CommunityResponsibility:
We believe that supporting our children’s learning so that they become responsible, principled and caring young people is a community-wide responsibility with staff, parents and children working together to ensure that Dulwich College is a happy, safe and productive place for all.
All staff and the PLT should:
• Establish and maintain a cohesive, supportive classroom, year group and school community;
• Encourage and manage appropriate behaviour choices in line with the IBLP, positively and respectfully, using appropriate language;
• Recognise and celebrate children’s attempts and successes in following the IBLP;
• Be exemplary role models for positive behaviours and lifelong learning;
• Apply appropriate sanctions/consequences carefully and in line with Dulwich College policy;
• Communicate frequently and sensitively with parents to help them support their children appropriately.
Parents should:
• Be informed of their child’s behaviour through clear and sensitive communication with the class teacher, Year Leader or a member of the Primary Leadership Team (PLT);
• Be made aware of our policies and practise in order to have a clear understanding of our expectations for children’s behaviour and decision-making, and the procedures that we use to manage and support it in school;
• Support school and their child with the decisions we make regarding children’s behaviour;
• Inform the school of circumstances which may affect their child’s behaviour and/or wellbeing allowing the school to deal with any concerns rather than reaching out to other families
Children should:
Strive to follow the 10 dispositions within the IB Learner Profile and any activity specific Codes of Conducts at DCSL:
• Try to learn from their mistakes to become more principled, caring and reflective;
• Support other children’s learning in following the IBLP;
• Show respect for their teachers, all other adults and fellow students and visitors in our community;
• Try to support others by being ‘upstanders’;
• Report situations in which they feel they or another person have been poorly treated, or where the environment or campus has been harmed.
IB Learner Profile
The 10 dispositions that make up the IB Learner Profile aim to develop learners who are:
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective
We use the IBLP across the school in all areas of school life to promote positive interactions, learning behaviours and to help students develop as well-rounded and responsible people.
How to Avoid Behaviour Issues?
The DUCKS’ and Juniors’ Engaging Spaces frameworks both offer descriptions of classroom environments across ‘relationships’ and ‘engagement’ which staff should be familiar with and which should be implemented.
Whilst there are procedures to ensure that negative behaviours are met with appropriate consequences and opportunities to learn are offered, teachers are required to develop structures and systems in their classrooms that minimise the need for sanctions. These will include taking time to create, within the class and year group, a sense of genuine belonging and community, so that all students wish to be part of the group and ‘buy into’ the community’s expectations. This can be achieved, by:
• Getting to know all students as individuals, to understand their lives, interests and challenges;
• Giving all children opportunities to see you as a person, as a trustworthy, humorous adult who has children’s best interests at heart;
• Using children’s names often and with warmth;
• Creating a Class Charter based on the IBLP which all students sign and try to follow;
• Taking time to handle individuals’ worries and take a proactive approach to class wellbeing with the use of Worry Boxes, Suggestion Boxes, Zones of Regulation, circle times and weekly PSHE etc;
• Being consistent and fair in your approach to dealing with all children, including your use of positive reinforcement and sanctions;
• Being quick to identify, celebrate good choices and attempts to improve by children;
• At all times, remembering to separate the behaviour from the child and give “fresh starts”;
• Celebrating good choices, effort and successes publicly, but disciplining discretely;
• Planning and delivering learning opportunities which provide the correct levels of challenge for the differentiated groups and which suit their learning styles – help everyone feel successful as learners and classmates.
CLASS X CHARTER (example)
• WE WILL BE KIND TO EACH OTHER AND RESPECT EACH OTHERS' DIFFERENCES
• WE WILL LOOK AFTER OUR ENVIRONMENT, RECYCLE AND NOT WASTE RESOURCES
• WE WILL BE INCLUSIVE – ALWAYS
• WE WILL USE GOOD MANNERS AND KIND WORDS
At the beginning of each school year, and during assemblies throughout the year, the Primary Leadership Team will remind students of the behaviour and learning expectations.
Other input which helps create a kind culture: During the first few days of the academic year, each class will have PSHE lessons as required by the policy, and be introduced to the “Speak Out/Stay Safe” posters (part of the Safeguarding Framework). Year groups will also be reminded of NSPCC’s PANTS and Code of Conduct for device/internet use guidance twice per academic year.
Specific Behaviour Expectations for the Community:
Have a smart appearance
Walk around the school building
Use the right side of stairwells/corridors
Hold doors open for others
Greet all others politely
Use a quiet voice indoors
Wait your turn in queues and conversations
Tidy up after yourself
Care for our school environment
Use resources sensibly (ie water, food, paper etc)
Use please and thank you often
Never hurt another person (with words or actions)
RecognisingStudents’PositiveLearningandSocial Behaviours
Ideal incentives are the intrinsic rewards offered by high self-esteem, relationships based on mutual respect and a stimulating curriculum. All individuals should receive regular verbal recognition, feedback and encouragement for their efforts and achievement. Students should be helped to recognise how their effort, their hard work and reflection positively impacts their learning and development as people.
Tangible rewards will be used to recognise and celebrate all forms of social and academic effort regardless of the level a child is attaining. This will be monitored by the DHoP (Pastoral) through the House Point system and the additional rewards system. Good effort and achievement can be rewarded in any of the following ways:
Individual Student House Points
A school wide reward system is used to instil gentle competition and House collaboration. All children will be allocated to a House: Alleyn, Seacole, Shackleton, Sejong.
• The children will be awarded House Points for IBLP related effort and achievement in lessons and these will be recorded on a display in the child’s classroom.
• The House Captains will collect House Points from classes each week and the total calculated. These will then be added up and points awarded for 1st-4th place each week, contributing to the House Cup awarded at the end of the year.
• House point certificates: 25 Bronze, 50 Silver, 100 Gold, 200 Platinum – these will be awarded in class or Assembly.
Class “Star of the Week”
Class Teachers/TAs, with student help, will identify a student who has tried hard or achieved well in one or more IBLP dispositions during the week at school and this child will receive a special certificate and celebration within the classroom.
• In DUCKS 1 this will take place during the weekly Celebration Assembly;
• From Y2 this takes place in class and the children will be acknowledged by the class group;
• Nursery-Year 4 will have their photographs in the weekly e-Update;
• In Y5/6, the Star of the Week exists in a different format with students designing an appropriate award for each week’s recipient e.g. special badge designed in class. The nominated pupil will be decided by the children and acknowledged in front of the class.
Individual Class Rewards
Primary Certificates
Children can be nominated by a member of staff or other students to receive recognition for outstanding academic or pastoral effort or achievement as linked to the IBLP. This will be acknowledged through a certificate and visit to the PLT Base or Primary Office.
Class Marble Rewards
A whole class award will be given in recognition of excellent behaviour, academic rigour and effort. The class will receive one marble towards a whole class reward. Class reward for filling the jar initially may include 15 mins extra break, 15 mins outdoor or board games, 15 mins extra Library time etc. For subsequent jar filling times will be extended. All students participate in the class reward.
DeterminingLevelofRewardandRecognitionRequired
We aim to celebrate students’ efforts as they grow and learn regardless of their academic or other abilities, helping them to see their own progress and giving positive reinforcement for hard work. Students may help staff identify others who warrant recognition for effort and achievement.
Type of Behaviour (examples)
Individuals/pairs/small group:
Consistently good effort with IBLP
• Kindness, caring and thoughtfulness towards others, inc community spirit
• Good behaviour or manners around school
• Achievement in any area (academic or pastoral)
• Effort in any area (academic or pastoral)
Whole Class group: Excellent effort and/or achievement in the above
Action
Verbal positive feedback/public recognition
1 House Point awarded
One marble in their marble jar
Outstanding effort and/or achievement in the above PLT Award: Acknowledgment and recognition from the Deputy Head or HoP (perhaps at assembly)
3 House Points awarded .
ConsequencesandSanctions
All children are expected to strive for the IBLP and the associated specific Codes of Conduct (CoC) and Class Charters. Where students have not adhered to the above, the behaviour ladder will be used so that a fair, consistent and appropriate action will be taken with that individual. Every effort will be made by staff to ensure children have opportunities to learn from their mistakes, are not ‘blacklisted’ due to previous errors in judgement, and are always treated fairly. Students’ age and stage of development must be considered when considering appropriate responses to incidents. Group wide punishments may not be used when a minority have erred – individuals should be held accountable and given the chance to rectify their errors and learn from the experience.
Unacceptable Behaviour
At Dulwich College, we find the following behaviour unacceptable on campus, online, on trips or at any point when a child is representing the school or has targeted another DCSL community member:
• Bullying, including cyber-bullying – persistent/repeated unkindness in any form which targets an individual or group;
• Lying, stealing or other dishonest acts;
• Physical abuse – including hitting, spitting, biting, pinching, throwing or pushing;
• Verbal abuse – including rudeness, persisting teasing, swearing, name calling in any language and including ‘roasting’, and insults directed at a child’s family;
• Extreme abuse - racism, sexism or sexual harassment etc in any form or language;
• Disrespectful behaviour including inappropriate touching, taking disrespectful images/audio;
• Moving others’ belongings in order to inconvenience or upset them;
• Accessing and /or sharing inappropriate material (inc. violent or sexual images or words);
• Vandalism or theft of school or others’ property;
• Hurting an animal or other living thing;
• Consumption or sharing of alcohol, tobacco or indecent images of any sort;
• Repeatedly not following the Code of Conduct for tablet/device use;
• Unsafe behaviour – including jumping down school stairs, throwing resources, ignoring safety protocols, such as, not following safety procedures during fire and lockdown drills.
• Encouraging other students to participate in any of the above activities.
Behaviour Ladder
All staff are responsible for responding appropriately to the behaviour choices around them whether the child is in their class or not.
Class teachers have a ‘duty of care’ to respond with support and or sanctions to both the victim and aggressor.
Care must be taken to understand the individual child’s age and stage of development when considering actions. For example, whether the child was fully cognisant of the impact of their actions on others and can appreciate the harm done and/or the motivations behind the action (ie inappropriate touching - Please refer to the Brooks Traffic Light Model in the appendix).
Staff should use the sanctions here with the child’s best interests in mind – which will positively affect learning and help the child make better choices in the future.
Students who have been victims of another’s poor choices or degree of achievement must be cared for and supported, with parents informed by phone/email as appropriate
Public shaming or ridicule of a student by staff for poor choices is not helpful or acceptable.
Staff should be aware that for some parents in our community, there is shame/loss of face that may occur as a result of being the victim of certain types of altercation or actions. Discrete handling of situations is essential as is clear, prompt communications to help those families feel heard and know that their child is fully supported.
Behaviour Ladder - Progressive Sanction Procedures
Stage Type of behaviour as relates to IBLP DUCKS AND JUNIORS Actions by who?
Orange Low level poor choices in any area of school life. May include:
- Not sharing well
- Talking too much
- Being tactless with others
- Bumping into someone
- Being thoughtless
- Calling out
- Getting cross
- Distracted the classmates
- Walking around the classroom during the lesson
- Trying to play the instruments not provided by teacher
Red: Serious Behaviour level 1
- Discrete verbal/nonverbal warning
- Moved away from other students
- Appropriate behaviour described clearly
- Explanation of consequences given
- Consequences should directly link to issue (ie miss swimming due to poor pool behaviour)
- Repeated as needed twice more
Staff record on Wellbeing Manager if issues are persistent and not reducing in number.
Contact parents by email for a meeting if persistent issues continue for more than 3 weeks.
Serious Behaviour level 2
As above - 3 warnings already given, and/or
- running or rowdiness inside;
- silly classroom disruptions;
- attention-seeking actions;
- mildly unkind behaviour which causes some upset;
- repeatedly eating on bus and/or
- not wearing seat belt on bus etc
- Excluding others (sports, language use, games etc)
- Poor table manners, throwing food
Continuation of above behaviour or any of the behaviour displayed here:
- Not following important and /or safety instructions;
- disrespect to any person;
- intentional rudeness, unkind words and behaviour to peers;
As above as appropriate and/or
- Time out given (3-10 mins) with missed/uncompleted tasks to be finished (Y1-6)
- Apology sought for affected people
Staff record on Wellbeing Manager if issues are frequent at level 1.
Contact parents by email for a meeting if issues are persistent for more than 2 weeks.
As above as appropriate and/or
- Longer time out (ie whole break) to complete work or RS
- Complete a KS1/2 Reflection Sheet (RS) with staff member.
- Time o ut given
- Restorative session with DHoP/YL: child acknowledges their
Year Leade r talks to the child/children and records concern on Wellbeing Manager
Year Leader informs Deputy Head and then informs parents. RS goes home to be signed.
Completed RS returned to DHOP and then is
Serious Behaviour level 3
- repeated bus complaints. behaviour and recognises behaviour is inappropriate. Makes amends.
Further continuation of level 2, and/or
- deliberate and directed swearing (in any language);
- physical/aggressive behaviour towards others; (punching, kicking someone on the playground)
- stealing of small items/food;
- bullying (lower level –such as name calling, which may cause emotional distress or discomfort);
- misuse of devices etc
- Child sent to DHoP/HoP.
- Year Leader and Class Teacher informed.
- DHoP invites parents in for a face - to - face meeting next day.
- Complete Reflection Sheet which is then taken home by child and signed by the parents.
- Time out: Loss of playtime/privileges for a specified length of time (1-5 days) as fits the issues involved.
- Restorative session as above
- Possible School Counsellor visits for a min. of 2 sessions.
uploaded onto Wellbeing Manager.
DH o P records concern on Wellbeing Manager
Parent Meeting with DHoP - parent notes uploaded to Wellbeing Manager
Head of Primary (HoP) and CPO informed by DHoP
Serious Behaviour level 4
Level 3 repeated and/or
- repeated defiance;
- serious theft or damage of property;
- intentional racism;
- repeated or serious aggression/violence; (child continues to punch, kick after being told, and previously filling in reflection form)
- serious bullying; (repeatedly harassing an individual, by one or a group of children with physical assaults and threats, which may cause long term psychological damage)
- sexual or online harassment;
- accessing and sharing indecent images etc.
- Online or in person.
- HoC informed.
- Child sent to Head of Primary immediately.
- DHT/Year Leader and Class Teacher informed.
- Parents informed by Head of Primary by telephone within 2 hours, then with an official letter/email that day.
- Internal suspension : child works separate to peers for the session/day and or
- Suspension –suspended for 1-5 days from school.
- HoP or designate meets with parents within 24 hours.
- School Counsellor to see child for 2 or more sessions as required by school.
HOP records on Wellbeing Manager and or CPOMs as necessary As above – all communications and meeting notes are uploaded onto Wellbeing Manager, CPOMs or Student Manager and shared with the CPO and HoC.
An incident and decision log will be kept by PLT
Serious Behaviour
Level 5
Level 4 is repeated, and/or - violent or very threatening behaviour (physical, sexual or verbal, with/without a weapon) towards a member of staff or other child online or in person; e.g Hitting a teacher, abusing a peer (inc sexually).
- Spreading sexual/rude rumours via any form of communication (inc. Social media).
- Arson, significant theft or vandalism or other malicious damage to College property e.g throwing furniture, smashing a window, vulgar grafitti, setting fire to school equipment, stealing an ipad, computer etc.
- Restorative session
- Parents and child meet HoP on child’s return to school if suspended
As above
Suspension ( 0.5 - 5 days) HoP and HoC meet with parents/child at start of suspension period and on his/her return.
Possible permanent expulsion from DCSL if very serious, or if another serious incident occurs.
HOP records onto Wellbeing Manager As above – all communications and meeting notes shared with CPO and HoC. As above.
The Board of Trustees can act as an appeals body for the exclusion of a student, and parents to be made aware of this process. EiM to be notified when a student is excluded (Chief Education Officer).
HoC and DCL to discuss if SMOE to be informed or if police assistance or referral is needed.
Behaviour Reflection Sheet – time to learn and restore relationships
Student will meet with staff member to discuss issue/incident. They will be guided through the Behaviour Reflection Sheet headings and asked to complete it (with adult support as needed).
Student who has impacted others with their actions will be asked to attend a Restorative session (see below) with those individuals to hear how it impacted them, what they need to feel better and the students should be given the opportunity to apologise and be forgiven.
Reconciliation and Restorative Justice
We see relationships as central to a happy and healthy school community. We aim to use a simplified restorative approach with children after disagreements and/or make poor choices towards others which result in more significant emotional impact or any physical injury at all.
We:
• Talk through the issue with the child so that decision-making can be identified and analysed
• Help the child understand their own and others’ motivations and feelings
• Help the child see the impact of their decisions and actions
• Provide an opportunity for students to hear how each felt; and
• Encourage students to apologise and forgive other.
Sanctions may also be put in place, but we believe the opportunity for learning comes from discussion and reflection followed by restorative action. Consequences should directly relate to the behaviour ie missing break due to poor football behaviour.
A restorative session is likely to be facilitated by the DHoP (pastoral) but could be led by a middle leader, School Counsellor or Primary Leadership Team member. It may look like this:
Stage One: Introductions
Welcome everyone and remind them that:
• You (the adult) are impartial, what is discussed is confidential to the students, their parents and other staff who may need to know - your role is to facilitate not to offer solutions
• You need agreement from the people involved that they will speak respectfully, listen without interrupting, focus on how they have been affected by the problem, not on blame.
Stage Two: What has happened?
Each person has uninterrupted time to talk about the problem from their own point of view
Ask about feelings if not forthcoming
Summarise what has been said
Stage Three: Acknowledging feelings and perspectives
Ask each person if they can acknowledge the feelings of the other person (even if they don’t agree) and then to communicate this to the other person
• Try: X has said that he is feeling …… about what has happened. I wonder if you can acknowledge that he is feeling ……
Stage Four: Creating options
Ask each in turn to say what they would like to happen next.
Ask for offers rather than requests at first.
Stage Five: Agreement
Get them to agree a course of action based in the possible solutions they have generated. What do they need to formalise the agreement? Do they need to meet again to discuss progress?
Stage Six: Recordkeeping
Other staff in school are likely to be updated after the session to some degree. These include PLT, CPOs, School Counsellor and Class Teacher. Parents will likely be informed of the session and the reasons for it with outcomes. Recorded on the pastoral database.
