Sherborne Primary School (Part of SAST) Behaviour Policy – Autumn Term 2019 Coronavirus Amendments – Summer Term 2020 & ongoing (see Annex at the end of this policy / temporary changes in RED) This policy should be read in conjunction with the following Department of Education guidance “Behaviour and Discipline in Schools: Guidance for Governing Bodies “(DofE January 2016) “Use of Reasonable Force – advice for Head teachers, Staff and Governing Bodies” (DofE 2013) Whole School Charter - 'Work, Learn & Respect Together......' Please also view Sherborne Primary School's 'Reward & Sanction System' (Appendix 1)
Policy aims The school’s philosophy is to emphasize the positive aspects of behaviour and to reward good behaviour as a model for the aspirations of all. Poor behaviour is challenged, corrected and used as a learning experience. Discipline at Sherborne Primary is designed to be “kind but firm” based on a sound knowledge of individual children, their background, needs & any relevant medical condition. In the classroom teachers present focused, interesting lessons based on a challenging and varied curriculum with a balance between active and passive pursuits that are relevant to all learners. Liaison with parents about a child’s circumstances (including medical needs), attitudes to learning and behaviour is essential. Unacceptable language, name calling and abuse are not tolerated. It is recognised that children arguing, falling in and out of friendships and coping with compromise are learning situations best experienced if they occur in a safe, supervised and secure primary school environment. Dealing with the emotions that result is often the subject of assemblies and class discussion time. Some pupils with additional needs may also utilize their personal 'behaviour plan or risk assessment' linked to their SEN needs. In Class Children are expected to adhere to the charters of rights and responsibilities that have been created for each class & by the whole school's Rewards & Sanction System (see appendix 1). These are displayed around school, (at an age appropriate level) and are regularly referred to by teachers and pupils. Any breach of these charters / Sanctions may result in a number of approaches including; child missing playtime/lunchtime or being sent to the Headteacher, Team Leader or member of the Senior Leadership Team and follows the agreed procedure of the use of the Rewards & Sanctions systems. In the Playground Children are expected to behave appropriately on the playground or field, where they are able to play happily and safely. Any mis-behaviour will be dealt with by the member of staff on duty or may be referred to Team Leader, member of the Senior Leadership Team, Assistant Head / Deputy Head or the Headteacher. This could be in the form of being kept away from other children or being sent into the school to report to a Team Leader, a member of the Senior Leadership Team or Headteacher to miss a playtime (usually within our Music Room; which includes a members of the SLT at lunchtime) Lunchtime All lunchtime supervisors have the same authority as teachers and they will be expected to be treated in the same way. Any mis-behaviour will be dealt with by the lunchtime supervisor or be referred to the senior lunchtime supervisor, member of staff on duty or the Assistant / Deputy / Headteacher. The pupils will adhere to high level of appropriate behaviour, with staff utilising our Rewards & Sanctions system.
Music Room (A quiet, central reflection space) This is a school facility which pupils can be supported with their behaviour management. It includes trained senior staff, appropriate for resources, behavioural strategies & time out space. In addition to this facility the school also utilises a Sensory Room for pupils who require this area. This facility is utilised at lunchtimes. If a pupil requires to miss their first playtime, then this is supervised via their class teacher / staff (or the sanction waits until lunchtime). School Visits And Outside Of School When children are on school visits or off site they are expected to maintain the same high expectations of behaviour as in school as all venues are seen as extensions of the school and the children are expected to uphold the reputation of the school. Serious breaches to standards of behaviour will be reported to the Headteacher and parents will be contacted. 'Work, Learn & Respect Together.......' Rights & Responsibilities Rights of children: • To be able to learn in a safe environment • To be treated with respect • To be listened to by adults in the school • To understand what is and is not acceptable behaviour • To be treated fairly and consistently & celebrate good behaviour with rewards & praise Responsibilities of children: • Behave in an orderly, purposeful and sensible manner at all times • Show courtesy and respect to all members of the school and visitors • Be thoughtful, helpful and understanding to each other at all times • Adhere to the class and whole school charters Rights of Staff: • To uphold the standards of behaviour outlined in the school’s Behaviour Policy • To expect consistent codes of conduct to be used throughout the school • To be treated with respect by pupils, parents (linked to Parental Code of Conduct 2019 – SAST) and colleagues To not experience any abuse whether physical or verbal • To expect that there will be no cultural, sexual or physical discrimination against children or parents Responsibilities of Staff: • Set high standards of social behaviour, be polite and well-disciplined using positive behaviour management strategies • Listen to children making it clear that bullying is not tolerated • Keep a log of any bullying incidents and their outcomes (including pro-active responses) • Attend relevant training • Liaise with parents / carers concerning behavioural (or other relevant) issues or concerns Rights of parents; • To have information regarding the school’s processes and curriculum • To be able to discuss issues relating to the education of their children • To offer and receive information regarding the education and behaviour of their children • To expect consistent codes of conduct to be used throughout the school within our Rewards & Sanctions Systems • To expect that there will be no cultural, sexual or physical discrimination against children or parents Responsibilities of parents:
• Be aware of the school’s Behaviour Policy and actively support it • To promote positive behaviour in their children • Lead by example • To know the difference between bullying and teasing • Be aware of unusual behaviour in their children • Inform school of any relevant issues Responsibilities of Governors: • Be familiar with the school’s Behaviour Policies (Anti-bullying & Rewards + Sanctions systems) and actively support the school in eliminating bullying • To be updated on any serious incidents (including bullying, discrimination & exclusions) • Refer all matters regarding discipline to the Headteacher or Chair of Governors Rewards and Sanctions (see Appendix 1 for full details) Our Rewards and Sanctions System will be reviewed each year and sent to all our parents & carers every September / start of the Autumn Term Positive, constructive behaviour is rewarded through in class rewards, a team point system (called 'Dojos, an electronic and fun team point system, which enables communication directly with parents & carers) from years 1 to 6 EYFS - parents & careers are also updated on many issues including behaviour through our online learning journey called “Tapestry”. Rewards and Sanctions are differentiated for our youngest pupils Stickers, rewards, & certificates are also utilised. Certain amounts of team points (Dojo’s) will go towards a team reward linked to our ‘Houseopoly’ scheme (whereby children understand that they are part of a team as well as an individual) Other rewards are in the form of stickers, occasional certificates and ‘golden choosing time’. Good behaviour is recognised on the school’s Achievement Board with our Pupil of the Week (this is also shared with parents & carers in our weekly 'Achievement Assembly' on Fridays. Other incentives include 'Role Model of the Week' which enable the selected pupil to gain a badge for one week & then a 'gold star' to keep to show they have historically gained recognition for their exceptional behaviour. Classes also select “Pupil of the Term” and “Pupil of the Year”. Year 6 undertake their 'Senior Pupil Award'. This includes criteria to achieve the initial ‘Senior Pupil Badge’, a dedicated list of aspirational behaviours / activities to work through with aspirational criteria and finally an award at the end of the year for successful completion. This is explained to parents and carers via a Year 6 Parental Information Evening in September. Pupils and staff select a Head Boy and Girl each term from the pool of Senior Pupils. Classes can also earn whole group rewards over a longer period (these are class specific and displayed within each classroom). Poor behaviour is dealt with using an incremental process enabling children to learn from their mistakes and not repeat them. Our Rewards System is displayed in around school (with sanctions available if required)
Behaviour at Classroom Level Poor behaviour is dealt with initially by the class teacher using strategies such as loss of play time, or a corrective activity, and time to reflect upon what is positive behaviour. Children may lose ‘golden choosing time’. Children repeating misdemeanors may miss school trips, plays or parties as a result. Often ‘sorry’ letters are written and given with apologies to an adult or child who suffered due to misbehaviour. All classes will follow the agreed “Behaviour Sanctions” located in school. Teaching Assistants and teachers can refer children to senior staff for appropriate action, e.g. Team Leaders, Assistant, Deputy or Headteacher. As a principle a child being persistently disruptive is sent from class to be supervised elsewhere. ‘Time out’ with an adult is a tactic used with the youngest children (this can include our dedicated Sensory Room). In class the aim is that a lesson proceeds unhindered, a child causing repeated interruption is removed after warnings for the benefit of others. Repeated or low level incidents may result in a loss of playtime within
our Music Room which is supervised by a member of the Senior Leadership Team at lunchtime. With repeat visits to this time out facility a communication letter to parents / carers will be generated. This communication sets out the incidents in question, the action taken as a result and measures for improvement. This can also be fed back to parents and carers in parental consultations. It may be that parents and school need to agree strategies that involve outside agencies such as the medical, psychological or social care. Incidents of a serious nature (level 3 or above on our Sanctions System and including actions which severely or constantly disrupt learning, unacceptable behaviour and blatantly rude actions) are logged within a 'Serious Incident Log' by the Headteacher. These can reported to governors (without naming children) and will include any bullying or discrimination events.
Exclusions Exclusions at Sherborne Primary school are rare and are only used after all other options have been taken. A parent may be asked to collect a child who is unable to cope for time out that day if they are posing a health & safety danger to themselves or others (including severely disruptive behaviour, affecting the learning of others). Staff members are committed fully to the educational needs of every child and use proven strategies to enable children to acquire the academic, social and emotional skills needed for successful transfer to secondary school. Exclusion is not ruled out as a strategy if required to protect children or adults. If used it will follow the procedures laid down in the Dorset County Council policy & Behaviour & discipline in Schools (advice for Headteachers - January 2016) (available from the school office). Bullying (including cyber-bullying) – Please also see our ‘Anti-bullying Policy’ Involvement of Other Agencies Liaison is maintained with the Behavioural Support Services (BSS), social care, educational psychologist, child psychiatrist, locality early intervention & social workers, school nurse and our own parent support advisor. These agencies provide help in understanding children’s poor behaviour and taking measures to improve it. Children with special education needs have individual support plans and risk assessments which detail behaviour problems and the measures identified to address them. For children in care and others there are links to appropriate agencies and the Safeguarding Policy. The school has a dedicated Parental Support Advisor, who can also support both children and parents / carers with issues surrounding bullying and cyber-bullying. The school actively educates pupils with strategies to avoid bullying e.g. Safer Communities Police Team teaching anti cyber-bullying information to pupils, staff and governors. Race Equality & Equal Opportunities At Sherborne Primary School we are committed to preparing children for life as citizens in a multi-cultural society in which there is race equality, harmony and absence of racism. We are committed to tackling racial discrimination and to promote equality of opportunities. In Conclusion Sherborne Primary is a happy place where children thrive and adults work well as a team. Everyone acts together to celebrate the positive aspects of school. The intention is always to reinforce the positive characteristics of living and working together in a mutually tolerant way but always to challenge and learn from unacceptable behaviour. This policy should be read in conjunction with the Single Equality Policy and our Anti-Bullying Policy. The general equality duty requires that, in the exercise of their functions, schools must have due regard to the need to eliminate unlawful discrimination, harassment, victimisation and other conduct prohibited by the Equality Act 2010. This school endeavours to advance equality of opportunity and foster good relations or all
Adopted date: Signature of Headteacher Signature of Governing Body
Tuesday 26th November 2019 Ian Bartle RoyTowndrow
Next Review date
Every 2 years - Autumn 2021
Coronavirus Pandemic Temporary Amendments – Summer Term 2020 (from 1st June 2020 until further notice)
In light of the need for children to behave differently when they return to school and any new systems you have put in place to support that, Sherborne Primary has made temporary changes to our Behaviour Policy. Areas Sherborne Primary has considered to add to their behaviour policy are: Following any altered routines for arrival or departure: - Pupils (organised by their parents / carers) will need to comply by the new arrival & departure timings (as specified via communications & subject to change if required). This is essential to minimize social contact and links to a one way system. - If parents / carers do not comply with these timings, they will be politely requested to comply and could finally be asked to not enter the school by the Headteacher (or Deputy in the absence of the Head - this will be extremely rare). Following school instructions on hygiene, such as handwashing and sanitizing: - Pupils will be expected to follow new and more intensive handwashing and sanitizing regimes. This will include being asked to perform hand washing regularly. They will be expected to comply for the health & safety of all. - Failure to comply with result in use of our hierarchy system i.e. discussion with the Team Leader, then Assistant Head / Deputy Head & finally the Headteacher who will contact the parent / carer. Staff can use a range of sanctions including loss of playtimes & reduction in Dojo points. Ultimately, the child might be asked to go home for the Health & Safety of all (this is of course the last resort and the age & competency of the child will be taken into account) – The hierarchy system can be utilised to many points below as the sanction system Following instructions on which pupils can socialise with at school: - Pupils will be placed within ‘bubbles’ within school of no more than 15 children per bubble - Pupils will be instructed NOT to enter other bubble areas / rooms and to NOT socialize with pupils from other bubbles - If pupils do not comply with these instructions then staff will follow the hierarchy system as above, utilising discussions / reinforcement from Team Leaders, Assistant & Deputy Head; with the final sanction being the Headteacher (or Deputy Headteacher in the Heads absence) contacting parents / carers to request the child is (fixed term) excluded from school for the safety of all (this is of course the last resort and the age & competency of the child will be taken into account) - The length of the fixed term exclusion will be decided by the Headteacher, based on the individual situation (including the age and competency of the child and any SEN needs) Moving around the school as per specific instructions (for example, one-way systems, out of bounds areas, queuing):
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As above, pupils will be required to followed instructions from school staff. This will include guidance on flow around the school, boundaries between bubbles, using any equipment (including outdoor play equipment) and new ways of working e.g. toileting etc. It is essential for everyone’s safety that guidance is followed. If a pupil does not comply then the hierarchy system explained above will be utilised with the ultimate sanction of the pupil going home to ensure all our safe If parents / carers do not follow new school flow systems (including NOT entering the school building unless directly requested) the Head teacher (or whoever is in charge e.g. Deputy Head) will discuss the relevant health & safety issues within the situation. The ultimate sanction could include the parent / carer being banned from the school premises (this is the last resort and extremely rare)
Expectations about sneezing, coughing, tissues and disposal (‘catch it, bin it, kill it’) and avoiding touching your mouth, nose and eyes with hands: - All pupils will need to comply (linked to their age and capacity) to the above - Staff will provide constant reminders and this will include relevant signage Tell an adult if you are experiencing symptoms of coronavirus: - Pupils MUST inform a relevant adult (staff at school, their parent / carer at home) if they are showing any signs of Coronavirus (or, as they are a child, just feel unwell). They MUST NOT attend school - If a pupil does develop symptoms of Coronavirus at school they will be sent home immediately (as soon as physically possible). They (& any siblings) will be isolated within a specified area. There bubble will be informed and this bubble will not open again until a negative Coronavirus test has been proven. Any sibling’s bubble will remain open unless a Coronavirus positive test occurs - If a positive Coronavirus Test occurs, then the whole bubble (including adults / staff, plus any other household member) should follow the government guidelines and self-isolate for 14 days Rules about sharing any equipment or other items including drinking bottles: - Each bubble at SPS will have strict rules around equipment that can be brought to school and sharing of resources - The government guidelines are clear that school children find social distancing extremely challenging and this is NOT an expectation (particularly younger children), as for adults - SPS pupils are welcome to enter school with a coat, school uniform (except trainers, rather than shoes), a water / drinks bottle and a lunch box - If pupils do not comply with the rules then the school will utilise the hierarchy system stated above Amended expectations about breaks or play times, including where children may or may not play: - Each bubble at SPS will have a staggered break and lunchtime so that bubbles do not mix (or cross). There will be strict instructions on the perimeter of these areas and who the children can mix / play with (i.e. children within their bubble) - Children will not be expected to social distance at all times within their bubble, but will be encouraged to play games to incorporate social distancing - If children do not conform to instructions re playtime / lunchtime areas, then the hierarchy system above will be utilised (with the ultimate sanction of the child being asked to go home for the safety of all) Use of toilets: - Each bubble will be allocated a toilet block within school which they can use
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Bubble will have set time to use the toilets and this will be monitored by staff e.g. in Reception the staff will supervise hygiene when possible (e.g. washing hands after use) Children must ONLY use the toilets allocated to their bubble, otherwise the hierarchy system above will operate for consequences
Clear rules about coughing or spitting at or towards any other person: - It will be clearly explained to the children guidance around hygiene and how to keep all safe - Any clear breeches in these rules i.e. to cough into your elbow / not to cough or spit at others and be mindful of the virus and possible cross-infection, will result in use of the hierarchy system above - If a child directly coughs or spits at either another pupil or member of staff on purpose (the age & stage of the child will be taken into account), then the child will excluded (fixed term). The length of the exclusion to be decided by the Head (or Deputy Head) & discussed with the child’s parent / carer Clear rules for pupils at home about conduct in relation to remote education: - Pupil will be encouraged to engage with their home learning (if not allowed to attend school, or their parents wish for them to remain at school) - If a child uses inappropriate messages / responses to their adults (teachers / support staff) or another child, this will be dealt with using the wider behaviour policy (& list of hierarchical sanctions) Rewards and sanction system where appropriate: - Reward system would stay the same as at present (see above in main policy) - Sanction system – the items above (potential situations linked to the Coronavirus Pandemic and effects on our schools ways of operating) will be added to the sanctions - Items to be removed from the Sanction System – no longer using the ‘time out’ facilities (as this break the bubbles), Team Leader / Assistant HT / DHT & Head to intervene using social distancing guidelines. - ALL parental meeting (for individuals) will take place by telephone and only the Head (Deputy / Assistant Head if the Head is not available) can allow permission for a parent / carer to enter the school to meet Identify any reasonable adjustments that need to be made for students with more challenging behaviour: -
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If a child poses a significant potential risk to the safety of others (linked to the Coronavirus), then an individual ‘Risk Assessment’ (based on the Dorset LA Model) will be completed, discussed and shared with their parent / carer The school will make every effort to modify the operations of the school to support all of our children, but will complete a risk assessment if this is not possible (to enable all to attend school safely) If after the risk assessment has been completed the risk is deemed too great for the child to attend school, then the parent / carer (& other appropriate agencies) will be informed to enable additional external support to be provided.