Gors Community School Pupil Discipline and Promoting Good Behaviour Policy

Last modified 12/02/2017 18:45

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Gors Community School – Ysgol Gymunedol y Gors

Pupil Discipline & Promoting Good Behaviour Policy

 ‘Imagine the world

Dychmygwch y Byd’

butterfly

 

 

 

Introduction

 At Gors Community School we are committed to ensuring the highest possible standards of teaching and learning for all pupils.  We believe that in order to accomplish this, we need to provide a positive framework of a whole school behaviour and discipline policy which is developed, reviewed, evaluated, supported and followed by the whole school community.  This includes school-based staff, parents, pupils, governors and other friends, professionals and associates of the school.

 The policy is based upon the values and aims, which underpin the school, and is integral to the vision for the school. It takes into account the United Nation Rights of the Child and is supported by the principles of Restorative Practice. We aim to provide the most effective teaching and learning opportunities possible within an ethos where self-respect and respect for others and our environment, and self-discipline are expected, taught and nurtured.  As part of our commitment to the principles of inclusion in education, we endeavour to enable all pupils to learn to their full potential and to support their development as good citizens within the community.

 By implementing such a policy, we aim to provide a happy, safe, friendly and positive environment in which effective learning can take place for all pupils. The policy will:

 

  • promote a positive and inclusive ethos and environment;
  • establish clear expectations shared and understood by the whole school community;
  • provide positive recognition for those who work within the shared and articulated rules;
  • motivate all pupils using positive approaches and building positive relationships within and outside the school community;
  • provide clear consequences for inappropriate behaviour;
  • have whole-school reward systems that acknowledge good behaviour and reinforce positive attitudes and contributions to school life
  • promote and ensure a consistency of approach by all staff;
  • be owned by all members of the school community.

 

Values and Aims

 

We believe that all pupils have the right to effective teaching within a stimulating, exciting, and safe environment. In providing such an environment, great emphasis is placed on the valuing of individuals and the development of trust and respect between all who work together.

 At Gors Community School we aim to develop positive behaviour through:

 

  • the explicit teaching of appropriate behaviours and skills;
  • teaching the necessary skills, attitudes and values through the school curriculum;
  • modelling  appropriate behaviours, attitudes and values at all times;
  • having high expectations of behaviour and actively sharing these with the pupils; 
  • promoting, encouraging and supporting self-discipline in the pupils;
  • encouraging and supporting high self-image and self-esteem in all pupils;
  • providing a planned range of rewards to encourage and celebrate positive behaviour;
  • developing and articulating a hierarchy of consequences to ensure consistency;
  • managing problems, when they occur, in a caring and responsible manner within a planned and shared structure, in order to reduce the impact of the problem on the smooth running of the school and to support improved behaviour of the individuals concerned.
  • Providing a differentiated, exciting and relevant curriculum to ensure pupils are engaged in their learning at all times.

 

A pro-active approach to the promotion of positive behaviour where the self-discipline and good behaviour of all pupils is encouraged at all times has been adopted at Gors Community School. In doing so, we hope to ensure problems do not arise in the first place, or are minimised wherever possible. However, it is recognise that that for a small minority of pupils, there is a need for a structure which as well as rewarding positive behaviour, is able to effectively and safely deal with behaviours which cause a concern. This is sometimes required to be planned for on an individual basis and is supported through the ‘Haven’ and overseen by the Family Liason Officers.

 

Code of Conduct

All members of the school community, which includes pupils, school-based staff, parents, governors and other friends, professionals and associates of the school, are expected to:

 

  • show respect towards each other;
  • show respect for their own, other people’s  and the school’s property;
  • behave in a manner which is conducive to supporting the process of teaching and learning at all times;
  • remember that physical violence is not acceptable. Neither is retaliation;
  • refrain from using foul or abusive language.

 If a member of the school community has a grievance against another member of the community, it must be reported to a member of staff, who will refer it to the Head teacher or Deputy Head teacher where appropriate.

 This code of conduct has been formulated with the safety of all within the school community in mind, and to enable the school to function efficiently as a place of learning

 

Proactive practices to promote positive behaviour and whole-school ethos

 

  • Teachers and TA’s to meet and greet pupils with a smile and a greeting
  • Talk positively to pupils and build relationships with pupils even if they are not directly in your care or in your class – building positive relationships with pupils with have a positive effect when dealing with any difficulties in future
  • Practice a no blame culture across the whole school at all times – i.e. No pupil is to be blamed directly – there are always two sides to a story. What you may have seen may not be the full picture. Always use restorative questions/approach
  • Carry through with sanctions and rewards at all times – failure to do so will have a negative effect on the relationship with pupils and trust ethic.
  • Make sure all adults working with children know who sensitive pupils are or those with ALN who may need adjustment to the way reward and sanction is delivered
  • Make sure they receive a sanction or reward every time you deliver one
  • Carefully follow the behaviour policy  rather than over-react to bad behaviour
  • Stay Calm
  • Good behaviour is as important as the things pupils do wrong. Reward should outweigh sanctions!
  • We are here for every child – without exception

 

 We are a Rights Respecting School and as such all staff who work with pupils agree to abide by the duty bearers code which is displayed in all classrooms

 (See appendix ii)

 

Rules, Responsibilities, Rewards and Sanctions

 In order to provide a shared and articulated structure to support the development of positive behaviour and manage inappropriate behaviour within the school, we have developed together with representatives of school staff, pupils, parents and governors, a set of school rules.  These have been drawn up to ensure that the rights of all people who work within the school, or visit the school, are upheld. They are reviewed annually and revised accordingly.

 The school rules are explicitly taught to all pupils during whole school assembly times, and within their class groups. As part of this process, the responsibilities of all members of the school community that are inherent in adhering to the school rules are discussed.  The rules are displayed throughout the school for all members of the school community to see and adhere to, and are referred to in relation to their up keep. These can be found in Appendix (i).

 A major aim of the school policy is to encourage pupils to practice good behaviour by operating a system of praise and reward and maintaining high expectations for all pupils.  To this end a range of positive strategies are used to actively encourage and reward both academic and non-academic achievements.

 Incentive stickers are available for everyone and used to reinforce good work or hard efforts made in a range of areas. In addition, each class teacher gives verbal or written praise as often as possible. Those pupils who have made particular progress or effort should make visits to the Head Teacher for a ‘special sticker’.

 Presentations of  ‘Seren yr Wythnos’ certificates , celebrating success will be awarded throughout the year during a special assembly time, which is held once a week and led by the Head teacher, Deputy Headteacher or senior manager.  As part of this celebration assembly, a pupil from each class is selected to receive a special certificate reward them for success in an aspect of their school life, whether it be for academic, social or behavioural reasons.  The pupil is selected by his/her class teacher following discussions with all members of staff concerned with the pupil, e.g. TA, support teacher, etc.

 

 Most children respond to this positive approach where their efforts are seen to be valued, and make considerable efforts to improve their work, and where necessary, their behaviour. For some pupils with a need for greater levels of support, more individualised reward and monitoring systems are devised to support their behaviour.  These are done in collaboration with the pupil and where appropriate, the parents and/or the school ALNCO (Additional Learning Needs Coordinator.

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Systems to Support Appropriate Behaviour

As a school there are many systems in place to support appropriate behaviour and to minimise opportunities for inappropriate behaviour to occur.  Key systems include:

 

  • not leaving pupils unattended in classrooms at any time;
  • escorting pupils in and out of the school at break times, lunch times and the end of the school day and to different activity bases, e.g. ICT suite, assembly hall, etc.;
  • not allowing pupils other than the designated class prefect to move around the school during class times;
  •  frequent review of  class planning and work completed to ensure appropriately stimulating and challenging learning opportunities are on offer;
  • a range of games and activities  made available at break and lunch times including toy library, etc.
  • a range of clubs on offer at lunchtimes, including singing, eco-club etc.  
  • Read Write Inc Hand signals are used consistently to promote consistent approaches across the whole school to everyday classroom management and continuity during transition times

Encouraging Respect

In order to encourage respect, a range of strategies is applied on a day-to-day basis.  As staff within the school, it is recognised that the implications of how we behave and talk to each other and the pupils are crucial to the development of respect.  The use of sarcasm, and negative language used to belittle pupils is strongly disapproved of, and viewed as detrimental to the development of respect.

 In turn, the pupils own use of language is closely monitored, and the use of racist language, name-calling and language intended to belittle, hurt or threaten other children is taken seriously.

 Every teacher has the responsibility for promoting and encouraging the positive behaviour of all pupils at all time.  In addition to this, each teacher has the more specific responsibility of managing the discipline of his or her teaching group on a day-to-day basis. It is expected that minor breaches of behaviour will be managed and dealt with in a fair and supportive way by the individual class teacher.

 In addition to school rules and the indoor and outdoor charter, each class has developed  a class charter which is based upon the maintenance of the rights they perceive as important to their effective learning within their class. These are written positively, displayed within the classroom and referred to regularly in order that they remain of high profile.

 As with the school rules, the responsibilities of all people within the class are discussed with regard to their role in upholding the rules, and procedures for supporting this are formulated. Class charters are reviewed regularly and formally revised at the start of each school year.

 In supporting staff in dealing with inappropriate behaviour, ensuring a consistency of approach and in articulating to pupils the consequences of inappropriate behaviour, we have developed a staged system for dealing with incidents of inappropriate behaviour, based on the severity of the behaviour.  These are included in Appendix (iii).

 At no time will staff use corporal punishment or hurtful comments in dealing with inappropriate behaviour. An emphasis on de-escalating potential incidents of inappropriate or challenging behaviour will be used wherever possible based on the understanding that providing direct challenge will often inflate and make worse the situation. The school is a Restorative school and as such carries out restorative practices throughout the school day as and when required. Staff are expected to use the Restorative questions that they have been trained in during full Restorative Practice training.

 Where behavioural difficulties are identified, parents will be involved at the earliest possible stage through the school’s staged referral process, where concerns and progress will be closely monitored by the school ALNCO.

 In the event of serious or continued incidents of inappropriate behaviour, the pupil may be referred to initially a member of the Senior Management team other than the Head teacher or Deputy Head teacher.  In more serious cases, or if the problem continues following referral to the assistant head, the pupil will be referred to the deputy Head teacher.  Similarly, if the behaviour is more serious or continues, the pupil will be referred to the Head Teacher.  Normally at this stage, the parents will be contacted and invited to the school to discuss the situation and seek a mutually agreed way forward.

 Major breaches of discipline include:

 

  • physical assault
  • deliberate damage to property
  • stealing
  • leaving the school premises without permission
  • verbal abuse
  • refusal to work
  • severe disruptive behaviour in class which disrupts the learning of their peers

 

Incidents of significant inappropriate behaviour are recorded and dated in the discipline file held by each class teacher and recorded on Yellow incident forms.  These serve not only as an accurate record of what has happened, but also help provide a longer-term picture, enabling any possible patterns to be seen.  Yellow forms are also completed in the yard and during other times of the school day such as during lunch in the dining hall or around the school environment. Any forms completed by anyone other than the class teacher will be passed to the class teacher and/or the Senior Management team or Deputy and Head teacher depending on the severity of the behaviour displayed.

 

Procedures for Dealing with Major Breaches of Discipline

 Extreme anti-social behaviour or that representing direct and extreme challenge to the school will be dealt with immediately in the following way:

 

  • a verbal warning by the Head Teacher or deputy Head teacher as to future conduct;
  • a letter or phone call to parents informing them of the problem;
  • a meeting with parents to discuss the difficulties and concerns and to work together in seeking appropriate action e.g. internal exclusion or a Pastoral Support Plan
  • if the problem is severe or recurring the exclusion procedures using the recommendations set out in the LEA guidelines are implemented, after consultation with the Governing Body;  The duration of the exclusion will be based on the severity of the problem.

 

In the event of particularly severe incidents of bad behaviour, this procedure may be partially abandoned and arrangements will be made for the pupil to be taken home straight away.

 

Post-Exclusion

 On return to school following exclusion, a post-exclusion plan will be implemented to ensure all staff use a consistent approach in working with the pupil, and to attempt to discourage further reasons for exclusion.  The plan will where possible be drawn up in conjunction with the parents following the process outlined below:

 

  • on return to school a meeting will be arranged with the Head teacher, parents and pupil, in order to outline the action plan and expectations;
  • a home/school book may be used to keep parents and school informed of progress on a daily basis;
  • strategies to minimise the reoccurrence of the behaviour resulting in the exclusion will be implemented and discussed with all staff who come into contact with the pupil, e.g. if the problems are generally occurring in the playground, the amount of time initially spent in the playground will be limited, and built up gradually.  Special activities to support the development and acquisition of skills required to play co-operatively may be offered during this time, etc.
  • Pastoral Support Plan

 

Lunchtime Supervision

 At lunchtime, supervision is carried out by a team of lunchtime supervisors under the direction of the Head teacher and Deputy Head teacher.  The lunchtime supervisors are expected to maintain order using the strategies outlined within the policy. Serious incidents of inappropriate behaviour may result in pupils being brought to the attention of the assistant Head teacher or Deputy Head teacher, by way of the yellow form system, which in turn may result in loss of privileges or playtimes.  Parents will be informed in the case of serious incidents or where the pupil repeatedly behaves inappropriately and shows no sign of improvement.  Where it is felt that a pupil is behaving in a manner which is detrimental to the smooth running of the school or to the safety of pupils and staff, and is showing no improvement in their behaviour, a pupil may be excluded from the school premises at lunchtimes.

 As outlined in the school Code of Conduct, the lunchtime supervisory staff are to be treated with respect at all times.  Verbal or physical abuse will not be tolerated.

 Breakfast Club

Similar procedures and expectations will prevail at Breakfast Club.

 

Parents and School Working Together

As a school, we recognise the importance of active home-school links.  This partnership is vital in the development and maintenance of positive behaviour.  The co-operation of parents is actively sought in encouraging pupils to work within the school and class rules, and their support is appreciated greatly within this partnership.  Parents have the opportunity to discuss all aspects of their child’s progress in school (including behaviour) at the monthly parent evenings.  If a parent has any concerns regarding their own child’s behaviour or that of other pupils at the school, they are encouraged to see the class teacher or Head teacher as soon as possible to discuss the concerns and the way forward.  In the same way, if a teacher has concerns regarding a pupil’s behaviour, the school will contact the parents to discuss them collaboratively and seek to determine any possible reasons and solutions. 

 

Role of the Head teacher

The Head teacher is responsible for the day to day management of discipline within the school.  This may include:

 

  • devising and articulating procedures for promoting positive behaviour and dealing with inappropriate behaviour as referred to in the hierarchical referral structure ;
  • upholding, enforcing and articulating the school rules and Code of Conduct within the school community;
  • meeting with parents to discuss specific incidents of behaviour concerning their child or to discuss aspects of the school policy regarding behaviour when requested;
  • meeting with pupils to discuss incidents of inappropriate behaviour following referral via the hierarchical referral structure;
  • organising the necessary meetings required following a pupil exclusion;
  • organising external staff training where required, to support the development of positive behaviour strategies

 

 Role of the Governors

Governors are responsible for:

 

  • overseeing and managing policy and procedures for promoting positive behaviour and dealing with inappropriate behaviour
  • upholding and articulating the school rules and Code of Conduct within the school community;
  • attending the necessary meetings required following a pupil exclusion in order to discuss and make decisions regarding the way forward
  • ensuring IBP’s are devised, implemented and reviewed in line with  Welsh Assembly Guidelines;

 

 Role of the Deputy Head teacher

The deputy Head teacher is responsible for:

 

  • the day to day management of discipline within the school in conjunction with the Head teacher;
  • writing and annually reviewing the school policy for discipline and behaviour;
  • upholding, enforcing and articulating the school rules and Code of Conduct within the school community;
  • dealing with inappropriate behaviour as referred to following the hierarchical referral structure;
  • Upholding the ‘Duty Bearer’s Charter’ at all times of the school day

 

 Role of the Senior Management Team

Members of the SMT are responsible for:

 

  • supporting the day-to-day management of behaviour and discipline within the school;
  • upholding, enforcing and articulating the school rules and Code of Conduct within the school community;
  • annually reviewing the school policy for discipline and behaviour
  • dealing with inappropriate behaviour as referred to following the hierarchical referral structure.
  • Upholding the ‘Duty Bearer’s Charter’ at all times of the school day

 

Role of the ALNCO

The ALNCO is responsible for:

 

  • the early identification of pupils with emotional and behavioural difficulties (EBD)
  • writing, implementing and reviewing IBP’s
  • liasing with and referrals to the relevant professionals for additional advice/support e.g. Behaviour Support Team
  • liasing with and co-ordinating meetings and reviews of pupils identified as having emotional and behavioural difficulties;
  • providing advice/support/training for staff on strategies to promote positive behaviour and deal with inappropriate behaviour.
  • Upholding the ‘Duty Bearer’s Charter’ at all times of the school day

 

Role of the Teaching Staff

All members of teaching staff are responsible for:

 

  • supporting the day-to-day management of behaviour and discipline within the school;
  • upholding, enforcing and articulating the school rules and Code of Conduct within the school community;
  • dealing with day to day classroom management of behaviour and discipline
  • the early identification of pupils with emotional and behavioural difficulties (EBD)
  • writing, implementing and reviewing IBP’s in collaboration with the ALNCO or BST where appropriate
  • Upholding the ‘Duty Bearer’s Charter’ at all times of the school day

 

Role of the TA’s

TA’s within the school are responsible for:

 

  • upholding and articulating the school rules and Code of Conduct within the school community;
  • supporting teaching staff in dealing with day to day classroom management of behaviour and discipline;
  • supporting a pupil with EBD, implementing an IBP and providing feedback to staff regarding pupil behaviour.
  • Using their yellow books (minor breeches of discipline) and yellow forms (major breeches of discipline) and reporting these to the class teacher in a timely manner.
  • Upholding the ‘Duty Bearer’s Charter’ at all times of the school day

 

Role of the Lunchtime Supervisors

Lunchtime Supervisors are responsible for:

 

  • knowing, upholding and articulating the school rules and Code of Conduct within the school community;
  • maintaining discipline using the strategies agreed as a school.
  • Using their yellow books (minor breeches of discipline) and yellow forms (major breeches of discipline) and reporting these to the class teacher in a timely manner.

 

Role of the Pupils

Pupils are responsible for:

 

  • knowing and upholding the school rules, Indoor and outdoor charter and class charter within the school community;
  • using appropriate channels e.g. the School Council, etc, to support the development of positive strategies to support behaviour and discipline within the school.

 

 Role of the Parents

Parents can actively support the school in the development and maintenance of positive behaviour by:

 

  • recognising that an effective school policy requires close partnership between parents, pupils and the school
  • knowing, upholding and articulating the school rules and charters within the school community;
  • discussing the school rules with their child, emphasising their support of them and assisting when appropriate with their enforcement
  • attending parents’ evenings and school functions and by developing positive informal contacts with the school
  • recognising that teaching and learning cannot take place without sound discipline
  • remembering that staff endeavour to deal with all incidents of behaviour fairly, patiently and positively.

 

 

Attendance and Truancy

 At Gors Community School, all staff are concerned about each pupil’s safety, welfare and the continuity of their learning.  As a result of these concerns, we take a pro-active approach to encouraging attendance and discouraging truancy wherever possible.  As part of this approach the school has adopted the policy of contacting parents of pupils on the first day of their absence.  In doing this, we are able to ascertain the nature of the absence, work in partnership with the parents to encourage attendance, and offer support in the form of work sent home, etc., where appropriate, in addition to discouraging a pupil from truanting. Additionally, absences marked in the register are regularly assessed to seek any possible patterns of unauthorised absences, and these are brought to the attention of the Education Welfare Officer.

 Where truancy is suspected, the member of staff with responsibility for attendance: Fiona Gibbard, Head teacher is notified and the parents and the Education Welfare Officer are notified.  Parents are encouraged to bring their child to school in order that the reasons for the pupil not wanting to attend can be discussed and a way forward determined.

 

Family Liaison Officers

 The school employs two full time Family Liaison Officers who work together with families to support them during a range of multi-agency meetings and interventions. This can often have implications on ways in which individual children’s behavioural needs are dealt with and the member of staff works closely with the head teacher and teaching staff to ensure that these are taken into account when plans are made e.g. IBPs (Individual Behaviour Plans)

 

Bullying (refer to Policy for Anti-Bullying for further details)

 At Gors Community School, staff, governors, parents and pupils work together to create a happy and caring learning environment.  Bullying, either verbal, physical or indirect will not be tolerated.  It is everyone’s responsibility to aim to prevent occurrences of bullying and to deal with any incidents quickly and effectively. It is to this end that the following strategies and procedures are used at Gors Community School:

 

  • all staff watch carefully for early signs of distress in pupils which may be as a result of being bullied;
  • allegations of bullying are taken seriously and referred to senior management to be investigated fully;
  • Playground Buddies are used to provide peer support for those pupils who feel they are unable to report incidents to an adult, and to report any signs of bullying that they observe directly;
  • pupils are made aware of what bullying is, and the sanctions that will be applied to anyone found bullying;
  • posters are designed and displayed to discourage bullying by the pupils;
  • a bully box is used where pupils are able to post written notes if they feel unable to speak about their problem.

 

Where incidents of bullying are observed or reported, they are investigated fully in a caring, patient and sensitive manner.  This includes:

 

  • discussing the incident thoroughly with the victim;
  • identifying the bully – obtain witnesses where possible and inform the Deputy Head teacher / Head teacher;
  • discussing the allegations with the bully/bullies

 

Where it is felt having gathered evidence from all possible sources, that a pupil is being bullied, the following sanctions may be applied to the bully:

 

  • withdrawal from favoured activities;
  • loss of playtimes;
  • parents are informed;
  • exclusion from school in severe cases.

 

As the behaviour of a bully improves, favoured activities and privileges may be restored, and appropriate behaviour praised. It is important to remember that many incidents of bullying are as a result of the bully’s own poor self-esteem, and this needs to be taken into account in the actions which follow finding out a child is guilty of bullying.

Following an incident or alleged incident of bullying, close observation and monitoring of the situation is necessary, with all necessary staff alerted to be vigilant, to ensure no repetition. 

 

External Working Links

 At Gors Community School we value the positive relationships that have been built between the school, community, Local Education Authority and Social Service Departments.  We recognise the positive benefits that such multi-agency working partnerships bring to the school and work closely with a range of services and professional to ensure the highest possible standards for the pupils attending Gors.  In promoting positive behaviour and creating the best possible environment in which teaching and learning for all pupils can take place, we actively work in partnership with:

 

  • Behaviour and Learning support team
  • Educational Psychologists
  • the Primary Pupil Referral Unit
  • Trehafod Day Unit
  • LEA Teacher Advisors
  • Educational and Welfare Officers
  • Dylan Thomas Comprehensive School
  • Child and Family Health Team
  • Child Protection Team
  • LEA Parent and Pupil Support Unit
  • The Exchange Counselling Service
  • Team around the Family
  • Social Services
  • Health Visitors

 

Training

In order to ensure all staff have the appropriate skills, knowledge and understanding to successfully support the development of positive behaviour, and deal effectively and in a consistent manner with inappropriate behaviour, a range of training opportunities are made available.  These include:

 

  • in-service training led by school based staff;
  • in-service training led by outside agencies or consultants;
  • centre based training led by the LA for teachers, TA’s and governors;
  • local or national conferences featuring specialist speakers on the subject.

 

 Identification and Assessment of Pupils with Emotional and Behavioural Difficulties

 At Gors Community School we aim to identify those pupils with emotional and behavioural difficulties as soon as possible, in order to be able to offer the most appropriate level of support and teaching strategies possible.  Regardless of age, when a behavioural problem is first identified, staff must bring the difficulty to the attention of the school ALNCO and the appropriate action taken.  The ALNCO, class teacher, pupils and parents will then work cooperatively in setting appropriate targets to be aimed for within a given timescale.  If at the end of this timescale a pupil does not appear to be making the expected progress, the plan will be reviewed.  If it is felt that concerns for the pupil’s progress are growing, the pupil will move on within the staged referral process (see ALN policy) and an IBP (individual behaviour plan) will be drawn up collaboratively. 

 The purpose of the IBP is to focus more clearly and systematically upon the pupil’s difficulties and offer a consistent and systematic approach to supporting the pupil.  When a pupil has an IBP, all staff that work with the pupil are made aware of the pupil’s needs and the strategies to be implemented.  It is intended that IBP’s will be reviewed in order to evaluate the pupil’s progress.  If at this stage following the implementation of an IBP and its review, parents or the school are still concerned regarding the progress a pupil appears to be making, the pupil may then be referred to either the Educational Psychologist or LEA Behaviour and Learning Team, in order that more specialised advice and support can be sought and built into future IBP’s.

 For a small minority of pupils who still do not make progress at this stage, and who find behaving in an acceptable manner difficult despite the support of the school, parents and outside specialists, a referral for a Formal Assessment of the pupil’s needs may be necessary (see ALN policy).

 

Reactive Responses – Staged System

 

Staff roles within staged system for dealing with inappropriate behaviour

Teaching assistant

Responsible for:

 

  • dealing with day to day monitoring of school rules and behaviour charters in class and in the wider school e.g. duties, lunch times, breakfast club, corridors
  • reminding pupils of school rules and charters
  • dealing with day to day incidents arising at playtime and lunchtimes using restorative practices and a ‘no blame’ approach
  • Providing the teacher with a yellow form to inform them of incidents which need further investigation or that they feel the teacher should know about e.g something which is a cause for concern with regard to the health and safety of the child and/or other pupils or a Child Protection/Safeguarding issue
  • Drawing to the attention of the class teacher minor breaches of school rules and charters by making brief notes in the yellow behaviour book

 

Class Teacher

Responsible for:

 

  • dealing with day to day classroom management of behaviour and discipline e.g. uncompleted work, inattentiveness, talking inappropriately, answering back, name calling, squabbling, arguments, etc.;
  • day to day incidents arising at playtime and lunchtimes e.g. name calling, squabbling, arguments, etc. referred on from TA’s via yellow forms or TA yellow books (minor breaches).

 

Senior Management Team

The class teacher may refer pupils to a member of the Senior Management Team in the case of:

 

  • persistent inappropriate behaviour in class; (3+ yellow forms in one term)
  • persistent poor academic performance, e.g. not completing homework or class work, not listening, etc.;
  • physical assault on another pupil/staff
  • racial abuse;
  • fighting within the school grounds.
  • alleged bullying

 

Deputy Head teacher

A Senior Manager may refer pupil to the Deputy Head teacher in the case of:

 

  • bullying: physical or emotional
  • insolence or disobedience to a member of staff
  • refusal to follow direct instructions or to work
  •    Abusive remarks to staff  or violence towards staff
  • physical assault on another pupil/member of staff, resulting in injury;
  • leaving school premises
  • extreme anti-social behaviour

 

Following 3 referrals to the SMT or Deputy Head teacher inclusive in one term, pupils are to be referred on to the Head teacher. It may also be necessary for a pupil to be referred directly to the Head teacher at any stage dependent on the severity of the incident.

 

Head teacher

A pupil may be referred to the Head teacher in the case of:

 

  • follow-on referrals from SMT
  • bullying (physical or emotional – see Bullying)
  • insolence or disobedience to a member of staff
  • refusal to follow direct instructions or to work
  •    Abusive remarks to staff  or violence towards staff
  • physical assault on another pupil resulting in injury;
  • leaving school premises
  • extreme anti-social behaviour
  • Any other major breech of discipline that puts the health and safety of others including themselves at risk

 

All referrals to the Head teacher to be noted in the yellow form file in the head teacher’s office and recorded in the monthly analysis. At any stage the Head teacher can place a pupil on Head teacher report (See Head teacher report procedures)

A parent/carer during all stages should be advised that their child’s behaviour has been recorded in the school’s system. The level of discussions can range from e.g. Dojo message, telephone call from teacher, teacher talk after school to parent and/or pupil, telephone call from a member of SMT, the Deputy or Head teacher. At all times parents and pupils should be made aware that they have breached school rules and charters and as such their behaviour has been noted and systems of consequences have been put in place dependant on the severity of the incident. (See ‘Rewards and Consequences’ document)