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TRANSCRIPT
BEHAVIOUR
POLICY
2019/20
At Brocklewood we “imagine, believe, achieve”. We are ambitious and encourage our children to dream big and have confidence in themselves. We are preparing our pupils to be 21st Century citizens who contribute positively to local, national and global communities.
The Brocklewood way is:
Be Ready, Be Respectful, Be Safe.
This behaviour policy is based on the following principles:
All children can behave.
Behaviour is everyone's responsibility.
Children, parents and staff working together to improve behaviour is
most effective.
You need good behaviour before you can achieve good learning.
Children should learn that behaviour has consequences — both positive
and negative.
Our Mantras:
Fight fire with water.
If we can predict it, we can prevent it.
The problem is the problem, not the child.
Our Learning Behaviours:
Respect
Resilience
Confidence
Responsibility
Empathy
Our Routines
Line up in register order
Meet and Greet
Hands up for silence
This is summarised in Appendix 1 Behaviour on a page.
All staff should have pre-planned routines and procedures to ensure children
are best-placed to behave and learn well, Staff should plan the following:
The Meet and Greet every time children enter a learning space.
How children move around school.
How children line up outside the classroom and on the playground in
register order (from Y 1).
Seating plans (mixed ability and grouped to enable collaboration)
Monitors to carry out jobs.
How resources are organised so pupils can easily access them.
How children will move around the classroom.
Our Recognition
• Postcards
• Marble in the Jar (to reward the whole class)
• Class DoJo
Remember to speak to parents face to face or by telephone as regularly as possible about positive behaviour
Roles and Responsibilities
The Brocklewood way is:
Right Tone
Right Time
Right Place
The responsibility of all staff is to promote and role-model expected behaviour
and to challenge behaviour that does not meet our school expectations. This
applies at all times during the school day, including when in the corridors,
outdoor learning areas, open spaces and halls.
The role of our Brocklewood Mentors is to promote and support our mantras,
through running preventative interventions, offering support and advice and
co-ordinating the support team around the child.
Strategies for re-directing unwanted behaviours
1. Give a non-verbal cue — hand gestures, a look, a nod of the head,
2. Use a tactical pause.
3. Pose questions/statements to remind children of the expected
behaviours
How can I help you?
I need you to...
Thank you for...
Well done for.... even better if...
4. Use "thankyou" before the child has complied. This shows you expect
they will comply.
5. Direct to the correct behaviour rather than describing the incorrect
behaviour: 'line up quietly, thank you'
6. Use conditional directions: "Yes, you can get a drink when you have
finished your sentence".
7. Use reminders: “ Remember we are safe/ready/respectful”
8, Allow take-up time: "James put your book in your tray thank you. I'll check
in 2 minutes." Walk away to allow the child to comply. Follow up in 2
minutes,
9. Remove an audience: "Matt, come here, thank you." Look away, showing
you expect them to comply without being watched.
10, Ignore secondary behaviours, concentrate on the primary behaviour you
are dealing with.
Sometimes pupils will not respond to re-directing. Consequences will then
apply. For children in Years 1 to 6, the following procedure should be
followed when dealing with unwanted behaviours.
1. Child receives a reminder.
2. Child receives one sad face.
3. Child receives two sad faces. 5 mins of next break missed for reflection
4. Child receives three sad faces. Brocklewood Mentors should be called at
this point- 15 mins of next break for reflection.
5. Child receives four sad faces. Removal from class for reflection with
Brocklewood Mentors who will ensure parents are spoken to about this.
Sad faces are recorded on SIMs.
At any point if it is possible to use an adult in the room to support the pupil to
respond appropriately and to avoid them getting additional sad faces for
secondary behaviour.
In some situations, consequences are applied immediately, without a reminder.
Staff should exercise their professional judgement in deciding when these
apply. Examples of situations include outbursts — physical or verbal and
swearing.
EYFS
As for all pupils, consequences should be immediate and related specifically to
the behaviour but we recognise this is more important for younger children.
Children will need bespoke time out reflection time following an incident.
Reflection for Adults
At the end of each day (3:10-3:30) each Brocklewood Mentor will chair a
behaviour and wellbeing meeting where all members of the team meet to
discuss any incidents, allowing us to implement our mantra:
“If you can predict it, you can prevent it”
Our Repair
Restorative Justice Approaches are used to support relationships.
We believe that by using a restorative process and bringing those harmed by
conflict, and those responsible for the harm, into communication, we can
enable everyone affected by a particular incident to play a part in repairing
the harm and finding a positive way forward.
At Brocklewood everyone involved in an incident is taken through the
Restorative Approach supporting them to understand the harm that has been
caused.
• Tell me what happened
• What were you thinking?
• What do you think now?
• How will you put it right?
• What will you do next time?
The Nest
As well as a safe space to use during a handling incidents, the Nest should be
viewed as a safe space to prevent handling incidents.
The Nest is covered by CCTV recording devices, which run throughout the
school day. This is for the health, safety and wellbeing of all staff and children.
These images are managed by the Site Manager.
Individual Behaviour Plans
The vast majority of children will follow ‘The Brocklewood Way’ however,
there will be occasions where an individual behaviour plan is required. This
will be co-ordinated by the Brocklewood Mentors and class teacher. The
plan must be followed consistently by all members of staff. It should
therefore be up to date and available for all staff to access.
Some children may display behaviours that takes them immediately to
Reflection. In these situations, the Head, Deputy or Assistant Head should be
made aware of the situation.
Supply Teachers
If a member of school staff is with the supply teacher (i.e. Year Group TA) the
normal behaviour policy applies.
When supply teachers arrive at school, they will be given a supply folder
containing a behaviour chart with 5 Dojos next to each child's name. The
following procedure applies to Supply Teachers:
All children start the day with 5 Dojos
Dojos can be crossed off incrementally (1 at a time).
If a child loses 3 Dojos, a Brocklewood Mentor should be contacted to
de-escalate.
The amount of Dojos left on the chart at the end of the day will be
transferred over to Class Dojo.
Positive Playtimes
Incidents at playtime should be dealt with by the staff on duty. If a
consequence is necessary for an incident that occurs during playtime it should
be reflection time at playtime or lunchtime.
Any incident involving fighting or play-fighting will be referred to the
Brocklewood Mentors.
Positive Lunchtimes
Incidents at lunchtime will be dealt with by the MSAs and the Senior MSA, TAs,
the Brocklewood Mentors or the member of SLT on duty, if required. All of
whom with be on the playground or in the dinner hall for the full duration of
each lunchtime.
Usual consequences (i.e. sad faces) DO NOT APPLY AT LUNCHTIME. If a child is
involved in an incident, they should go for reflection time either that lunchtime
or the next lunchtime.
If a child is involved in play fighting or actual fighting, they will be referred to
the Brocklewood Mentors.
Any incidents happening at playtime or lunchtime should be recorded on a
Playtime/Lunchtime Incident Form. (Appendix 2)
Serious Incidents:
Any violent incident or fight must been recorded on a pink NON-HANDLING
INCIDENT REPORT FORM (see Appendix 3) and should be passed to the
Brocklewood Mentors.
If a pupil is violent towards a member of staff, this must be recorded on a
VIOLENCE TO STAFF FORM (see Appendix 4), This should be completed by the
member of staff, alongside their Line Manager. The completed form should
then be handed to the School Business Manager.
Equality Incidents
It is unlawful to discriminate against a pupil or prospective pupil by treating
them less favourably because of their:
sex
race
disability
religion or belief
sexual orientation
gender reassignment
pregnancy or maternity
Any incidents which fall into any of the above categories should be recorded
on a white EQUALITY INCIDENT FORM (see Appendix 5) and passed to Head,
Deputy or Assistant Headteacher.
All of the above incidents should also be recorded on the Equality Log on the
server. See the Equality incident flowchart for how to respond to incidents.
(Appendix 6)
Bullying Incidents
Any incidents which may be classed as bullying, should be recorded on a white
BULLYING INCIDENT FORM (see Appendix 7) and passed to Head, Deputy or
Assistant Headteacher.
All of the above incidents should also be recorded on the Bullying Log on the
server. See the Bullying incident flowchart for how to respond to incidents.
(Appendix 8)
Exclusions
Exclusions are used as a last resort and the decision to exclude lies with the
Headteacher. However, there may be occasions when an exclusion is used as a
sanction. A “seclusion” (exclusion at an alternative Trust School) will be
considered before a Fixed Term Exclusion. A Fixed Term Exclusion (FTE) may
be given as a sanction when:
1, A pupils swears directly at a member of staff.
2. Pupils are fighting and both are committing acts of violence
3. A pupil is continually non-
compliant.
4. When the health and safety of the child, other pupils or staff is
compromised.
All pupils who have a Fixed Term Exclusion will be subject to a CAF, if
parents/carers agree unless the incident can genuinely be classed as a one-off
incident.
Before the child can return to school after a Fixed Term Exclusion, the
parents/carers must attend a re-integration meeting with a member of the SLT
(usually the Headteacher) or in exceptional circumstances, the Pastoral Team.
Permanent exclusions are avoided through identifying appropriate support for
the child from outside agencies. However, a permanent exclusion may be
necessary if:
1. The total number of days of previous Fixed Term Exclusions culminate in
the maximum of 45 days within an academic year.
2. It is the result of a serious isolated incident for which there was little or
no prior warning, these would include:
a. Extreme violence
b. Sexual assault
c. Bringing weapons into school
Searching pupils
School staff can search a pupil for any item if the pupil agree or not.
Headteachers and staff authorised by them have a statutory power to search
pupils or their possessions, without consent, where they have reasonable
grounds for suspecting that the pupil may have a prohibited item.
Prohibited items are: knives or weapons, alcohol, illegal drugs,
stolen items, tobacco and cigarette papers, fireworks, pornographic
images, any article that the member of staff reasonably suspects has
been, or is likely to be, used: to commit an offence, or to cause
personal injury to, or damage to the property of, any person
Headteachers and authorised staff can also search for any item
banned by the school rules which has been identified in the rules as
an item which may be searched for.
Confiscation
School staff can seize any prohibited item found as a result of a search, They
can also seize any item, they consider harmful or detrimental to school
discipline.
Further information on how to conduct screening or searching activities can be
found in the DfE Guidance:
Searching, screening and confiscation: Advice for headteachers, school staff
and governing bodies. (January 2018)
Malicious Allegations Against Staff
If a pupil makes an allegation against a member of staff, this will be thoroughly
investigated and, where appropriate, referred to the LADO.
If the allegation is found to be malicious, support for the pupil will be put in
place through the Pastoral Team and, if appropriate, a sanction may be given.
Support for the member of staff will be given through the Care Team.
Parent and Carer Behaviour
First and foremost, school is a safe place where children come to learn. With
this in mind, parents and carers are expected to behave in a way that support
these aims.
Parents and carers are welcome in school and are encouraged to discuss any
concerns they may have with staff.
Specifically, we expect that parents and carers:
Speak to staff in a calm, non-aggressive manner, without raising their
voice or swearing.
If possible, speak to staff in a private environment, away from other
parents or pupils.
Never approach another child's parents or confront them about their
behaviour.
Never threaten other parents, staff or children.
If a parent or carer or any other adult does behave in a way that is deemed
inappropriate, the school will take further action. Initially this will be a
warning to the adult concerned. If the behaviour persists, the Trust, LA and
Police will be informed and legal proceeding will be initiated, which may
result in a ban from school promises or a fine,
Any member of staff deeming an adult's behaviour to be inappropriate should
inform a member of SLT immediately who will assist with the situation.
Legal Duties
The school has a legal duty under the Equality Act (2010) and those in respect
of safeguarding and supporting all children, particularly those with SEND.
This policy should be supplemented with guidance from the SEND Code of
Practice (2015) and other documents which promote the safeguarding of
children, such as Keeping Children Safe in Education (2019)