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Longlevens Infant School

Behaviour Policy

NAME OF POLICY: Behaviour Policy

DATE OF APPROVAL : September 2019

STAFF MEMBERS RESPONSIBLE:

Headteacher

GOVERNOR COMMITTEE: FGB

REVIEW DATE: September 2020

SIGNED:

DATE:

Behaviour Policy

CONTENTS

1. Introduction 2. Safeguarding – Child Protection 3. Roles and Responsibilities 4. Our School Rules 5. Lunchtime Behaviour Outside 6. Rewards and Incentives for Good Behaviour 7. Management of Negative Behaviours 8. Positive Handling

APPENDICES

A. Disciplinary Sanction Systems

B. Behaviour Flow Chart

C. ABC Chart

D. Restraint Section of ABC Level 3 Behaviour Record

E. ABC Chart

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1. Introduction

This policy has been developed to ensure that all staff, pupils, parents, carers and governors are provided

with the support and guidelines needed to promote good behaviour and high standards of conduct. In

order to ensure that this policy is effective, it is essential that all staff follow the guidance within this policy

consistently. We want our pupils to be responsible for themselves and understand that their behaviour

affects not only themselves, but those around them. To achieve this, they need a self-awareness of their

behaviour and how this affects others. In achieving outstanding behaviour we will have prepared our

pupils to be outstanding citizens of a future British Society.

Pupils’ behaviour is central to the learning process and is an intrinsic element of education.

We aim to create and maintain a happy, caring and safe environment where all relationships are based on

mutual respect and to develop a positive self-esteem in each pupil.

We are committed to maintaining high standards of conduct and quality of relationships, where all

members of the school community demonstrate the highest standards of personal conduct and should be

treated with consideration and respect. We aspire to an agreement to consistency from all stakeholders- This is

how we do it here. You need these behaviours to be successful here. We are going to teach you.

To achieve this, we recognise the importance of having clearly stated and shared values.

Using consistent and calm adult behaviour.

Spot the pupils being good; visible kindness

Having relentless routines in the classroom that everyone adheres to

Using the principles of Restorative Practice when dealing with behaviour

Adhering to our inclusion and discrimination policies

Encouraging parents, governors and carers to work in partnership with the school.

2. Safeguarding – Child Protection

Longlevens Infant School fully recognises its responsibilities for safeguarding children and the current

Safeguarding Policies will remain central to all activity in the school. This policy should be read in

conjunction with the school’s safeguarding policies.

3. Roles and Responsibilities

Governors agree to support the school in upholding its aims for behaviour and to monitor the behaviour in

the school to establish the effectiveness of the policy.

SLT agree to develop and maintain an ethos in the school where all members of the community treat each

other with respect and feel valued. They agree to grow and nurture an aspirational school culture where

we expect and look for the best in everyone and maintain a positive outlook for every pupil. Staff agree to

model expectations by setting an excellent example to the pupils. Staff are expected to manage behaviour

witnessed by them or brought to them, themselves. Other adults or senior leader involvement is used to support the

member of staff (showing a united front) or where the behaviour is so extreme it requires Senior Leadership and

parental involvement.

They agree to foster self-esteem, respect and emotional maturity. All staff must read the Longlevens Infant

School Behaviour policy and understand the systems for managing behaviour and to use and adhere to the

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Longlevens Infant School management systems consistently. Staff members will log and track behaviours in

accordance with Appendix A of this policy.

Our expectations are that pupils should be happy and enjoy school, that pupils understand and follow the

school rules and that they all achieve their ‘learning power battery pack’ by the end of year 2.

Parents are expected to sign the home school agreement and to support the school in its aims for

behaviour.

Governors are fully committed to ensuring that equality of opportunity is available to all members of the

school community. For further details, please see the school’s policy for Equal Opportunity.

Longlevens Infant School fully recognise its responsibilities for safeguarding pupils and the current

safeguarding policies will remain central to all activity in the school. This policy should be read in

conjunction with the school’s safeguarding policies.

4. Our School Rules

Our School Rules encompass all aspects of desirable behaviour and embody positive values and

expectations. Pupils learn that these rules will guide and support them in their choices of appropriate

behaviour.

1. Be Ready

2. Be Respectful

3. Be Safe

Adults

Adults will make a connection with the pupil before delivering a correction.

Adults will be empathetic and endeavour to find out why the pupil is displaying poor behaviour before

delivering a sanction. As a school we recognise that eventually punishment brings fame and reputation- you can

crush poor behaviour in the short term through humiliation but it doesn’t improve future behaviour. Sanctions will

be given as privately as possible within the constraints of a class of 30 children.

All staff are expected to model and insist upon the standard all day, every day. There will be no fist pumps or high

fives from adults in the school, there is visible positive consistency between the adults. Both adults and children who

don’t match the standard are challenged and the expectation reinforced as we educate our whole school community

about our expectations.

The school is working with our children to help them understand the adult-teacher/ child relationship. We are

explicitly introducing the social convention by showing them and explaining to them as often as we need to: we are

here to keep them safe, they may be given instructions using respectful language eg ‘Please come and sit on the

carpet’, this however does not imply choice, children arguing with adults will be spoken to. When addressing the

behaviour, staff insist on the behaviour they expect not what the child is doing. Ex Walk please, Remember quiet

corridors… Not stop running, don’t talk.

Pupils

Pupils are taught that in following our School Rules they will be able to make good choices, be more self-

aware of their responsibilities, learn effectively and therefore reach their full potential.

Parents

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We work to establish a positive partnership with parents, promoting and maintaining high standards of

behaviour. Where the behaviour of an individual pupil is causing concern it is important that all those

working with the pupil are aware of the concerns and the measures taken as a response. The key

professional figure in this process is the class teacher, who holds initial responsibility for the pupil’s

welfare. At the first parents’ evening of each year pupils, their parents and their class teacher(s) all sign

the home school agreement as part of our positive partnership with parents.

The Classroom

Class teachers and pupils will use the overarching School Rules to create their own class charter, which is

personal to their class needs. These are devised in September and frequently revisited and developed

throughout the year. Rules are kept to a minimum.

The pupils will be expected to follow the School Rules and Class Charter as part of their daily routine. Class

Charters are structured in such a way as to inform pupils of what they can do rather that what not to do.

The School Building

Pupils walk silently and on the left in the corridors. Pupils need to enter and exit the hall in silence.

The Playground

Staff are aware of the lining up procedures and are asked to be consistent. The bell goes and pupils

walk sensibly to their line.

At playtimes the pupils should not re-enter the building without permission from staff on duty.

At the end of lunchtime the pupils will be picked up by their teacher.

If unacceptable behaviour occurs, the member of staff will respond accordingly.

Y2 monitors act as playground friends.

Toilets

Pupils are expected to use the toilets in an appropriate manner.

Lunchtimes in the hall (all staff, with particular reference to MDSAs)

We aim to provide a relaxed and enjoyable social time for our pupils, whilst maintaining a calm and

controlled atmosphere.

5. Lunchtime Behaviour Outside

Pupils are to be led outside by their class teacher.

MDSAs actively encourage pupils to play games.

Use Time Out Stop when necessary (maximum of 5 minutes) using the school’s behaviour systems.

Monitors to check Friendship Stop.

All pupils are to ask permission to go to the toilet.

If an incident occurs at lunchtime and is dealt with by MDSA

The MDSA will use the pink slip to inform the class teacher of any serious or repeated incidents.

The class teacher will follow up the incident and if it is deemed serious will decide upon appropriate

management of negative behaviours including restorative conversations.

The class teacher will inform the MDSA of the outcome.

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It may be deemed appropriate to follow up some incidents with verbal warnings, constructive

discussion, circle time etc.

These incidents will be sent to the school office and will be logged on CPOMS

6. Rewards and Incentives for Good Behaviour

We encourage our pupils to reflect on the way they behave by modelling and celebrating those pupils who

make the right choices and by discretely addressing pupils who make the wrong choices. We guide pupils

into making the right choice at the time and in the future. We believe that pupils respond well to praise

and positive encouragement to choose appropriate behaviour and we have a wide range of incentives and

rewards in place.

Learning Powers

Teamwork Tiger, Bounce Back Bunny, Curious Cat, Imaginative Iguana, Proud Parrot, Talking Toucan, Have

a go Hippo, Kind Kangaroo

Children earn stickers and certificates for each Learning Power. They should complete their battery

pack full of powers by the end of Year 2.

Gold Sticker and Text Home

If a pupil completes an amazing piece of work, they visit the Head teacher/ Deputy Head teacher for a

gold sticker and a text message is sent to parents.

Class Community Jar

The jar contains different sized balls; large ones for whole class reward, medium sized ones for group

rewards and small ones for individual recognition. When the jar is filled the class, with their class

teacher, will decide how they want to celebrate their achievement.

House points

All pupils are allocated a house and can earn points for their house throughout the school day.

The points are collected and the winning house announced weekly in assembly and appropriate

rewards are awarded, e.g. extra play!

Celebrations Assembly

All pupils will be rewarded during the school year in celebration assembly.

Celebration awards are teacher nominated.

Pupils receive special certificates for good work or behaviour. Parents are invited to join this

celebration.

Recognition Board

Classes decide on the area they want to improve on this is titled on the Recognition Board. Children

are nominated when they demonstrate the positive behaviour we are looking for.

Their name is then written on a ‘post it’ note and added to the board. After a short period of time

decided on by the classteacher, the board is changed and children collect their recognitions and

take them home.

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7. Management of negative behaviours

Golden Time is an enrichment activity and must not be used as a sanction

Sanctions are through a staged approach. Sanctions will be short, clear and non-negotiable. They need to

be delivered immediately or as close to the incident as possible – at least during the same day. This

approach leads from withdrawal of privileges, to referral to the Phase Leads, the Deputy Head and then

the Head, letters to parents, involvement in outside agencies and ultimately exclusion. See Appendix B

As with all sanctions and rewards the staged approach is not rigid, but flexible. We aim to communicate

fully with our parents, but in order to help pupils learn from their mistakes parents may not be contacted

in the first instance. Each incident should be judged by the staff involved and, if necessary, in consultation

with others and a decision made on this basis.

The aims of our sanctions are:

To ensure that the pupil understands that they have a choice in the way that they behave and to guide

them to make the right choices.

To ensure that all pupils will be dealt with fairly and consistently by any member of staff.

That the behaviour is criticised and not the pupil.

To establish a channel of communication through which teachers inform parents of undesirable

behaviour on the part of their pupil.

To involve parents as partners in tackling undesirable behaviour in pupils.

To enable the school to monitor long-term patterns of behaviour in individuals and the school as a

whole.

Where anti-social, disruptive or aggressive behaviour is frequent, sanctions alone may prove ineffective. In

such instances a more detailed evaluation of the pupil’s needs is made and as a result an Individual

Behaviour Plan (IBP) will be established to help the pupil manage their behaviour. The SENDCo or Learning

Mentor may be involved and specialist help may be sought. Parents are involved at all stages of the

process. A risk assessment may be put in place. This will be agreed by the parent, class teacher and

SENDCo.

A separate ABC log is kept of behaviours in conjunction with CPOMS so that it can help to build a

picture of pupil needs in the school.

8. Positive Handling

Key staff at Longlevens Infant School are trained in using Team Teach positive handling techniques. The

fundamental principle of Team Teach is de-escalation. Team Teach supports that positive handling should

only be used as a last resort and when all de-escalation techniques have proved ineffective.

Team Teach training is designed to minimise risk and help people build and maintain positive relationships.

Team-Teach training is affiliated to The General Services Association and its courses have been accredited (

2006, 2009, 2012 ) by the British Institute of Learning Disabilities and The Institute of Conflict Management

(2015).

Team Teach training is valid for 3 years

Members of staff qualified to carry out team teach are displayed in key areas around the school.

All members of school staff have the power to use reasonable force to:

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

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

playground;

3. remove disruptive pupils from the classroom where they have refused to follow an instruction to do

so;

4. prevent a pupil behaving in a way that disrupts a school event or a school trip or visit

5. 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;

(DFE circular Jan 2016 Behaviour and Discipline in Schools)

Reasonable force is using no more force than is necessary based on the individual pupil and circumstances

If positive handling is used, it must be reasonable, proportionate and necessary.

Despite creating the right environment, providing pastoral care and opportunities for counselling, the

needs of some of our pupils means that there will be times when challenging behaviours occur.

In all cases where positive handling is necessary, minimum reasonable force should be used to exercise

your ‘duty care’ to the pupils and should only be used as a last resort. Team Teach approved holds should

be applied by trained staff. In the event of a physical attack on yourself, you have the right to defend

yourself though withdrawing to a safe distance might be the best option whilst ensuring that other people

are safe.

Positive Handling during challenging situations:

When using physical intervention, the minimum level of force required is the maximum permissible.

Appropriate Team Teach approved holds are named on Individual Behaviour Support Plan.

Team-Teach techniques seek to avoid injury to pupils, but it is possible that bruising or scratching may

occur accidentally, and these are not to be seen necessarily as a failure of professional technique, but a

regrettable and infrequent “side-effect” of ensuring that the pupil remains safe.

After physical intervention.

The pupil should be given time and a safe place to recover his/her composure

Counselling, in terms of talking through what has happened, should be offered to both pupils and

staff.

The pupil should be supported in re-joining his/her class.

Where physical intervention has been used in challenging situations, this must be recorded on the

ABC sheets with the additional physical restraint section complete and the Bound Book.

Any level 3 ABC sheet completed, parents will be informed and their views sought. Where

necessary, a Team Around the Pupil meeting will be convened with relevant stakeholders to ensure

the needs of the pupil are being met.

See appendices for relevant forms

Episodes of challenging behaviour

In the event of outbursts of uncontrolled aggressive behaviour, every effort will be made to de-escalate

the situation and calm the pupil. Future strategies for managing such behaviour will be planned after

discussion between school and parents/carers and written into Individual Behaviour Support Plans and or

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risk assessment. Where pupils have a risk assessment, an on-going log and observation record will be

completed.

See appendix D

Management of individuals who continually challenge

When individual pupils present continually challenging behaviour, class teachers should consult with the

SENDCO and the Headteacher.

The SENDCO should be consulted when it is clear that a pupil is not making progress in some of the areas

identified below:

Self -withdrawn, poor self-image, unable to accept responsibility, frustration, early signs of

disaffection, over anxious, self-injurious, impulsive, unhappiness and stress.

Peers – co-operation/sharing, inappropriate language or aggression, overly possessive of

equipment, rejection by peers, provoking conflict.

Adults – building relationships, accepting positive or negative feedback, following instructions,

accepting support, inappropriate language or aggression, confrontational.

Work – avoiding tasks, self-direction, independent work, concentration, interferes/destroys work.

Class – settling, accepting routine, coping with change, attention seeking, shouting out, abuses

furniture and equipment, constantly on the move.

Social setting – participation, solitary, difficulty making friends, resolving conflict, provokes conflict,

leaving playground/premises without permission.

Lunchtime exclusions

Some serious and persistent behaviour may result in a pupil being excluded from the school premises at

lunchtime. This sanction is only carried out following lengthy consideration and discussion with the

headteacher, SENDCO, class teacher and other adults involved. In line with our policy due to the age of our

pupils we aim to deal with negative behaviours promptly and as near to the incident as possible. It may as

a result of this, not always be possible for the child to be excluded from the premises during a lunchtime

exclusion. In these circumstances the child remains away from their peers and ideally in the headteacher’s

office.

Fixed Term and Permanent Exclusions

The headteacher can exclude a pupil on disciplinary grounds. A pupil may be excluded for one or more

fixed periods (up to a maximum of 45 school days in a single academic year) or permanently. A fixed

period exclusion does not have to be a continuous period. In exceptional cases, usually where further

evidence has come to light, a fixed period exclusion may be extended or converted to a permanent

exclusion.

For more detailed information see the document ‘Exclusions from maintained schools, academies and

pupil referral units in England’.

Bullying

Bullying in any form is regarded as unacceptable behaviour and is not tolerated. Pupils are taught this

through assemblies, PSHCE lessons, circle time, class and group discussions. Pupils are regularly taught and

reminded that bullies can only thrive in secret and that “telling” can break the cycle of bullying. It is

essential to provide opportunities for pupils to be able to confide in an adult and for pupils to feel safe to

do so. Pupils are reminded that all the adults in school treat disclosures seriously.

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For the school’s full policy and procedures on bullying, please read the Anti-bullying Policy.

Recording, reporting and referring behaviour

The Headteacher and SENDCO must report regularly to the governing body the behaviour in the school.

This is carried out through the Headteacher’s Report to Governors. This enables them to monitor the

impact and effectiveness of the policy.

The behaviour recording and reporting must also be an aid to the class teacher and other staff working

with the pupils to help identify and clarify the needs of the pupils they are working with. With regard to

their behaviour, records should be used as part of the evidence of concern to identify pupils with

Behaviour, Emotional and Social Special Educational Needs and Disabilities. When this is required, this

evidence must be used to refer pupils for behaviour support, both in school and when referred to outside

agencies. The school uses CPOMS an online system to record behaviour incidents in school.

Appendix A

Disciplinary Sanction Systems

Behaviour

Level 1

Sanctions will be short, clear and non-negotiable. They need to be delivered immediately or as close to the incident as possible – at least during the same day.

The sanction might be an apology.

If the behaviour occurs during lesson time a pupil may miss some playtime to complete their work.

If the behaviour occurs at playtimes a pupil may miss some playtime. Adults should use the time out spot on the playground.

A pupil must not miss any lesson time.

These behaviours should be recorded in the red book.

Level 1 behaviours (this list is not exhaustive) Any of the non-negotiables – disrespectful behaviours i.e. but, having the last word, answering back, challenges to adults. They also include:

o Calling out/shouting o Tantrums o Inappropriate noises o Being off task o Distracting behaviour o Inside building when not meant to be o Running in corridor o Stalling for time o Lack of manners – please, thank you, excuse me o Interrupting others o Use of inappropriate names (as one off) o Lack of care of property o Drawing on work their own or others o Mimicking other pupils.

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Level 2

Discussion takes place with pupil to ensure he/she understands the seriousness of his/her behaviour. Where appropriate this may involve the member of staff acting as a mediator between pupils to help both parties to understand, it has been taken seriously and to help the victim(s) express how they feel in a safe and controlled environment. This is defined as a restorative conversation. A record of this discussion is kept. These behaviours should be recorded on CPOMs Sanctions may include:

Time out in another room to allow both parties to cool off

Miss up to 15 mins break

Miss up to 15 mins lunch break

Parents will be informed.

Level 2 behaviours

Consistent and repeated L1 behaviour

Answering back

Mimicking adults.

Throwing and abusing equipment

Stealing

Bossy in a threatening way

Refusal and non-compliance

Urinating in places other than the toilet

Fighting, hitting, kicking

Level 3 Pupils should not be consistently displaying Level 3 behaviours without the intervention of SLT. If a pupil displays these behaviours their parents/carers will be informed and a meeting held to establish how we can work in partnership to bring the behaviours back to within the norm. A record will be kept of any such meeting on CPOMS. Persistent individual Level 3 behaviours will be recorded individually on the ABC Level 3 behaviour logs as well as CPOMS. Where restraint is necessary in order to keep the pupil or the class safe, a trained teacher will intervene where available and an additional restraint form will be completed in the bound book. A risk assessment will be put in place. For these forms, see appendices B and C.

Consistent and repeated L2 behaviours:

Biting

Bullying – verbal and physical

Swearing at pupils and staff

Racism/language used with intent to offend

Bringing in a weapon with intent to harm

Intentional injury to another pupil or adult

Repeated aggressive play

Running off.

Exposure and sexual behaviours with intent to upset or distress.

Exclusion behaviour

Headteacher The exclusion of a pupil should be implemented as a last resort, when the safety and/or education of the pupil or their peers is put at risk as a result of the behaviour of an individual. This could be for persistent behaviours displayed over a period of time to which there is no attempt to improve or for one off incidents. The decision to exclude will never be taken lightly and

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the class teacher, the parents and the Chair of Governors will be fully informed.

Meeting with pupil

Meeting with parents

Behaviour card

Behaviour plan

Lunchtime exclusions

Outside agencies support

Pastoral Support Plan

Exclusion (fixed term/permanent) For more detailed information see the document ‘Exclusions from maintained schools, academies and pupil referral units in England’.

Appendix B

Behaviour Flow Chart

Level 1

Level 1 Behaviour Teacher to sanction immediately or as soon as possible after the

event.

Level 1 Behaviour – lunchtime MDSA complete Pink Slip for class

teacher Teacher to investigate, restore

and sanction

Level 2

Level 2 Behaviour Miss playtime 5-15 mins

Miss lunchtime play 5-15 mins

Level 2 Behaviour – lunchtime MDSA complete Pink Slip for class

teacher Miss playtime 5-15 mins –

Use Time Out spot

Level 3

Level 3 Behaviour

Level 3 Behaviour – lunchtime

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Seen by Phase Leads/ Head Teacher/Deputy Head Involve Parents/carers

Seen by Phase Leads/ Head Teacher/Deputy Head Involve Parents/carers

*All reported behaviours need recording on CPOMS

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Appendix C

ABC Chart Name Class Term Date / Time

Where Antecedent Behaviour Consequence

What did you do?

Comments SLT informed

Parents informed

Staff response:

Parents Response:

Notes for further evaluation

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