“Developing the whole child”

BEHAVIOUR POLICY

Hartest CEVC Primary School

Edition 5.1

Date: 2nd December 2015

Review: December 2016

Signed: _________________________

Chair of Governors

Behaviour PolicyIntroduction

At Hartest CEVC Primary School we seek to create a friendly, caring and supportive atmosphere for learning so that all children can work safely and efficiently to achieve their potential both academically and in their personal development.

Through our values we provide a proactive framework in which good behaviour and high standards of positive self- discipline are encouraged rather than one in which unacceptable behaviour alone is punished.

Rationale:

As a school we believe that good behaviour is promoted though a clear code of conduct supported by a balanced combination of fair rewards and consequences within a positive community atmosphere.

DfE Behaviour and Discipline in Schools: Advice for headteachers and school staff February 2015 states:“The headteacher must set out measures in the behaviour policy which aim to:

Promote good behaviour, self-discipline and respect Prevent bullying Ensure that pupils complete assigned work Regulate the conduct of pupils

Aims:

Our main aims are to:

A) To provide a fair and clearly defined framework through which good behaviour is promoted and boundaries of acceptable behaviour are clear.

B) To create a calm safe and purposeful learning community, in which there is mutual respect between all members, and a genuine respect for the learning environment.

C) Develop in pupils a sense of self-discipline and independence so they are able to accept responsibility for their actions.

D) Foster positive caring attitudes towards everyone and our environmentE) To prevent BullyingF) To ensure high levels of progress and achievement in all pupils’ academic and personal

development are acknowledged and that consequences for poor behaviour are put in place as necessary

G) To achieve a consistent approach to behaviour throughout the school in partnership with parents / carers.

We achieve this by:

Having a positive ethos in school, where children’s needs are met sensitively, within a framework of effective pastoral support.

Providing a relevant and appropriate curriculum, the use of inspiring and motivating teaching methods and the full involvement of all pupils in the learning and teaching process, so that every child can experience success.

Consciously acting as role models so that respect, fairness and regard for each other develop alongside qualities such as commitment, punctuality and orderliness.

Having a code of conduct (behaviour) that is clearly understood, consistently and fairly applied, and shown to be reasonable, sensitive and effective.

Having a house point system operating throughout the school. Praising children for all achievements, however small. Daily reference to our Houses (Respect, Resilience, Aspire, Achieve) and our Christian values to

help pupils to understand the reasoning for Code of Conduct and its importance within the whole ethos of our school.

Values as well as knowledge and skills are taught across the curriculum, in PSHE and through our half termly themed assemblies.

Encouraging parental support to develop acceptance of combined responsibility. Having a clearly scaffolded range of sanctions which give pupils the choice to improve their

behaviour before a final sanction point is reached. Ensuring that pupils understand that in all disciplinary matters, it is the behaviour that is not

acceptable and not the pupil as a person. Enabling pupils to succeed in the learning situation so that they will develop self-esteem, which

enhances their attitude to learning and behaviour both in and out of school.

The following groups were consulted in the review of this policy All Pupils School council All staff Parents / Carers1

Governors

Where the policy applies

The principles of the policy and its guidelines apply to all school related activities – on and off site, including those which may have an impact on the school.

February 2014 Guidance from the Department of Education states:-‘Teachers have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or fail to follow a reasonable instruction.’Teachers may discipline pupils for

A misbehaviour when a pupil is:o Taking part in any school-organised or school–related activity oro Travelling to or from school or

1 References to parents are to the child’s parents as well as carers throughout this document

o Wearing school uniform oro In some other way identifiable as a pupil at the school

Or misbehaviour at any time, whether or not the conditions above apply, thato Could have repercussions for the orderly running of the school oro Poses a threat to another pupil or member of the public oro Could adversely affect the reputation of the school

The rewards, sanctions and procedures identified within this policy will apply to the above where witnessed bad behaviour occurring off school premises is reported to school.

Rules: There is some emphasis on rules which are few but necessary and need to be adhered to in everyone’s interest and safety.

The role of governors The governing body has the responsibility of setting down these general guidelines on standards

of discipline and behaviour, and of reviewing their effectiveness. The governors support the headteacher in adhering to these guidelines.

The headteacher has the day-to-day authority to implement the school's policy on behaviour and discipline, but governors may give advice to the headteacher about particular disciplinary issues. The headteacher must take this into account when making decisions about matters of behaviour.

The role of the headteacher It is the responsibility of the headteacher, under the School Standards and Framework Act 1998,

to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.

The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.

The headteacher keeps records of all reported serious incidents of misbehaviour.

The headteacher has the responsibility for:-

o Giving after school detentions

o Giving fixed-term exclusion to individual children for serious acts of misbehaviour.

o The permanent exclusion of a child in response to a child’s repeated or very serious acts of misbehaviour / anti-social behaviour.

The Chair of Governors is always notified of the actions leading to Fixed Term and Permanent Exclusion.

Teachers Are Responsible for:

Complying with their duties and roles as described in the Teachers Standards

Teaching good and outstanding lessons where pupils demonstrate at least good learning behaviours

The behaviour management of all pupils in their lessons, around the school at any point during the school day and when on visits off school premises

Being a good role model

Their classroom and behaviour management

Promoting the school’s ethos and values

Developing the pupils life skills through the PSHE curriculum

Teaching the pupils good behaviours

Following and implementing all the school policies related to behaviour and learning.

Supporting pupils in the development of their behaviours

Giving and supervising lunchtime or break time sanctions

Liaising with parents and other agencies

Preparing pupils for a smooth transition to their next phase of learning or secondary school

Reporting and recording significant behaviour incidents to the headteacher.

Support StaffSupport staff may use all the reward strategies listed in this policy. They will follow the 3 step approach and refer children to their teacher for loss of time consequences. They are involved in discussing and agreeing Behaviour Plan strategies.

Are responsible for

The behaviour management of pupils they are supporting at any one time, around the school at any point during the school day and during off site visits

Being a good role model

Promoting the schools Christian values

Teaching the pupils good behaviours

Reporting and recording incidents to the child’s class teacher or headteacher

Following and implement all the school policies related to behaviour

Developing pupils’ life skills through small group and 1:1 social skills programmes

PupilsWe believe that our pupils have the right to learn, to feel safe, to be happy, to develop positive relationships with each other and to be treated fairly and equally.

The above are promoted through the Hartest Code of Conduct Hartest Code of Conduct

Always act in a safe mannerDo our best at all timesAllow everyone the right to learnFollow instructionsMake the right choicesWalk quietly about the schoolSpeak and act with courtesy, respect and kindnessLook after one another, our belongings and our school

In addition, each class will agree their own class rules each year, which will be on display in each room

The Code of Conduct is explained to the pupils and re-visited at regular intervals throughout the school year. The Junior Leadership Team is able to discuss any aspect of this policy throughout the year.

All pupils from Year 1 to Year 6 were consulted in the review of this policy, and further discussions took place with the Junior Leadership Team.

Each incident is investigated and each individual pupil, as appropriate to their age, is always given the opportunity to:-

Reflect on the incident Identify the point where the wrong choice was made Consider what the pupil should have done Consider the feelings of all concerned Acknowledge what the pupil will do in future to avoid a repetition

Through this approach we continually work with our pupils and families to positively adapt the pupils’ behaviour so that learning can take place and strong relationships with their peers can develop.

Parents

Parents have a vital role to play in fostering good behaviour and discipline and we actively seek support from home. Home and school working together can have an immense impact on the rate of progress an individual makes in their learning and in the development of their relationships.

Not all behaviour incidences will be reported to parents as the vast majority are minor - once the incident has been dealt with in school the child moves on to focus on their learning. Repeated and high level incidences will be shared with parents so that together will can support the pupil to positively amend their behaviour.

Parent/carers may be informed of both their child’s good learning / progress and / or behaviour incidents via:-

The class teacher or Headteacher at the 3pm pick up time. A telephone call from the class teacher or headteacher A brief note from the class teacher or headteacher written in a pupil’s Reading Log or Home-

Learning diary

Hartest Code of Conduct

Always act in a safe mannerDo our best at all timesAllow everyone the right to learnFollow instructionsMake the right choicesWalk quietly about the schoolSpeak and act with courtesy, respect and kindnessLook after one another, our belongings and our school

Being invited into school to discuss their child’s progress and / or behaviour Interim reports or consultation evenings

Parents are asked to show their support of this policy by signing the home school agreement and to support the school’s expectations in:-

Behaviour and learning The respect we expect all pupils to show towards their peers and all adults in school Supporting the sanctions given to pupils who misbehave Working with school to adapt an individual’s behaviour Sharing any home circumstances or changes to their usual routines with school as these can

influence or change their child’s behaviour in school. Sharing any worries (whether from home or school) with school before their child begins to show

signs of poor behaviour or progress in the classroom Ensuring that their child has a good night’s sleep and has breakfast before coming to school.

Poor sleep and no breakfast are significant contributors to a child’s poor behaviour, attitude and effort in school.

At Hartest, all adults act as role model for our pupils. Please note that parents commit an offence if they use threatening, abusive or insulting words or behaviour, or behave in a manner, within the hearing or sight of a person likely to feel harassed, alarmed or distressed.If your child is having relationship issues with another pupil, please report this for school to deal with. Parent / carers must not attempt to reprimand any individual pupil in relation to an incident on school premises.Parents are asked to supervise their children playing on school premises before and after school making sure the school rules are followed.

Uniform / Appearance and accessories

Pupils are expected to take pride in their appearance by wearing the correct school uniform and PE kit.Pupils should not wear jewellery, rings, necklaces, multiple ear-rings, bracelets or arrive at school with fashionable hairstyles etc as they are a safety hazard, can draw ‘attention’ or ‘comment’ to themselves and are inappropriate in certain school situations.Mobile phones and electronic / battery operated IPods / games or similar must not be brought to school as these are unnecessary distractions which impact on learning and the management of the school.

Examples of behaviour expectations at Hartest include:-All pupils are expected to:-

Take pride in their learning Give their best effort demonstrating good learning skills in lessons

Be responsible for what they choose to say and do Follow the school uniform dress code Be kind in all they do and say Call each other by their Christian / first names, no name calling or put downs

Show respect to all pupils and adults by their actions and words Refrain from play-fighting games and contact games during breaks and lunchtime. Follow school rules Use the school grounds safely. Not return aggressive like behaviour for like, but will immediately tell a member of staff

Rewards

We encourage all staff to give praise, as opportunities arise, throughout the school day when they observe good or improved behaviour, good effort and attainment. We will endeavour to share this information with parents whenever possible.The school actively promotes the intrinsic development of a feeling of self -worth and pride as the greatest reward. Other rewards include:-

Praise – verbal, gesture or written Visits from or to the Headteacher and Headteacher stickers Public word of praise in class or assembly Achievement certificates presented in ‘Achievement Assembly’ each week. Values certificates presented each half term linked to the Values theme. Class stickers etc. Mid-Day Supervisors go into class and give lunchtime stickers and verbal praise after lunch. House points KS2: House-point certificates Display of pupils’ learning Mentioned in school newsletter Parents contacted

House-Points

House-points are awarded for progress, achievements, effort, behaviour and acts of service or help to others, or any deed which enhances the lives of others within our school community. To ‘earn’ house-points the pupils have to perform to, or above, expectation.

House-points are counted by Elder pupils each week with the weekly and the accumulative total being announced in Achievement Assembly and displayed in the Hall and Hub. Each class displays its own class house- point totalsKS2 pupils will be awarded rainbow coloured house-point certificates for every 30 house-points gained. There after they will be awarded Bronze, Silver and Gold certificates; the challenge being to aspire to gain 300 in the year or 100 each term!

Consequences / Sanctions / Punishments including exclusion

February 2015 Guidance from the Department of Education states:-

‘Teachers can discipline pupils whose conduct falls below the standard which could reasonably be expected of them. This means if a pupil misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment on that pupil.’‘To be lawful, the punishment (including detentions) must satisfy the following three conditions: 1) The decision to punish a pupil must be made by a paid member of school staff or a member of staff authorised by the headteacher; 2) The decision to punish the pupil and the punishment itself must be made on the school premises or while the pupil is under the charge of the member of staff; and 3) It must not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all the circumstances.’

In some situations sanctions may have to be applied when standards affect the welfare, education or safety of pupils and staff.

3 step approach when pupils break school / class rulesThe vast majority of everyday incidences are successfully managed through positive reassurance and encouragementA consistent ‘3 step approach’ is used with all pupils as follows:-

1. All staff use positive language stating clearly what the child is being asked to do. 2. This will be repeated and the child reminded they will be breaking a school / class rule and

the consequence (usually loss of free time) if they chose not to do as asked.3. The consequence will be carried through if the child does not do as instructed.

Further repeats of this will incur an increased amount of lost time either at break or lunchtime. Whenever possible the lost time consequences will take place at the next free time session. Work will be completed from lost learning time at break / lunchtime or at home that evening.

Break and Lunchtime Behaviour

Mid-Day Supervisors are able to use their discretion in certain circumstances eg Children becoming over excited resulting in ‘rough’ play or a football game becoming too ‘intense’ In such circumstances it is beneficial for pupils to be given some ‘calm down time’ away from a situation, appropriate to their age. Examples of possible strategies include:-

To sit on a bench for 5 minutes calm down time To spend a few minutes walking with the supervisor

If pupils refuse to take this time out or do not respond positively to it, the ‘3 step approach’ will be used.

Pupils who do not respond positively towards Mid-Day Supervisors’ positive guidance and clear instructions, will be reported to the class teacher or headteacher so that the loss of time consequences can be applied at the next break or lunchtime session.

Failure to complete Home-Learning tasksIf a pupil has any problem in completing a home learning task on time they should speak to their teacher before the handing in day.

If a pupil fails to complete their home learning tasks to an acceptable standard by the appointed time then they may be asked by their class teacher to stay in at playtime or lunchtime until it is completed to the teacher’s satisfaction.

Squirrel class: Parents will be notified via their child’s home learning diary or at ‘pick up time’ if their child is consistently late in handing in home learning tasks.

Kestrel class: Persistently failing to complete home learning by the due date will merit an afterschool detention.

Table 1: Examples of BehavioursThe following table is a guide and is not exclusive

Examples of Low level Examples of High Level Examples of Extreme

Behaviour / Disruption:

Verbal reprimandLoss of free time at break or lunchtimeAll tasks to be completed that day, some at home that evening

Behaviour / Disruption:

As in column 1 plus….Lunchtime detentionsAfterschool detentionsreferral to headteacherInternal exclusion

Persistence or escalation of Low level behaviour plus

Behaviour / Disruption:

As in column 2 plus….May result in fixed term or permanent exclusion and possible police involvement

Repetition of High level or extreme behaviour

Behaviour which:- Interrupts /stops the teaching Distracts the learning Affects safety of self /others

Lack of attention eg persistent or continual

Calling out to peers / teacher Talking Wandering round the room

Isolated incidence of breaking school rules eg

Climbing on tunnels, in

trees etc Exiting classroom

without Permission to go to the toilet or Hub etc

Skidding down grass banks / slopes

Disrupting assembly Disrespect to adults Unkind words acts or

gestures to peers.

Persistent behaviour which interferes with the rights of teachers to teach and children to learn

Physical abuse to another pupil or adult, eg hitting, kicking, biting, spitting, throwing items to hit an individual

Fighting / aggressive behaviour Extreme inappropriate language

to a pupil or adult Any form of bullying or

intimidation- spoken, written, text, email, on social websites or similar

*Prejudice includes; sexual, homophobic, racial, or disability related. Using the Hub / classroom as a

playground Running out of school Defiance / total lack of

cooperation: eg- refusal by silence, walking away, word or gesture

Wilful, malicious damage to property / possessions eg graffiti, breakages

Stealing Deliberately setting off the fire

alarm Possession of and / or using

alcohol or cigarettes on site. KS2: Persistent failure to complete

home learning tasks Unacceptable behaviour on school

transport, including distracting the driver

Persistent disruptive behaviour

Physical assault to a pupil or an adult

Verbal abuse / threatening behaviour against a pupil or an adult.

Drug and alcohol related eg ‘dealing’ or ‘supplying’ any form of drug

Extreme incident of theft Extreme or persistent forms

of any bullying Racist Abuse Sexual misconduct Persistent and / or extreme

disrespect to adults by actions, words or total defiance

Bringing weapon into school

Staff complete an incident form for higher level behaviours and for persistent low level behaviours (noting the incident, action taken and consequences) Appendix 1These forms are regularly reviewed to consider if the behaviour may be the result of a child’s safeguarding, developmental or educational needs. Where appropriate the school will follow the SEND Policy or the Safeguarding policy.

Incidences are investigated before deciding the consequence / sanction.

Possible consequences / punishments of higher level behaviour include:-

Loss of free time A meeting with parents: either by the class teacher or headteacher Parents may be contacted during the school day. Parents may speak to their child on the phone

or visit school to help resolve or de-escalate a situation. Pupil taking ‘time out’ within the classroom or by being asked to go to another class to complete

work If appropriate, pupils will write apology cards or letters, usually in detention or as an additional

home-learning task 10 - 30 minutes supervised lunchtime with their class teacher to complete work 30 minutes or repeated ‘restorative justice’ sessions with class teacher or headteacher or range

of social therapy activities to aid adapt the individual’s behaviour Lunchtime Detention: 10 -30 minutes supervised by the Headteacher. The duration is at the

discretion of the headteacher and is dependent on the age and if a first or repeat behaviour. Lunchtime Detention: 1 hour (Pupil eats lunch with the Headteacher and is then supervised for

remaining time. The pupil then has a 5 minute supervised walk / play outside and visits the toilet before returning to class.

Damage to property / possessions: Above sanctions apply plus a contribution towards the cost of repairs or replacements may be requested

After school detention: 1 hour…. on the day if agreed with the parents or 24 hour notice will be given to parents.

Loss of privileges: for example; not attending clubs and not being allowed access to school play facilities after 3pm

Community based tasks for example; cleaning furniture which they have defaced Pupils being placed on a Support Card or Target Card where their behaviour / effort is monitored

throughout the day. Copies of these are sent home each evening or at the end of the week Internal exclusion: minimum of 1 hour - length determined by the headteacher in response to the

behaviour. May extend to multiple days. Pupil is supervised completing set tasks in the Learning Development Room (LDR) or headteacher’s office

Behaviour Plan: This is agreed and signed by parents, the pupil and school and involves the pupil meeting reporting to the headteacher 3 times a day.

Withdrawal from taking part in off- site school visits Should an individual’s behaviour on school transport become a risk to the safety of the driver and

passengers, parents will be expected to arrange transport for at least a fixed period of time. This sanction will be made in consultation with the transport provider

Letter to parents of disruptive pupils from the Chair of Governors Fixed term or permanent exclusion: See Exclusion section below

Children with Special Educational Needs and Disabilities (SEND)

All staff will be sensitive to the needs of individual pupils with a specific diagnosis or difficulty. Whilst remaining fair, for such pupils, staff will follow agreed alternative strategies eg traffic lights, 2 choices, comic strip conversations or a personalised positive behaviour chart or similar as agreed with their

parents. As a school we will provide sensitive opportunities for all pupils to understand why it is reasonable for there to be such variations.

Reasonable AdjustmentsFollowing the guidelines within the Disability Discrimination Act we make reasonable adjustments to enable disabled pupils to remain in mainstream education. This includes pupils with behavioural and social disabilities.

If a child is identified as having additional behaviour problems the school will draw up an individual Behaviour Plan and involve parents.

If problems persist with parental support we are able to offer:- Access to LA support through the Behaviour Support Service Formulate a Suffolk Pastoral Support Framework Mentor the pupil Access Outreach support for examples if the child is autistic A CAF referral

How school supports pupils Via PSHE curriculum: eg relationships, bullying Whole school ethos and culture Restorative justice sessions with pupils involved being able to reflect on the event / behaviour, its

impact on self and others and acquiring strategies the pupils can use to improve future behaviour Risk Assessments for individual pupils identify a range of support and strategies school uses to

support the pupil and ensure everyone is safe. This is shared with parents 1:1 and small group social skills programmes in school through sometimes using art, lego therapy Referral to and involvement of external agencies to support the child and their families to

improving the pupil’s behaviour e.g First Base, Behaviour Support Services, EWO, Educational Psychologist, Integrated Services Team, ‘Triple P’ Parenting programme etc

Behaviour Plan: agreed by all staff who teach / support the pupil and parents. Suffolk Pastoral Support Framework. (16 week intensive programme involving meetings every 2

weeks with parents, pupil and headteacher) Duel Placement between school and a Pupil Referral Unit may be offered by the Local Authority.

ExclusionsFixed term and permanent exclusions are used as a last resort and are applied in accordance to Local Authority guidance.

Lunchtime Exclusions: Will be given should an individual pupil’s behaviour at lunchtime seriously disrupt the management of the school or affect the safety and welfare of pupils and staff.

A fixed-term exclusion: This is usually given for persistent unacceptable behaviour although other examples of behaviours where a fixed term exclusion may apply are listed on the guidance table. (Note this is not an exhaustive list.)

A fixed-term exclusion will be followed by a ‘return to school’ meeting with the parent, pupil and headteacher. At this meeting:-

The events resulting in the fixed-term exclusion will be discussed in relation to the Behaviour Policy

The home school agreement will be revisited and re-signed by the pupil The pupil’s behaviour will be monitored for the first week via a Target Card followed by a

Behaviour Plan being in place from the start of week 2. Previously arranged pupil support will continue or be reviewed as appropriate If appropriate, external support will be offered to the pupil eg Behaviour Support Services if not

already being accessed

Following this meeting, the pupil will be supervised completing learning tasks in the LDR or the Headteacher’s office to demonstrate his / her readiness to return to their class. The headteacher will use their discretion to determine:

The duration of this supervised session taking into consideration the age and attitude of the pupil If any of this ‘time’ has already taken place before the exclusion period.

A permanent exclusion is usually applied as a last resort and in extreme circumstances. (Note this is a guide and is not exhaustive.)

Where a pupil has received a number of fixed term exclusions and all avenues of support have been exhausted; in liaison with the Local Authority, alternative provision including a Managed Move may be arranged to another school or Pupil Referral Unit to reduce the risk of exclusion. The pupil is able to learn to adapt their behaviour in a different environment and is able to make a fresh start.

Permanent exclusions are considered in the following circumstances:- Persistent disruptive behaviour impacting on the learning and leadership of the school In response to an extreme act of behaviour as listed in Table 1 All rewards and consequences have been tried Communication with the child has completely broken down A child is a danger to themselves and others A child continually disrupts the learning of others All reasonable adjustments have failed to improve behaviour

See Table 1 for examples of specific behaviours which may result in a permanent exclusion. (Note this is a guide and is not exhaustive.)

The Chair of Governors is notified of all exclusions.

The decision to permanently exclude would be made in consultation with the Local Authority Inclusion Officer. The Headteacher will inform the Governing Body and parents and explain the reason. The Headteacher will inform the parents of their right to discuss this with the Governing Body and the LA.

If a pupil is permanently excluded there is a formal right of appeal arranged by the LA.

Off Site Behaviour

Schools have a statutory power to regulate the behaviour of pupils when off school premises and not supervised by school staff

If unacceptable behaviour outside of school by one of our pupils is reported to us, the school will investigate and take appropriate action liaising with and taking advice from the neighbourhood police and other agencies as necessary.

School Visits: If a child’s behaviour is likely to put themselves or others at risk we may ask the child’s parents to accompany them on the visit. If this is not possible the school will assess the level of risk to determine if the child is able to take part in the visit or not. Misbehaviour on a visit may preclude the child’s participating in future visits

Residential Visits: A risk assessment will be completed if a child’s behaviour is causing concern. This will be shared with the parents. If to take the child would potentially put themselves and others at risk, the parents will be informed that their child is unable to take part in the visit.

Bullying (see separate Anti Bullying Policy and E-Safety Policy)

We define bullying as” repeated instances of physical or verbal aggression including by electronic means.”

Action Against Bullying - Scottish Education Department: “Bullying is the wilful, conscious desire to hurt, threaten or frighten someone else. To do this the bully has to have some kind of power over the victim.”

The school has a policy of zero tolerance towards all kinds of bullying. Within the curriculum, the pupils are taught that bullying is wrong and what to do if they are bullied or see others being bullied. We will always listen to a pupil and do our best to support them if they have any worries about bullying. If a parent / carer is worried about bullying, they are asked to contact school immediately. All reported incidents are investigated thoroughly. Parents will be informed of the investigation and any actions (consequences or support) taken to resolve the situation.

Please remember that bullying occurs very occasionally in school. However, children sometimes think that a single unkind word or act, name calling or falling out is bullying. We ask that parents support the school in explaining the difference to your child.

Racist incidents

Any racist incidents will be dealt with appropriately. Parents of the victim and perpetrator will be informed and the incident recorded in line with government guidance

Confiscation

A member of staff may confiscate, retain or dispose of a pupil’s property as a punishment, so long as it is reasonable in the circumstances. In the majority of cases, ‘an item’ will be removed from a pupil to help them focus on their learning, following requests for the pupil to put ‘the item’ away or stop using it or for safe keeping.

Criteria for confiscation:- An item which poses a threat to others An item posing a health and safety threat An item that is not part of our school uniform rules An item that poses a threat to good order or learning An item that is illegal for a child to have.

Confiscated itemsAll items will be kept in a safe place

out of the reach of pupils if in the classroom In the Headteacher or Reception offices Prohibited and illegal items will be kept in the headteacher’s office in a locked cabinet for safety

The majority of ‘confiscated’ items will returned to the pupil or parent at the end of the day. Eg toys, mobile-phone, money or colouring pens etc. Cigarettes will be returned directly to the parents or disposed of following a discussion with the parents. Items to be handed over to the police include:

Weapons and knives and extreme or child pornography Illegal items or items linked to a criminal offence as advised by the Police or Local Authority.

Power to Search without consent for “prohibited items” including: Knives and weapons* Alcohol, Illegal drugs Stolen items Tobacco and Cigarettes Fireworks Pornographic images* Any article that has been or is likely to be used to commit an offence, cause injury or damage to

property Any item banned by the school rules eg mobile phone

Power to use reasonable force or restraint

If a child is a danger to others we will move the other children away from the vicinity rather than restrain the pupil.

Members of staff have 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.

If force it used it will be:- Reasonable Necessary Proportionate A last resort

If unable to remove a pupil or the risk escalates, staff trained in SchoolSAFE techniques may have to physically intervene / restrain a pupil.

The headteacher may use such force as is reasonable given the circumstances when conducting a search without consent for all items on the above list.

Common Assessment Form (CAF)

The CAF is a means of supporting a child and their family through multi-agency working. The forms are completed with the family and will lead to a Team Around the Child (TAC) meeting. Behaviour issues may be supported through the CAF and TAC process.

Suffolk Pupil Support Framework (SPSF)

The SPSF is a school-based, child centred approach to address the inclusion of young people with challenging behaviour and / or additional needs from a range of perspectives. It may be used for any pupil who is disaffected, at risk of failing or at risk of fixed term or permanent exclusion. Targets are set for the young person with the support of their family where possible and with the range of agencies involved with the young person. Key to this process is the regular review of the SPSF that enables close monitoring of the young person within the school environment. This can also run alongside a Behaviour Plan. The programme lasts for 16 weeks with fortnightly meetings with parents to set and review targets.

Malicious Allegations against Staff

The school will follow LA protocols to investigate all allegations. Should the allegations be proved unfounded, the head and Chair of Governors will agree the most appropriate and reasonable sanction taking into consideration the age of the pupil, a full review of the evidence and the severity of the allegation.

Staff Professional Development

In house review of behaviour management strategies takes place every half term.Updated review of related policies takes place within Safeguarding, SEN, Teaching & Learning and curriculum training led by the Local Authority throughout the year. Training in the last 2 years has included:-All staff: Behaviour Management led by the Local Authority in October 2013.All staff: Behaviour Plans led by Behaviour Support Service: September 2014, All staff: SchoolSafe- De-escalation: November 2014Mrs Vaughan: SchoolSafe - Generic Advanced Physicals: November 2014Mrs Clarke: SchoolSafe - Generic Advanced Physicals: 1st June 2015Mrs Piper and Miss Johnstone: Level One and Level 2 ‘FanTAstic Behaviour’ 2015

Monitoring and Review

The school is required to submit annual records of bullying, homophobic, racist and internet incidents to the Local AuthorityThis policy will be monitored on a daily basis and through the following channels

Completed Incident forms Staff meetings Parental comments following policy review Parent comments at Consultation Evenings

Governor monitoring including incidents involving any vulnerable group of pupils being monitored by the SEN Governor

EWO Involvement with Integrated Services teams Number of exclusions are monitored by the governing body and Local authority Annual Review of the Behaviour Policy. Parent and pupil questionnaires or interviews

This policy must be read alongside the following policies:-Attendance PolicyAnti-Bullying PolicyE-Safety PolicyHealth and Safety PolicySex and Relationship policySafeguarding Policy

Review period: Autumn 2016Revised policy presented to Governing Body on 2nd December 2015

5.1 Revised 05.10.2016 to reflect new HT. No substantive changes.5.1 Revised 09.11.2016 to reflect new class names. No substantive changes