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Maytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Welcome toMaytree Nursery andInfants' SchoolCaring, Sharing, Aiming High

Behaviour Management Policy

MAYTREE NURSERY AND INFANTS SCHOOL

S3 BEHAVIOUR MANAGEMENT POLICY

 

Principles

  1. At Maytree Nursery and Infants School we wish to maintain an ethos in the school that emphasises our high expectations and values of Caring, Sharing, Aiming High.  Underlying this, we consider these elements of very great importance:

 

  • Responsibility
  • Mutual respect
  • Honesty
  • Self-regulation
  • Independence
  • Co-operation

 

The behaviour policy acknowledges the school’s legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs.

 

2.   We recognise that good behaviour can be maintained when:

  • There is consistency across the school.  Expectations are clear and consistent. When children know that staff will follow the behaviour policy and class routines, they feel safer and happy, and behaviour improves.
  • Relationships between adults and Pupils are positive and supportive of Pupils’ wellbeing particularly children with additional or special needs.  
  • The curriculum is engaging, relevant and matched to the individual's needs
  • Classroom management has been carefully considered, with pupil involvement, and is clearly communicated

 

Use of positive language

In order to foster positive attitudes and atmosphere, staff will describe what they want Pupils to do in positive language, e.g.  ‘Please walk’ rather than ‘don’t run’; I like the way you are sharing/playing, etc.  Good behaviour and following school rules to be praised whenever observed.   When praise is given it should be of a specific nature e.g. I can see that you have…, well done you have…. I like the way you . . .

 

Show me 5!

At Maytree School the principles of ‘Show me 5! are used to help children remember good learning behaviours supported by holding a hand up, palm facing outwards.  Show me five represents:

  1. Eyes on the speaker
  2. Mouth quiet
  3. Body still
  4. Ears listening
  5. Hands free
  • Every classroom /learning environment must have the ‘Show me 5!’ principles clearly displayed.
  • Class teachers must ensure that pupils are clear about each aspect of the ‘Show me 5!’ principles and why each one is important.
  • The above expectations are to be recapped at the beginning of each term.

 

   Behaviour ladders to be displayed in every classroom:

  • All classes across the school to have the same ‘Maytree’ Caring, Sharing aiming high behaviour ladder.
  • Behaviour ladders to containing 5 steps which link to a colour and image, for Yr1/2 this would link back to golden time.

Red-Thunder & Lightening

Amber-Rain

Green-Sunshine

Blue-Rainbow

Gold –Pot of Gold

  • Pupil names to be displayed on behaviour ladders and stuck on with Velcro.

.

Rewards:

  • Behaviour ladders reward children’s positive behaviour ie ‘put your name up’ towards ‘pot of gold’
  • The Golden Book can be used for a particular reward based on ‘Caring, Sharing, Aiming High’.  This may represent acting in a kind or thoughtful way (Caring); supporting another child in their learning or play (Sharing); success in learning due to consistent endeavour, perseverance and demonstrating good learning behaviour (Aiming High).  Every child should be nominated for the Golden Book at least once during an academic year.  Nominations are announced at Celebration Assembly and children are given a Golden Ticket to share with families.  All school staff are encouraged to nominate names for the Golden Book.
  • Children can be taken to the Headteacher for particularly good learning behaviour/effort to share their success and receive an additional acknowledgement.
  • Where rewards may be linked to Golden Time, any earned reward must be honoured.  Any reward earned cannot subsequently be withdrawn.

 

Consequences for unwanted behaviour:

  • Moving names down on the behaviour ladder is an initial sanction for non-compliance.
  • 2 verbal warnings and after 3rd warning move to red on the behaviour ladder and class adults to speak to parents after school.  It is important to give children warnings to give them a chance to choose the right behaviours.
  • If poor choices continue then time out in class, using a 5-minute timer to give children an opportunity to reflect and make better choices.  Each class to have a designated ‘time out’ area.
  • If poor choices continue after time out pupil to speak to another teacher, following this if needed, then a member of SLT.
  • If pupil hurts another child somewhere along this process, an ABC form should be completed and a CPOMS entry made.
  • At each stage of the above sanctions, children should be calmly spoken to and given the opportunity to make better choices.
  • Where unwanted behaviour occurs outside the classroom, Time Out in the dinner hall will be on the benches at the back of the hall; Time out in the playground will be alongside the fence by the gate
  • ‘Time Out’ is to be followed up by logical consequences - Pupil making amends for their behaviour - e.g. tidying the mess they made, mending hurt feelings by apologising. They will need guidance from the teacher or assistant to do this
  •  Extreme or violent behaviour (e.g. hitting, kicking, biting, swearing, throwing objects at others, spitting at others) should be referred to the Senior Leadership Team immediately. These will be recorded on ABC forms and CPoms and tracked and analysed.
  • If behaviours are of an extreme nature or continue over a period of time parents will be informed and invited into school to discuss with a member of the Senior Leadership Team.  

 

Extreme behaviour and Pupil with challenging behaviour

  • This may necessitate a phone call or letter to the parents, with the invitation to the parents to come into school to discuss their pupil’s behaviour. 
  • Support will be given to parents to ensure children receive a consistent approach and boundaries.
  • The class teacher will usually maintain a diary of recurring incidents of unwanted behaviour for possible use with parents, or with outside agencies
  • For very disruptive Pupils, and those with diagnosed behaviour difficulties related to their emotional literacy, Individual Behaviour Plans will be written by the Class Teacher with support from the SENDCO as needed. Individual Behaviour Plans will be shared with parents and all relevant staff.

 

Racist Abuse and Bullying

In common with all schools, we take particularly strong views on racist name-calling, teasing, cultural abuse (including religious abuse) and Bullying.  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 eliminate bullying, we do everything in our power to ensure that all pupils attend school free from fear. Such incidents are logged on the ABC forms kept in the staffroom and given to the Class Teacher/SLT/Headteacher.

 

Please see related policies and appendixes

S1 Anti-Bullying Policy     

S9 Equal Opportunities Policy

Appendix 1 Anti-Bullying

Appendix 2 Statement on the Prevention of Homophobic Bullying

 

Consistency of expectations 

  • Consistently high expectations are required by all staff across the school.
  • In the classroom Pupils should have allocated carpet spaces that allow Pupils the best opportunity to access teaching and learning
  • Pupils should be encouraged to walk in a quiet, orderly line when moving around the school
  • During lesson time, only one pupil should go to the toilet at a time
  • Respectful behaviour to each other is expected at all times
  • Classroom rules should be discussed and agreed and followed at all times

 

Playground

At the end of playtimes and lunchtimes Pupils should be lined and led back to the classrooms by adults in a quiet, orderly manner. During playtimes and lunchtimes, organised games and activities must be available for all Pupils.  Adults on duty must model activities and encourage Pupils to join in. Play-fighting is not allowed, because it often turns into real fighting.

 

The role of the Headteacher

It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to model and implement the school behaviour policy consistently throughout the school, and to report to governors when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all pupils in the school

The Headteacher supports the staff by implementing the policy, by setting the standards of high expectations of behaviour, and by supporting staff in their implementation of the policy

The Headteacher monitors all reported serious incidents of misbehaviour

The Headteacher has the responsibility for giving fixed-term suspensions to individual Pupils for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher will permanently exclude a child. At each stage of exclusion, the Headteacher will inform the school governors.

 

The role of governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in adhering to these guidelines.

The Headteacher has the day-to-day authority to implement the school's policy on behaviour and discipline, but governors may give advice to the Headteacher about particular disciplinary issues.

 

The role of pupils

It is expected that pupils should become responsible and increasingly independent and recognise that they should learn to accept responsibility for their behaviour.  To assist in this process we require pupils to work at the best of their abilities and allow others to do the same by adhering to these school rules.

 

The role of parents

The school works collaboratively with parents, so pupils receive consistent messages about how to behave at home and at school.

We explain the school rules in the home school agreement and we expect parents to read these and support them. We expect parents to support their child’s learning and to co-operate 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 immediately if we have concerns about their child’s welfare or behaviour.

 

If the school has to use reasonable sanctions to punish a pupil, parents should support the actions of the school. If parents 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 Headteacher and if the problem remains parents should follow the school’s Complaints Procedure (G7 Complaints Policy).

 

Violence, threatening behaviour and abuse against school staff or other members of the school community will not be tolerated. This behaviour will result in parents/carers being banned from the school premises for a period of time.

 

Intervention

All staff are expected to employ the Conflict Resolution approach and this is outlined in the Staff Handbook:

1.         Approach calmly

2.         Acknowledge feelings

3.         Find out information

4.         State the problem, with help from the Pupil

5.         Ask for solutions

6.         Offer support for the solution adopted

 

Exclusions

Exclusion is used only very rarely and as a last resort. The Headteacher may exclude a child for a fixed period, but the exclusion must be kept as short as possible and reintegration must be the aim.

Exclusions carried out following the guidance from the DFE: Statutory guidance on the exclusion of pupils from local-authority-maintained schools, academies and pupil referral units.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269681/Exclusion_from_maintained_schools__academies_and_pupil_referral_units.pdf

 

  Reasonable force

  • Reasonable force may be used to prevent Pupil causing injury or damage or disruption to good order by any staff employed by the school
  • Such force should be in proportion to the circumstances
  • It should be of the minimum type necessary to achieve the desired result
  • It would normally consist of firm restraint if a pupil is likely to hurt somebody, or themselves and may include leading a pupil away
  • It should be preceded by a warning if possible and carried out in a calm way
  • It must be reported to the Headteacher (forms are in the staffroom)
  • Only staff who have been trained to use specific physical intervention techniques (e.g. Team Teach ) should be authorised to use these on pupils.

 

The use of reasonable force as described here, and its application to any individual child whose possible behaviour may necessitate it, will be in accordance with the DfE Use of reasonable force Advice for headteachers, staff and governing bodies July 2013

https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

 

Confiscation of Inappropriate Items

Once an item is confiscated, the member of staff must make an effort to keep the property safe. The confiscated item must then be returned to the child’s parent, at which time, the member of staff will explain to the parent why the property was confiscated. Staff also have the power to search without consent for prohibited items, including;

  • Knives, weapons
  • Stolen items
  • Lighters, matches (incl lighter fuel and propellants)
  • Any article that could be used to commit an offence, damage property or cause injury to self or another person
  • Any item banned by the school rules (e.g. mobile phones)
  • Where appropriate, items may be handed to the police. The Headteacher will decide whether it is appropriate to involve other outside agencies. e.g. Social Care Team.

 

Searching

The DfE has published ‘Screening, Searching and Confiscation’ guidance (2011) which the school will refer to if a pupil or group of pupils are suspected of being in possession of banned items or stolen goods. The school is not required to inform parents before a search takes place and does not need to seek consent.

 

External Negative Behaviour

Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Headteacher’s a specific statutory power to regulate pupils’ behaviour in these circumstances “to such extent as is reasonable”. When considering whether the school will implement a sanction for reported misbehaviour out of school, the Headteacher will take into account the context of the situation and the action that would have been taken if the offence had taken place on school premises.

All criminal bad behaviour and bullying which occurs on or off the school premises may be reported to Social Services and/or the Police.

 

Raising Awareness of this Policy

We will raise awareness of this policy via:

  • The School Handbook/ Meetings with parents such as introductory, transition and parent-teacher consultations
  • The school website
  • The Staff Handbook
  • Communications with the home such as weekly newsletters and of end of half term newsletters
  • Headteacher reports to the Governing Body

 

Policy reviewed every 3 years

Last review: Spring 2022

Review Date: Spring 2025

 

 

 

 

Appendix 1: Anti-Bullying

What is Bullying?

Bullying is the use of aggression with the intention of hurting another person. It is targeted and repeated over a period of time. Bullying results in pain and distress to the victim.

Bullying can be:

Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)

Physical pushing, kicking, hitting, punching or any use of violence

Racist racial taunts, graffiti, gestures

Sexual unwanted physical contact or sexually abusive comments

Homophobic because of, or focussing on the issue of sexuality

Verbal name-calling, sarcasm, spreading rumours, teasing

Cyber all areas of the internet, such as email & internet chat room misuse mobile threats by text messaging & calls misuse of technology, e.g. camera and video facilities

We recognise that pupils sometimes fall out, disagree and argue. We deal with this following our normal sanctions as detailed above.

When this becomes targeted and repeated, it is bullying.

 

As a school, we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.

If bullying does occur, all pupils should feel safe to tell and know that incidents will be dealt with promptly and effectively. We are a telling school.

This means that anyone who knows that bullying is happening is expected to tell a member of staff.

 

 

 

Appendix 2:  Statement on the Prevention of Homophobic Bullying

Section 28 of the Local Government Act states that:

‘A local authority shall not… promote the teaching of any maintained school of the acceptability of homosexuality as a pretended family relationship.’

The government guidelines that accompanied this Section of the Act (Department of the

Environment, Circular 12/88) stated that:

‘Section 28 does not affect the activities of school governors nor of teachers. It will not prevent the objective discussion of homosexuality in the classroom, not the counselling of Pupil concerned about their sexuality.’

The Local Government Act 2000, Section 104

This amended Section 28 by adding:

‘Nothing… shall be taken to prevent the Headteacher or governing body of a maintained school, or a teacher employed by a maintained school, from taking steps to prevent any form of bullying.’

The Sex and Relationship guidance (DfEE, July 2000), states that:

‘Schools need to be able to deal with homophobic bullying. Guidance issued by the department

(Social Inclusion: Pupil Support Circular 10/99), dealt with the unacceptability of and emotional distress and harm caused by bullying in whatever form – be it racial, as a result of a Pupil’s appearance, related to sexual orientation or for any other reason.’

(Section 1, Paragraph 32)

‘Care needs to be taken to ensure that there is no stigmatism of Pupil based on their home circumstances.’

(Introduction, Paragraph 4)

‘Enable them to understand the difference and respect themselves and others and for the purpose also of preventing and removing prejudice.’

(Section 1, Paragraph 5)

‘The Secretary of State is clear that teachers should be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. There should be no direct promotion of sexual orientation.’

(Section 1, Paragraph 30)

In line with our policies on encouraging mutual respect for each other regardless of differences, any instances of homophobic bullying will be logged in the racism/homophobic logbook and will be dealt with in a sensitive manner in accordance with the guidelines on racism.

 


 

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