behaviour policy - beckfoot heaton

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Behaviour Policy

Formulated: June 2015 Last updated: February 2019 Last Approved by LSC: tbc Spring 2019

This policy should be read alongside the following policies: Curriculum Policy, Anti-bullying Policy, Keeping Children Safe in Education Sept 18, SMSC policy, SEND policy, Trust behaviour policy, Trust safeguarding policy, additionally; taking into account DFE, LEA & HSE guidance & requirements for

schools, including exclusions. Copies of planning and evaluation documents should be kept alongside the policy document.

1. Introduction

Beckfoot Heaton Primary School and Nursery is an academy school and part of the Beckfoot Trust, in the Bradford Metropolitan District, catering for children aged from 2 to 11. For the purposes of this policy the term “Pupil” constitutes all children who are under direct supervision of one or more of the Units of the School.

Aims of the policy

Behaviour management is successful when all staff in school behave in a consistent manner when managing and teaching expected behaviours. We have high expectations of pupil behaviour and positive choices are always reinforced and acknowledged. Children behave when there are clear boundaries and a calm, purposeful atmosphere. Good behaviour choices are essential if we are to develop and maintain high standards. We believe that by having the correct approaches from the beginning we can pre-empt poor behaviour choices and stop them from happening.

We understand children have different life experiences and foster a positive, inclusive approach to dealing with behaviour. The right attitude to learning is dependent on a range of factors. Lessons need to be well planned with good pace and challenge, teaching styles need to be varied to accommodate pupil’s needs. Staff need to be positive and focussed upon developing good relationships with pupils and parents and children with social, emotional and mental health needs must have reasonable adjustments made which is over and above what is offered to all children. Achievements at all levels are acknowledged and valued. Following guidance from the SEN code of Practice 2014.

We encourage increasing independence and self-discipline so that each child learns to accept responsibility for their behaviour. With more severe behaviour we use a package of strategies and approaches that focus on the cause of behaviour and use restorative conversations to resolve conflict. We ensure all stakeholders are clear about what is appropriate behaviour and how we deal with inappropriate behaviours.


Our Ethos and Values

What’s important to us: • Respect for all- to ensure our children are successful in life; families, staff and children

work together with mutual respect

• Expectations of success- we have aspirational expectations for each child to succeed and grow in all aspects of their learning.

• Love learning- our children, staff and families are eager to learn, embrace challenge, want to do their best and support each other to achieve it.

• Know our children- staff spend time getting to know children and families so that we can understand and support them appropriately.

• Great lessons- lessons are organised, varied and exciting. They meet the different needs of the children so are productive for all.

• Integrity- we expect everyone to do the right thing, because they know it is the right thing, even when no-one is looking.

• Celebrate everyone- we celebrate the diverse mix of people in our community.

Positive relationships and proactive strategies

There should be a balance of positive strategies to promote intrinsic motivation and independence while celebrating the success and achievement of all children.

• We aim to be warm, positive and encouraging to all children

• All staff reinforce the same high expectations and consistent boundaries

• All staff treat each child honestly, consistently and fairly

• Everyone is responsible for children’s behaviour


• Children should be praised regularly. Praise should be specific about what the child has done well.

• Expect good attitudes to learning and respect for other people and property as the norm

• Avoid confrontation

• Choose distraction

• Accept children’s behaviours won’t always be perfect; target small changes

• Ignore certain behaviours, withdrawing attention for children demonstrating these

• Use positive praise for others demonstrating acceptable behaviours

• Use the environment to separate, defuse, distract or engage

• Set up situations for success

• Help children know about themselves

• Know the children and set expectations so they can be successful, small steps if appropriate

• Sanctions/consequences don’t have to happen at the same time as the incident

• Consequences should be pertinent to the child

• Do not use threats, false rewards or white lies

Key approaches for staff

• Understand the problem – work with the children to help them see when they get upset and how this affects their behaviour.

• Understand but don’t excuse – children are accountable for their actions but they may not be ready to take responsibility when the incident occurs.

• A pound of prevention for every ounce of reaction – focus on the core purpose of the School or Centre, the environment and being positive rather than reacting to negative behaviours

• Child proof the environment – set up the environment and the situations so foreseen negative incidents do not occur. Label tray and signpost to resources, provide concrete materials, and ensure the child sits near to those who support good learning attitudes.

• Create everyday routines – use the visual timetable to help the children know what to expect during the day and be successful in those things: provide a personalised visual timetable if appropriate.

• Expect impulsive or poorly regulated behaviour from time to time – if the children are stressed, tired or emotional; consider how this might be addressed before it leads to more negative consequences. Seek support from your peers, the SENDco or senior staff in planning this.

• Set up situations for success rather than dealing with their reactions to failure – Increase challenging situations as and when the child is ready to meet those challenges. Ensure the child has experienced lots of success before bringing this challenge.

• Involve parents or carers from an early stage: communicate regularly in person, by note, text (from the office staff) or phone

Preventative behaviour management and the behaviour checklist

(Appendix 1)

Our goal is to have good attitude to learning from all children within a behaviour policy which prevents poor behaviour before it begins. There are consequences for unacceptable


behaviour but we believe that if we have positive relationships with children, a safe and ordered environment, a high quality curriculum and high expectations then there will be fewer behavioural incidents. The behaviour checklist sets out a set of approaches that will lead to good behaviour if they are followed daily.

Attitude to Learning

(Appendix 2, 3 and 4)

The Attitude to Learning triangles are displayed in all learning spaces including shared rooms, such as the halls or shared classrooms, so the system can be used by support staff or during PE lessons for example. A template is provided and is clear to children. The indicators of success should be displayed.

Recording Names on the Template:

• The children’s’ photograph/name start each session on Heaton Learner, in green (a session is morning or afternoon).

• Children are moved up through the system to ‘Great Heaton Learner’ or down through red to first/second warning or beyond in response to their behaviour or attitude to their learning; they may move back up the triangle if they resolve their behaviour.

Behaviour outside lessons Great Learner + Great Person = Great Life We have clear guidelines to ensure great attitudes to learning and behaviour across school. School council wrote the behaviour checklist for pupils for behaviour expectations around school. (Appendix 5)

Monitoring behaviour • Classroom learning behaviour is recorded at the end of every day on Sims. A score is

recorded from 1 (Great Heaton Learner) to 4 (last warning).

• Children need to be given a fresh start at the beginning of each session.

• Use an appropriate consequence for different children according to their behaviour and according to a particular child's behavioural need (it is not a one size fits all children).

• The green/red triangles are a WARNING system. Children who change their behaviour can move back towards green or move towards red. If there is a serious incident then this warning system is not appropriate and their behaviour will need a more immediate consequence, including reporting on SIMS and CPOMS.

• Children who are persistently on red during lessons will need a log kept of the frequency. This may lead to a letter about persistent disruption or moving to a different strategy and will be recorded on cpoms,

• If an incident is serious or repeated, it should be recorded in A, B, C (Antecedent, Behaviour, Consequence) format on CPOMS ticking either the behaviour or bullying tags as appropriate: any member of staff can record on CPOMS.

• BSW records any children who receive a 3 or 4 on the classroom triangle at the end of the day.

• BSW speaks to the children the following day.

• Behaviour meetings every Friday identify patterns of behavior for individual children and classes.


• Behaviour scores are shared with parents in reports after PD points throughout the year

• Deputy Headteacher speaks to staff about patterns when necessary and identifies areas for training.

Good to be Green / Celebrations • If children have a score of 2 or better at the end of each term they are invited to a Good

to be Green celebration. They must also have a green record for attendance.

• Assembly class reward points – each class receives points for positive behaviours, attendance or kindness.

• Letters and postcards home – teachers should send at least three cards or letters home each week to families celebrating success and achievement.

• Class rewards systems – in addition to the use of the behaviour triangles to promote a positive Climate for Learning and class leaves, teachers may operate sticker or point systems in their class if they feel it would be valuable to the children’s motivation and achievement.

• Golden child assembly every Friday

Choice of consequences for poor behaviour choices (Appendix 6)

There is a set of consequences that can be applied by the class teacher or teaching assistant and some that are applied by a senior leader or the headteacher. These consequences are presented as a choice to staff so that they can use the most appropriate strategy for the behaviour and from their knowledge of the child. They are grouped:

• Involving parents

• Loss of privilege i.e. monitor role, 5 minutes at playtime

• Withdrawal

• Warning and monitoring (for example, on report to teacher or leader)

• Removal of property

• Internal isolation

• Exclusion

Multi agency working

At Beckfoot Heaton, we have trained School Team Around the Child staff who support teachers in managing the children and developing behaviour plans. They work preventatively with children to establish relationships and teach personal strategies.

We recognise the impact of circumstances outside of school and the impact of cognitive difficulties leading to negative or challenging behaviour. Our strategies and approaches are developed in line with these broader needs. The school works with social care, the police, counsellors, Bradford learning support, Bradford behavioural support, the school nurse and wider multi agency teams in identifying the causes and the solutions to the contributing factors to these behaviours.

Specialised staff work alongside staff in school through coaching to provide support and model good practice in managing children’s behaviour.


When children arrive from another setting, or are moving to secondary, we share information and work with the school or local authority to ensure that best practice is shared.

Safeguarding and behaviour management Staff should consider whether any behaviour gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the schools’ safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs and may discuss referral to the SEND register with the Inclusion team or SENDco. At this point, the school should consider whether a multi- agency assessment is necessary.

Inclusion team’s responsibilities The inclusion team is made up of the SENDCo, behaviour support worker, learning mentor, inclusion support leaders. They will:

• Provide support for classroom staff around strategies and setting targets

• deal with day to day behaviour incidents in a calm manner

• write and review behaviour plans

• complete personal handling plans and risk assessments with staff involved with individual children who may need positive handling intervention

• liaise with outside agencies involved with individual children.

• ensure information about children with particular needs and approaches is shared with all staff in briefings/training sessions.

• make referrals to outside agencies. • support classroom staff with strategies and approaches

SLT’s responsibilities The Deputy Headteacher in charge of Climate for Learning is responsible for:

• behaviour policy training with new or returning members of staff as part of their induction.

• support inclusion team in making decisions about next steps for individual children

• have a clear overview of any behavioural incidents and patterns across school.

• ensure all behaviour is followed up.

• carry out a debrief following distressing incidents

• attend weekly behaviour meetings.

• review behaviour policy regularly

• monitor consistency of behaviour system throughout school

• speak to parents about more serious behaviour incidents

• timetabled SLT must be on duty in the playground or hall at lunchtime.

Parents and Carers The relationship between home and school is important to us and needs to be open, honest and supportive. We have an open door policy where parents and carers can talk to class teachers at the beginning or end of the day. SLT are also in the playground every day. All parent concerns are followed up and an appointment is made if needed at a mutually


convenient time to discuss a way forward. Parents’ and carers’ responsibilities:

• discuss concerns about behaviour with the class teacher. Leaders of learning or the inclusion team.

• raise any concerns with staff rather than talking to other parents in the playground. Give us the opportunity to deal with any concerns before they become an issue.

• always speak to adults and children on school grounds in an appropriate manner.

• be honest about any concerns you may have

• support your child and show an interest in their school life

• encourage independence and self-discipline

• listen to any concerns from school staff and work together for the best outcome for your child

• if a parent repeatedly does not turn up for meetings, this will be considered as neglect and a cause for concern

Playground • any issues with behaviour in the playground is dealt with by staff on duty and recorded

on cpoms if necessary.

• all lunchtime staff are trained to deliver sports activities and the playgrounds are divided into zones. Training includes positive behaviour management.

• KS2 children are sports leaders and act as role models for the younger children.

Behaviour Plans • an Individual Behaviour Plan details the barriers and triggers for individual children. It is

an action plan to show how the child can achieve an improvement in their behaviour.

• this should be done as soon as possible to support the child in benefitting from our positive behaviour system

• an IBP should have a small number of achievable targets on, with a list of strategies being used to support the child in achieving their targets.

• children need to be part of the IBP writing process and to put their views on it to show their commitment to improving their behaviour

• IBPs need to be reviewed on a regular basis

• IBPs need to be shared with parents

Personal Handling Plans and Risk Assessments • if a child is considered a risk to themselves, other children or staff then a personal

handling plan and risk assessment needs to be completed by the inclusion team.

• these documents will be shared with all staff to ensure plans are followed at all times providing consistency for the child

• positive handling intervention is a last resort. Team Teach strategies are used with a focus on de-escalation.

• if a child is in crisis and needs positive handling intervention any member of staff has a duty to support the child

• all incidents requiring handling are recorded and information is shared with parents


Debriefing following distressing incidents Where a particularly distressing incident or restraint is needed the head/teacher in charge will arrange for the staff involved to meet together for a debriefing session and ensure that support for the staff members is put into place. Where necessary this may need time away from the class or the offer of counselling support from Employee Assistance.

Restorative conversations Whenever there has been an incident we encourage the children to talk about their feelings as soon as enough time has passed. Often, children need some time to calm and reflect and are not ready to talk. After this cooling off period, it is important that, through restorative conversations, children take responsibility for their actions and steps are put in place for restoration. This could be writing an apology letter, doing jobs in the classroom, saying sorry, fixing something that got broken.

We aim to encourage independence and self-discipline so that each child learns to accept responsibility for their own behaviour. We will do this by:

• teaching rights and responsibilities.

• teaching children to accept and appreciate differences.

• systematically teaching social and life skills that enable children to develop independence and self-discipline.

• teaching children to appropriately express their feelings & emotions.

• reinforcing positive behaviour when the opportunity arises through classroom discussion, by public praise in the classroom, PSHCE/Jigsaw work and within the playground or in assemblies. All members of the school community have a role to play and consistency is essential to ensure success.

Target cards • some children need small positive steps to help them to improve their behaviour

• target cards may be identified on a child’s behaviour plan

• target cards will be filled in at the end of each session by class teachers with the support of any other adults who may have worked with the child during the lesson.

• Leaders of Learning and SLT may become involved in monitoring target cards if appropriate

Racism, homophobic and bullying behaviour

Bullying is not tolerated at Beckfoot Heaton Primary School. All incidents of bullying must be recorded on cpoms and action taken. Incidents are investigated by the behaviour team, a bullying contract will be completed and parents will be contacted. Restorative conversations are held to ensure a positive outcome for the victim and perpetrator. See anti-bullying policy.


Any racist or homophobic behaviour must be recorded on cpoms and dealt with by a member of SLT. These incidents are taken very seriously. SLT will investigate and record on the appropriate forms to inform the Local Authority.

Peer on peer abuse Children can abuse other children. This is generally referred to as peer on peer abuse and can take many forms. This can include (but is not limited to) bullying (including cyberbullying); sexual violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm; sexting and initiating/hazing type violence and rituals. See Appendix 11 for the Trust’s approach to responding to Peer on Peer abuse.

Internal isolation Sometimes when children struggle to make the right choices they need to be removed from the classroom for a set period of time. This must be recorded on cpoms. This decision is made with the child’s best interest to give them some reflection time and to decide the best way forward.

Absconding In the rare situation that a child’s SEMH needs are serious enough for them to abscond we have clear guidelines for staff. If a child absconds from the classroom and stays in the building staff use calm voices to de-escalate the situation, find out what is wrong and seek advice from SLT and the inclusion team. If a child absconds from the building SLT are alerted immediately. Active pursuit of the pupil should not be considered. This may make the pupil panic possibly putting himself / herself into immediate danger. Any staff who leave the school grounds should take a mobile phone with them and not put themselves or the child in danger at any point. (Appendix 11)

Exclusion School follows the DFE statutory guidance from September 2017. This is a last resort after all others attempts to improve behaviour have not been successful. All interventions and staff actions will be recorded and provide a clear pathway to this decision. It is not taken lightly and all steps to avoid this situation will be taken. A decision to exclude a pupil will be taken by the Headteacher for a fixed period or permanently. Each case will be treated individually according to the circumstances and the action taken for one case will not set a precedent for any other.


Appendix 1

BEHAVIOUR CHECKLIST FOR TEACHERS

Overview

Our goal is to have a behaviour policy that prevents poor behaviour before it begins. There are consequences for unacceptable behaviour but we believe that if we have positive relationships with children, a safe and ordered environment, a high quality curriculum and high expectations then there will be fewer behavioural incidents. This checklist sets out a set of approaches that will lead to good behaviour if they are followed daily.

A safe and ordered classroom

• Meet and greet pupils when they come into the classroom

• Use the traffic light system (clear rules on why you move up or down, what will happen if you get to red?)

• Display agreed rules in the class - and ensure that the pupils and staff know what they are

• Have a system in place to follow through with all consequences

• Have a system in place to follow through with all rewards

• Consider how is the room organised to minimise behavioural issues

Positive relationships with children

• Know the names of children

• Have a plan for children who are likely to misbehave

• Ensure other adults in the class know the plan

• Understand pupils’ special needs and differentiate accordingly

• Plan which children sit together and the layout of the classroom

• Praise the behaviour you want to see more of

• Praise children doing the right thing more than criticising those who are doing the wrong thing

A high quality curriculum

• Ensure that all resources are prepared in advance and the lesson is well planned

• Learning is engaging and enjoyable, would you enjoy doing the task set for the children?

• All learning is challenging and has an outcome that is appropriate to the children’s needs

• Have clear routines for transitions and for stopping the class. Teach children the class routines. All children will stop completely when we use the hand sign

Working with parents

• Give feedback to parents about their child’s behaviour - let them know about the good days

as well as the bad ones


• If necessary write a behaviour letter home the same day

Moving around school

• Ensure children are calm before moving around school

• Regularly stop and check the line is quiet and behaving before moving again

• Children are lined up calmly in the playground before they move into school

The value of assemblies

• Wait till all children are standing quietly in positions in assembly before asking each row to sit down one at a time

• Staff stay in assembly, participating, singing and joining in, monitoring children’s behaviour throughout the assembly, not talking with other staff before or after the assembly

• Organise the children so potential difficulties will be avoided during assembly


Appendix 2

Appendix 3


Appendix 4 Attitude to Learning Overview

Appendix 5 Pupil Checklist for Behaviour around school

Playground

• Always play by the rules of games you’re playing

• Make sure your teams are fair

• If someone falls down help them up but don’t laugh at them

• Don’t bully people

• Include everyone, don’t leave people out

• Encourage people to play with you, no matter how they look, or their gender

• If somebody is alone go and play with them

• When the first bell rings, stand still

• When the second bell rings, walk to your line

• Keep away from really muddy areas. A flag will show when it is muddy.

• Don’t tickle people on the climbing frame

• Line up sensibly when it is time to come in

• If year 5 and 6 change into trainers for outside, they must remember to change back into school shoes


• If you take fruit into the playground you must make sure leftovers go in the bin

• Treat the equipment with respect

Cloakroom

• Go through the correct doors

• Don’t push the people in front of you

• Wait until it’s your turn

• Don’t stay in the cloakroom during lesson time or before school

• Do not drop litter on the floor

• Never shout or hurt pupils

• Don’t touch other people’s belongings

• Don’t throw other people’s coats on the floor

• Always hang your coat on the correct peg

• Take bags into your classroom, don’t leave them in the cloakroom

Dining Hall

• Don’t push in the line

• Stay sat down when you are eating

• Encourage others to sit down with you

• Always take your tray away to clear it

• Take your time when eating, don’t rush to get out to play

• Keep your food on your plate

• Don’t throw your food on the floor

• Don’t waste food

• Show good table manners

• Make sure you take your belongings when you leave

• Say please and thank you to the lunchtime staff

• Have a go at trying new food

• Be careful with the water jugs so they don’t spill

Toilets

• Wash your hands sensibly

• Don’t go in as a group

• Don’t wet tissues and throw them on the ceiling

• Don’t block the toilets or sinks with paper

• Don’t have a water fight

• Don’t splash your friends

• Don’t flood the toilets

• Only use as much soap as you need

• Always flush the toilet

• Use the toilet at break and lunchtime, try not to miss learning time

Assembly

• Don’t be scared to sing


• Take part in the assembly

• Listen carefully to the person speaking

• Sit next to someone you will be sensible

• Don’t talk over speakers in assembly

• Don’t touch or distract others in assembly

• Clap when people are awarded things

• Leave your belongings in the classroom, don’t distract others in assembly

Corridors

• Keep away from the displays

• Don’t run or push

• Always walk along the corridors

• Watch where you are going

• Pass other people sensibly

• Keep your voice down so you don’t disturb learning

• Always walk sensibly

• Walk in a nice straight line

• Walk behind the adult

• Always hold the door for the next person

Woodland

• 1,2,3 where are you, go back to the gazebo

• Don’t throw sticks, it can lead to injuries

• Be respectful to the animals that live there

• Always put your equipment back in the correct place

• Don’t stand on the benches

• Don’t kick the mud around

• Come when the whistle blows

• Listen to adults

• Look after the wildlife

• Help others

• Explore safely

• Keep away from really muddy areas

• Wipe your feet before you come back into the building

Caring

• Be positive

• Let other people join in

• If somebody falls, help them up

• Be kind to everyone

• Play with other children

• Believe that others can do

• Help to settle new children

• Sharing is caring

• If someone is hurt ask if they’re okay

• Make them laugh


Teamwork

• Work together

• Help each other

• Invite others to play

• Include everyone in your games

• Listen to others’ ideas

• Take turns

• Inspire others

• Make sure your teams are fair

• Make people feel good about their ideas

Integrity

• Always do the right thing, even when no-one is looking

• Always tell the truth, even if it gets you into trouble

• Be in the right place at the right time


Appendix 6

Choice of consequences

Consequences in red in agreement with senior leaders

Parents Parents

Letters home

Contacting Parents

Bi weekly appointments (with report card)

Charging parents

Formal Meeting

Bring and collect from different areas

Accompany to lessons

Contracts

Police involvement

Trust involvement

Loss of Privilege Loss of Privilege

Missing activities

Supervised movement

Repeating work not done to a high enough standard

Prevented access from certain areas

Withdrawal Withdrawal

In class time out

Sent to another class

Loss of break (minutes)

Break time detention (supervised)

Referral to isolation

Isolation (internal exclusion)

After school detention

Exclusion

Permanent exclusion

Warnings and Monitoring Warnings and Monitoring

Attitude to Learning triangles

Sessional recording on SIMS

ABC on CPOMS

Teacher Report card

Tiered management (report cards)

Scheduled reporting to senior leaders

School logging of incidents (CPOMS)

Leader of Learning Report card

Restoration Restoration

Choice of consequence

Restorative circle

Restorative circle with leaders

Restorative circle with police


Restitution (punishment to match the ‘crime’)

School based community service

Removal of Property Removal of Property

Return at the end of the day

Return to parents

Held at office

Return to police

Appendix 7

Anti Bullying

Bullying is:

• Against the ethos and values of the school

• Deliberately hurtful behaviour: - o Physical e.g. hitting, fighting, damaging or taking belongings o Verbal e.g. name-calling, insulting remarks, racist comments o Indirect e.g. spreading rumours, excluding someone from friendship

groups or games o Cyber-bullying e.g. texting, use of websites or other social media

platforms etc

• Repeated often, over a period of time

• Done by individuals or groups of children

Please see our Anti Bullying policy

Appendix 8

Tips for managing behaviour

1. Actively resist talking negatively about children in the staff room, corridors or playground. Judgements are being made about your professionalism. What passes as harmless banter with one group of teachers can reflect badly on you with another. We don’t call children who have low literacy levels ‘stupid’, why do we use similarly obnoxious descriptions for damaged children.

2. Focus on two or three behaviours you want to change and work on them intensively. You cannot change all the behaviours at once. Change them to the behaviours you want one by one.

3. Remind yourself children’s behaviour is not personal. With the most extreme behaviours you are seeing the symptoms of damage. The children you are struggling with are struggling themselves. You need to get them to trust and respect you.


4. If big sticks and fearful threats are damaging your relationships with the children consider sanctions in smaller steps. It is not the size of the sanction that is critical. Plan and display your sanctions ladder and make it difficult to climb to the top.

5. Have lunch with the children; play with them during playtime duty. Talk to them, get to know them, be interested in their thoughts.

6. Align yourself with teachers who are respected by the children. These staff will not necessarily be the most senior but may be some of the most experienced. They will know the children and their parents. They will be respected in the community as they are with the children. You can learn a great deal here.

7. Triangulate praise. Some children will not know you well enough for your praise to matter. Use more experienced teachers to reinforce the message with the child. You may find they thank you for it.

8. Volunteer only for activities that will afford you an opportunity to get to know the children better in a less formal atmosphere.

9. Make 3 positive phone calls every week and send home positive notes. Not just for the children who change their behaviour but for the ones who are under the radar; those who are disciplined, polite and reliable. Make a record of your call or notes home to ensure all children are included.

10. Make a plan. Spend some time on it. You will have spent a great deal of time planning fantastic lessons. It is now time to give more planning time for behaviour. Make a plan, set yourself some goals and review at term end. For NQTs, in the chaos of the first year of teaching, it is easy to miss the progress you are making. Having a map will help you see how far you have come.

11. Where a child is persistently displaying poor behaviour, speak to the inclusion team to develop a plan to address the issues.

Appendix 9

Pupils’ conduct outside school gates-teachers powers

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 head teachers a specific statutory power to regulate pupils’ behaviour in these circumstances ‘to such extent as is reasonable’. Subject to the school’s behaviour policy, the teacher may discipline a pupil for: Any misbehaviour when the child is:

• taking part in any school-organised or school-related activity

• travelling to or from school

• wearing school uniform

• in some other way identifiable as a pupil at the school.


• misbehaviour at any time, whether or not the conditions above apply, that: o could have repercussions for the orderly running of the school o poses a threat to another pupil or member of the public o could adversely affect the reputation of the school.

Appendix 10

Use of Reasonable Force The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom. Heads of School and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm. Force cannot be used to search for items banned under the school rules.

School staff have a legal power to use force and lawful use of the power will provide a defence to any related criminal prosecution or other legal action.

Suspension should not be an automatic response when a member of staff has been accused of using excessive force.

Senior school leaders should support their staff when they use this power.

Please Note: Parental consent is not required to restrain a pupil.

What is Reasonable Force? • The term ‘reasonable force’ covers the broad range of actions used by most

teachers at some point in their career that involve a degree of physical contact with pupils.

• Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

• ‘Reasonable in the circumstances’ means using no more force than is needed. • As mentioned above, schools generally use force to control pupils and to restrain

them. • Control means either passive physical contact, such as standing between pupils or

blocking a pupil's path, or active physical contact such as leading a pupil by the arm out of a classroom.


• Restraint means to hold back physically or to bring a pupil under control. It is typically used in more extreme circumstances, for example when two pupils are fighting and refuse to separate without physical intervention.

• School staff should always try to avoid acting in a way that might cause injury, but in extreme cases it may not always be possible to avoid injuring the pupil.

Who can use Reasonable Force?

• All members of school staff have a legal power to use reasonable force. • This power applies to any member of staff at the school. It can also apply to

people whom the head teacher has temporarily put in charge of pupils such as unpaid volunteers or parents accompanying students on a school organised visit.

When can Reasonable Force be used?

• Reasonable force can be used to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder.

• In a school, force is used for two main purposes – to control pupils or to restrain them.

• The decision on whether or not to physically intervene is down to the professional judgment of the staff member concerned and should always depend on the individual circumstances.

• The following list is not exhaustive but provides some examples of situations where reasonable force can and cannot be used.

Schools can use reasonable force to:

• remove disruptive children from the classroom where they have refused to follow an instruction to do so;

• prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;

• prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;

• prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground

• restrain a pupil at risk of harming themselves through physical outbursts.

Schools cannot:

• use force as a punishment – it is always unlawful to use force as a punishment.


Appendix 11 Child Absconding from School Protocol

Active pursuit of the pupil should not be considered. This may make the pupil panic possibly putting himself / herself into immediate danger.

Any staff who leave the school grounds should take a mobile phone with them and not put themselves or the child in danger at any point.

STEP 1 Alert the member of the Senior Leadership Team (SLT) on duty and office staff by sending another member of staff to seek assistance. STEP 2 Group any remaining pupils together. If outside school return remaining children into the school building. If on a school visit keep the remaining children grouped. If they are aware of the circumstances reassure.

STEP 3 At the same time one member of staff who has a good relationship with the child should try to keep the child in sight at a safe distance. The staff member should telephone and remain in live contact with school at all times whilst following. As soon as possible one further member of staff should be directed to locate and accompany the original staff member who is following.

STEP 4 If child has absconded and will not return, SLT member to inform the Police immediately or delegate someone to dial 101/ 999 and provide relevant information. You will need child’s name, DOB, address, brief description, what they’re wearing, how long ago they left the building.

STEP 5 The SLT member to inform parents/ guardians by telephone of current status.

STEP 6 On arrival of Police ensure all known facts are given to officers. A request can be made for the Police to assist with further parent liaison.

STEP 7 The SLT member to commence an incident log and accurately document all actions/ relevant factual information (Ensure date and times of actions are recorded). STEP 8 If deemed necessary, reassure and debrief remaining pupils and staff.

STEP 9 Upon his/her return to school, when calm enough to do so, the pupil will meet with a member of SLT,


so that reasons for the absconding can be understood. A support plan for the individual may need to be considered along with sanctions appropriate to the pupil’s needs.

STEP 10 Police instructions should be implicitly followed. No press briefing should be made unless directed by the Police with the input of the local authority. STEP 11 The SLT member to hold a staff briefing when possible to advise of current situation. Ensure staff are aware of information sharing protocols.

STEP 12 Once resolved, school to conduct a case review and arrange a follow up meeting with parents/ guardians. Ideally this should be conducted prior to the child's return to school.

behaviour policy - beckfoot heaton

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