take place to allow this whole school and community based initiative to be successful. The nature of the policy’s subject means that the content/processes will be monitored consistently and will appear on the school improvement plan annually.
At Irlam Endowed we are committed to creating a positive atmosphere where good behaviour is expected. If effective teaching and learning is to take place then good behaviour is an essential element of the successful classroom. Good discipline and standards of behaviour encourage children’s sense of security and well being. We believe that a clear, shared understanding of the school’s values is a pre-requisite for the effectiveness of this behaviour policy.
Aims and Objectives
At Irlam Endowed we aim:
- To develop a clear sense of right and wrong in all pupils;
- To develop respect for others and their property;
- For children to realise the importance of honesty, trustworthiness, tolerance and politeness;
- To establish and maintain approaches to behaviour management that are consistent throughout the school;
- To ensure that parents are supportive of the school’s policy and that they are directly involved in its implementation wherever this is appropriate;
- For pupils to develop a sense of responsibility for their own behaviour;
- To ensure that behaviour within the classrooms facilitates the delivery of the school’s curricular aims and the development of positive attitudes.
Our pupils have played a part in formulating our school rules and as a school we have chosen to follow the Golden Rules that are displayed in each class base and in the shared areas. All members of staff know what the rules are and apply them consistently. These rules provide a starting point for discussion with individuals and groups who do not comply with them. Parents will be informed of the rules and they will feature in the school prospectus and the home/school agreement.
We need to maintain positive relationships with all pupils. Remember, our expectations of and responses to children have a tremendous effect on their attitudes, behaviour and self-esteem.
A sense of purpose, feelings of progress and good self-image can all help to bring about good behaviour. For some children school may be the only place where consistency, stability and care for them as individuals exists on a day to day basis.
Dealing with problem behaviour
If a child’s individual needs are being met, and the curriculum delivered is appropriate then the incidents of challenging behaviour can be kept to a minimum.
However, attention is increasingly becoming focused on the need to protect both children and staff in their daily contact with each other. It is essential therefore that we are professional in all our dealings with parents and children and that we leave no room for misinterpretation of any action we undertake or any instruction given. Staff must not place themselves in any situation which does not comply with school, LEA or national policies.
As laid down in the Teacher’s Pay and Conditions document, “teachers are required to maintain good order among the pupils and to safeguard their health and safety, both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere.”
The 1986 Education Act abolished corporal punishment. This term refers to all applications of force and includes not only a ban on the use of the cane but all forms of physical chastisement such as slapping, pulling, prodding, throwing of missiles, shaking and other forms of rough handling. To be sure there is no room for misinterpretation a child must not be touched other than for self-defence or when deemed necessary to restrain a child on the grounds of safety to prevent them harming themselves or others, or from damaging property. Teachers and other staff who intervene physically to avert an immediate danger will be protected in the eyes of the law provided only reasonable and moderate force was used.
When taking children off site either on day trips or residential trips we accept that the places being visited will have their own code of conduct that the children will be made aware of prior to the visit. We will follow normal procedures when dealing with bad behaviour and if the behaviour is such that it jeopardises the health and safety of themselves or other people, parents may be contacted to come and collect their child.
Rewards and Sanctions
We emphasise the positive aspects of behaviour management and keep ‘rules’ to a few. We base our approach to behaviour management upon a range of rewards, which are given regularly and publicly, as we believe that the verbal and non-verbal encouragement of desirable behaviour is the most effective and positive means of behaviour modification. We should be very proud of the fact that the majority of our pupils are well behaved and display those attitudes and values that we wish to foster. However, there are and always will be a minority of pupils who do not meet our accepted standards and it is therefore important that we are aware of these behaviours and develop appropriate strategies for dealing with them.
- Stickers- can be given for good work or good behaviour. The Head Teacher and Deputy Head Teacher also have a stock of ‘special’ stickers for children who have produced work of a high standard for their capability.
- Golden Time-At the start of each half term children will choose from a selection of activities on offer what they would like to do on Friday afternoon during Golden Time. Children will start each week with 60 minutes of Golden Time. Golden time is taken away in 5 minute blocks for breaking a golden rule and this is recorded on the class display and on the class record sheet. Children who lose golden time will forfeit their chosen activity for the period of time they have lost before being able to join in. If this is 15 minutes or more, they will spend this time in the reflection room where they will discuss their behaviour with an adult.
- Children who keep all of their Golden Time for the entire half term will receive a special Golden Time certificate. A class list will be placed in staff pigeon holes by at the end of each half term. Staff will highlight the names of children who have 100% golden time and return it to the Co-ordinator. It is the responsibility of the staff running golden time activities to return golden time registers to the relevant classes at the end of each session.
- Verbal praise- Children respond positively to praise and other children will copy that behaviour in order to receive positive attention themselves. Verbal praise raises self-esteem and builds confidence. We believe that verbal praise has an important place in all areas of school life. Children respond much more readily to dos rather than don’ts.
- Golden time assembly- Teachers will choose a golden star each week and three golden twinkles. Stars and Twinkles are given for pastoral reasons such as good behaviour, manners etc. The golden star will receive a badge and have their name displayed in the hall and the golden twinkles will receive stickers. Other achievements are also celebrated at this time such as swimming awards or out of school awards. Certificates for the assembly will be written by the person whose turn it is on the assembly rota.
- Attendance-Extra play time is given to the class who has the best overall attendance each week. Staff nominate 1 child from their class each week for excellent attendance. This child will receive a special certificate and prize in assembly.
- Golden notelets can be written to individuals or groups of children saying why they have pleased the adult. These are posted in the golden notelet box and given out during class achievement assemblies and taken home.
- Hall Table Points- Children can earn table points, for good behaviour during all hall activities. Points are totalled each term. The table, from each department, who earns the most points over the term are taken out for a special treat such as the cinema or bowling.
- Head Teachers Stickers- These are given out on Friday to children who have had their name on the I’m Impressed board three times that week.
- Post Cards- Each week, staff will choose one child from their class to send home a special postcard celebrating achievement. Post cards are sent through the post as a surprise.
- Achievement Class Assembly- Staff will choose up to 4 children each week to receive a special certificate and prize for achievement. The Head teacher will periodically drop into class assemblies to ensure they have a high profile.
- Behaviour Trophy- The class who collectively loses the least amount of golden time each week will receive the behaviour trophy. The class who loses the least amount of Golden Time over the year will receive a voucher to spend on the class.
- Verbal warning- This is to be given by the member of staff dealing with the incident.
- If the behaviour continues or worsens then the member of staff will remove 5 minutes of Golden time from the child. A child who loses 15 minutes or more golden time is sent to the reflection room.
- Involvement of Parents/Carers – If a child is repeatedly losing a lot of Golden time, 15 minutes or more on 3 occasions in a half term, a standard letter will be sent out, by the Pastoral Worker in conjunction with the class teacher, explaining the issues. If a child displays a behaviour that is more serious, then the class teacher will involve the parents/carers.
- Intervention by Senior Management Team, Deputy Head or Head Teacher.-for serious anti-social or disruptive behaviour or in cases where the Parents/Carers are already involved and there has been no significant improvement in the child’s behaviour.
- Class Report-When a child is repeatedly losing more than 15 minutes a week golden time, from disruptive behaviour in class, with no improvement after parental involvement, then the class teacher may put a child on class report. This report is completed after each session by the class teacher. It is then shown to the Key Stage Co-ordinator at the end of each day and at the end of the week it is taken to the Head Teacher who will sign the report. The child takes the report home for it to be signed by their parent/carer and then brought back to school on the Monday. If the child goes for 3 weeks without any inappropriate behaviour they will be taken off class report. Parents will be consulted if their child is to be placed on report. The decision to place a child on report would only be made if they had been through the series of sanctions outlined so far in this policy.
- Break/lunchtime report-When a child is repeatedly losing golden time from lunchtime incidents and the Parents/Carers have been informed and there may have been intervention by the senior management team but with little or no effect then a child will be placed on lunchtime/break time report. This is to be taken out each lunch and break time by the child and the member of staff on duty is to record how the child has behaved. This will be seen after each break by the class teacher and at the end of the day by the Key Stage Co-ordinator. At the end of the week the child will take the report to the Head Teacher to be signed and then it is taken home, signed by the parent/carer and brought back to school the following Monday. If, after a period of three weeks of being on report, there are now no incidents of bad behaviour then the child will be removed from being on report. When children are placed on report and are undertaking a behaviour modification programme the Head, the Special Needs Co-ordinator and senior members of staff must be informed. Children will be rewarded for good behaviour recorded on the report card.
- Lunchtime exclusion- If a child is repeatedly disruptive at lunchtime and has been through the series of sanctions outlined so far then the parent/carer will be required to take their child home at the start of lunchtime and then bring them back at the end of lunchtime. A period of reintegration would follow after a period of time and after discussion with the child and the Parent/Carer.
- Fixed term exclusion/Permanent exclusion- If the hierarchy of sanctions has been followed and a child still fails to respond to a behaviour modification programme then an exclusion must be considered. This would only be for serious breaches of the School’s behaviour policy or of the criminal law. At Irlam Endowed we will adhere to the following schedule of exclusions:
1 day fixed term exclusion
2 days fixed term exclusion
3 days fixed term exclusion
5 days fixed term exclusion
If a child goes for a period of six weeks without any serious behaviour incidents they would go back to the previous exclusion level.
The procedures followed would be those outlined by Salford LEA, a copy of which is in school.
All serious incidents of inappropriate behaviour are recorded in an incident book, by the member of staff who dealt with the incident. The book is located in a safe and secure place.
- Homework Catch up- Children who do not bring homework in will attend a break/lunch time homework catch up club run by a member of staff.
- Forgetting PE kit- Parent’s of children who forget their PE kit 2 times in a half term will be contacted.
- Whilst children are on break or lunch time a warning will constitute standing on the wall for 5 minutes. 5 minutes golden time would then be removed if the behaviour continues.
All the Welfare Staff are aware of the Golden Rules and the system of rewards and sanctions that are in operation in the classroom and they too continue to operate this system over the lunchtime period. Welfare staff will communicate with the child’s class teacher any sanctions that have been issued. Welfare staff are also encouraged to reward children’s good behaviour at lunchtime by giving out stickers or table points. If Welfare staff have repeated incidents from the same child in one lunchtime or there is a serious breach of the school rules then the Welfare Assistant will report the incident in the following order:
- Class Teacher
- Assistant Head
- Deputy Head Teacher
- Head Teacher
In line with the ethos of our Home School Agreement we feel it is vitally important that we involve parents as early as possible when dealing with repeated offenders or incidents of a particularly serious nature. The parents must be informed of why we are displeased and their support for any remedial action must be sought. Our actions must be perceived as fair and all effort must be made to maintain a line of communication which prevents the child playing one off against the other. At all times our dealings with parents must be professional, polite and positive.
If parents become too aggressive or offensive, try and move them from the public arena. Staff within close proximity must offer support and a senior member of staff sent for. If parents refuse to calm down or discuss the matter in private walk in the direction of the Head Teacher’s office to seek support. If an irate parent refuses to calm down ask them to leave the premises, and if necessary call the police.
In this school bullying and any other forms of intimidation will not be tolerated.
All will treat others with kindness and respect and all will care well for each other. All will come to school without fear and will be safe in school. Everyone will be vigilant and will intervene promptly to intervene if there are any signs or reports of bullying.
What is Bullying?
Bullying is the wilful, conscious desire to hurt or threaten or frighten someone else. It is repetitive, over a period of time and involves the use of power in order to hurt others. It can be perpetrated by an individual or a group.
Although identification of bullying depends on the specific context of the behaviour examples include:-
Hair pulling, mimicking, blackmailing, pushing people, saying horrid things about family, clothes or appearance, name calling, kicking, hitting, spreading rumours, damaging someone’s property, excluding people, spitting, homophobic, racial, intimidation by a 3rd party.
It is not when two people have an occasional fight or disagreement.
- To ensure that all feel safe and free from bullying and intimidation.
- To build an ethos where learners feel safe, free from threat and intimidation.
- To promote good relationships where all are treated well and where learners care for each other.
- To act promptly and effectively at the first sign of bullying.
- To encourage learners and parents to report any attempted bullying.
- To protect and reassure any victims of bullying.
- To have effective sanctions to deter bullying and to have successful strategies to reform bullies.
- To make this a happy school that is free from bullying.
- We will use our behaviour policy effectively to promote good behaviour so that there is an ethos where bullying is unacceptable.
- All will be expected to be vigilant and to intervene immediately and effectively if any bullying is observed or reported.
- Learners will be encouraged to report bullying and when they do so they will be listened to and taken seriously.
- Every allegation of bullying will be investigated and followed up.
- Any victim of bullying will be well-protected immediately and in the future.
- Any allegations of bullying will be reported to the head teacher.
- PSHE and circle time will be used to discuss bullying and to ensure that all are aware that bullying is never acceptable and that the victim must always report it to parents, staff or friends. Therefore children will feel more confident to tell an adult if they are being bullied or if they know of another child who is being bullied.
- We will use the school’s discipline and rewards strategy to reinforce this anti-bullying policy.
- Learners and their parents will be made aware of this policy
- The parents of all concerned will be informed and involved in any reported incident and will be expected to support this school policy.
- All staff including Welfare Assistants and Support Staff will be aware of the need to supervise vulnerable areas as well as be aware of the need to take seriously any claims made to them and the procedure which must be followed.
Response to bullying
- Offer support to the victim.
- Take the claim seriously and act in a calm manner.
- Act on the situation as quickly as possible by speaking to the parties in private.
- Whilst ensuring the bully sees that you disapprove of their behaviour also encourage them to see the consequences of their actions.
- Explain the punishment and why it is being given.
- Inform the Senior Management team
- Inform other staff if the children are in different classes
- Inform the parents
- Make a record of the incident
If another situation arises, go through the initial responses but this time, inform the Deputy and Head in order that further contact can be made with both sets of parents. At this point it must be considered whether the incident should remain private or become an anonymous issue for the public domain.
If there is a continued occurrence of the behaviour and the full hierarchy of sanctions have been followed with no response, then the pupil will be sent home and a request made to the Governors for an exclusion.
All the staff at Irlam Endowed fully support the Anti bullying charter that we have signed. All forms of bullying are totally unacceptable in this school and are to be dealt with promptly and appropriately. Sensitivity and professional judgement needs to be used to protect the victim. Persistent name calling and physical abuse destroys a child’s self-esteem and confidence. Children who are constantly worrying about what awaits them at play time are unlikely to concentrate in class, and children who are bullied are more likely to miss a lot of school due to illness, real or imagined.
This school will have a warm, friendly, welcoming and safe ethos. It will be a place where bullying is not tolerated and where all will treat others as they themselves would expect to be treated.
Review: This policy was amended summer 2016