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Parkroyal Community School

School Behaviour Policy

Reviewed and amended: Autumn term 2019

Review date: Autumn term 2020

Contents 1. Written statement of behaviour principles 2. Curriculum and Classroom Management 3. Roles and responsibilities 4. Rewards and sanctions 5. Bullying 6. Special educational needs and/or disabilities (SEND) 7. Proactive analysis 8. Supporting protocols for the behaviour policy 9. Exclusions 10. Malicious Allegations 11. Confiscation of inappropriate items 12. Use of reasonable Force 13. Transition 14. Appendix 1 - Parkroyal’s Positive Attitudes

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1. Written statement of behaviour principles The Education and Inspections Act 2006 and Behaviour and Discipline in Schools (DfE, 2016) require the governors to make, and frequently review, a written statement of general behaviour principles to guide the headteachers in determining measures to promote good behaviour. The below principles have been adopted by our governing body as a whole; they set out the principles on which the policy is based. 1.1 Principles

● All members of the school community have the right to feel safe at all

times at school ● All members of the school community must cooperate to maintain a

climate which promotes learning - see Parkroyal’s Positive Attitudes (Appendix 1)

● High expectations of behaviour and discipline are an essential feature of school life

● Rewards should be applied consistently and fairly to promote good behaviour around school

● Sanctions for unacceptable behaviour should be known and understood by all pupils and staff, and applied consistently and fairly

● Bullying will not be tolerated ● Violence, threatening behaviour or abuse by any member of the school

community will not be tolerated ● The school will be proactive in identifying causes of negative behaviours

and implementing strategies to address the situation. 2. Curriculum and Classroom Management Alongside positive relationships, we are aware that good classroom organisation and effective teaching methods are key to good behaviour and that the provision of a high quality curriculum, through interesting and challenging activities, influence behaviour. A welcoming and secure classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Learning environments are organised to promote and develop independence and individual initiative, minimising disruption and uncertainty. This includes the arrangement of furniture and suitable access to resources and learning materials. Displays aim to be current, lively and to help develop self-esteem through demonstrating the value of every individual’s contribution.

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  3. Roles and responsibilities 3.1 Roles and responsibilities of the Local Academy Committee (LAC) To inform this role, the LAC will ask the headteacher for regular updates on the implementation of the policy, together with trends in behaviour and strategies being employed to address these. 3.2 Roles and responsibilities of Senior Leaders The headteacher, under the Education and Inspections Act 2006, is required to implement the school’s behaviour policy consistently, and to report to the LAC when requested, on the effectiveness of the policy. They will set the standards of behaviour, support staff in the implementation of the policy, and keep records of all reported serious incidents of misbehaviour. Under the Education Act 2011 and the School Discipline (Pupil Exclusions and Reviews) Regulations 2012, the Headteacher have the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. Senior staff will advise and support staff in all aspects of discipline. However, they expect staff to support each other at all times, regardless of seniority and experience. Senior Leaders will promote collective responsibility, a shared understanding and commitment to the children of Parkroyal. 3.3 Roles and responsibilities of class teachers Class teachers are responsible for the day-to-day delivery of the curriculum, and the organisation of the child’s classroom environment. They are required to ensure that a child is fully engaged in the learning opportunities in a positive and supportive environment. The class teacher will monitor behaviour of the class, and children within it. They will reward positive behaviours and address negative behaviours quickly and appropriately, with the support of other staff, school leaders and external agencies. The class teacher will support the headteachers in recording all reported serious incidents of misbehaviour using the school Safeguarding Monitor system. 3.4 Roles and responsibilities of other school staff Other school staff should support class teachers in promoting positive behaviours, and addressing negative behaviours within the framework of our behaviour policy. They should be made aware of behavioural risks, and strategies to address these, whilst within the school community.

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3.5 Roles and responsibilities of parents and carers Parents and carers play a key role in supporting their child’s learning, and ensuring that their child demonstrates the appropriate behaviours whilst within the school environment. They must ensure children's regular attendance and punctuality, and encourage their children to show respect to staff and other children. Parents and carers should be aware of the school expectations for behaviour and support our authority to discipline children. In the event of negative behaviours being shown by their child, we would expect them to cooperate with us in delivering strategies to address the issue. 3.6 Roles and responsibilities of pupils To ensure that they make the most of the learning opportunities provided at school, our children are expected to demonstrate appropriate levels of concentration and self-discipline, and take responsibility for their own actions. They will cooperate with and respond to the school expectations for behaviour. Within this we expect the children to show ambition, respect, cooperation, enthusiasm, pride and perseverance. 4. Rewards and Sanctions 4.1 Rewards We praise and reward children for positive attitudes in a variety of ways:

● All staff praise ambition, respect, cooperation, enthusiasm, pride and perseverance.

● ‘Stars of the Week’ certificates will be awarded in phase assemblies linked to the ‘Positive Attitudes’

● We will notify parents about good behaviour, relationships and work in school through a variety of ways including parent meetings and praise letters.

● Children may be sent to a Senior Leader to receive a merit sticker when they have demonstrated ‘Positive Attitudes’.

● Children's certificates and trophies from their extracurricular activities will

be celebrated in their phase assemblies/classrooms and on the school newsletter.

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4.2. Sanctions It is important that all staff have high expectations of behaviour and be consistent in dealing with disruptive pupils.

If unacceptable behaviour escalates, it may be necessary to employ a number of consequences to ensure that children continue to learn in a safe and positive learning environment. The children understand that there will be consequences if they do not follow the school expectations. The word consequence must be explained and used when dealing with any incident. If a pupil moves onto a Stage, they will remain at that Stage for the rest of the day. In exceptional cases, staff may move a pupil off a Stage to acknowledge a positive change in behaviour. i.e. a child on a individual behaviour plan. There must be a firm and consistent approach to all of the stages below. Before moving a child to Stage 1, children will be given an appropriate opportunity to rectify their behaviour. Stage 1: Examples of negative attitudes/behaviour:

● Disruption ● Change in manner/behaviour

Potential consequences:

● Move child to work in a different space within the classroom ● Make up lost work time (during another session or breaktime) - upto 5

minutes, not until the work is finished

Pupils will stay on Stage 1 until the end of the day. The children will move their name off Stage 1 at the end of the day. Children praised for rectifying their behaviour. Stage 2: Examples of negative attitudes/behaviour:

● Defiance ● Damage to property ● Dangerous behaviour

Potential consequences:

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● Move child to work in a different space outside of their classroom ● Child to have thinking time ● Make up lost work time (during another session or breaktime) - upto 15

minutes. Stage 3: Parents will be contacted for any behaviour that has reached Stage 3 - and the incident will be logged on Safeguarding Monitor and - where appropriate - the Local Academy Committee may be informed. Examples of negative attitudes/behaviour:

● Racial abuse ● Homophobic abuse ● Deliberate physical abuse ● Aggressive or abusive swearing ● Spitting ● Significant damage to property

Potential consequences:

● Child to be taken to Phase Lead/Deputy Head/Headteacher ● Child to be given an individual behaviour plan ● Appropriate reparation activity to be completed, proportionate to the

behaviour. e.g. verbal or written apology, reflection sheet, reparation linked to misuse or damage caused.

● Meeting with parent/carer arranged and recorded. ● Loss of playtime and or lunchtimes with peers for a period of time

Repeated or extreme behaviour may be escalated to a Stage 3, and reported to the Headteacher or Deputy head immediately. This may involve physical injury or aggression towards others. A phone call will be made to the parents the same day. For continual unacceptable behaviour or in case of serious verbal or physical aggression the child may be internally excluded from their class by a Senior Leader. This may also lead to a fixed-term exclusion, or on rare occasions, may take the form of a permanent exclusion (see ‘fixed-term and permanent exclusions’ below). If a parent is unsupportive of the School’s actions to deal with unacceptable behaviour, this will be discussed at LAC level and specific action taken. Following an incident of unacceptable behaviour, adults will have a private conversation with the child when they are calm, focusing on ‘repair’ and ‘putting it right’ to ensure a sense of closure. It will also focus on the child taking responsibility for their own actions and may involve the use of prompt questions, such as:

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How did you make other people feel? Is there anything you wish you’d done differently? What can you do to put it right? Is there anything I can help you with so it doesn’t happen again? 4.3 Lunchtime and Playtime Rules For playtimes and lunchtimes there are three stages of consequences. There must be a firm and consistent approach to all of the stages below. Stages 2 and 3 may be recorded. It may not be necessary for teachers to share behaviour from the morning session as this is classroom based and has been dealt with by the appropriate adult - this provides the child with an opportunity to behave and enjoy their lunchtime. Stage 1: Examples of negative attitudes/behaviour:

● Change in manner/behaviour Potential consequences:

● Verbal reminder ● Move child to play in another area

Stage 2: Examples of negative attitudes/behaviour:

● Defiance ● Damage to property ● Dangerous behaviour

Potential consequences:

● Move child to play in another area ● Child to have thinking time in a designated space or with an adult

Stage 3: Examples of negative attitudes/behaviour:

● Racial abuse ● Homophobic abuse ● Deliberate physical abuse ● Aggressive or abusive swearing ● Spitting ● Significant damage to property

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Potential consequences:

● Child to be taken to Phase Lead/Deputy Head/Headteacher ● Appropriate reparation activity to be completed, proportionate to the

behaviour. e.g. verbal or written apology, reflection sheet, reparation linked to misuse or damage caused.

Extreme unacceptable behaviour or persistent disruption will be reported to a Senior Leader immediately. The child will be immediately brought inside off the playground and may be excluded from playtimes and lunchtimes for a fixed period. 4.4 Lining up procedures All classes have a specific location on the playground at which they line up. When the school bell rings to end the morning or lunch break, the children should stop their games, listen and wait. When the children are ready, a whistle is blown to indicate that the children should walk quietly into school. 4.5 Wet Break Times When it is raining or too cold, children may have to remain in their classrooms during break times. Each class has a range of wet play activities to use on these occasions. An adult will be supervising at all times. Children needing to leave class may do so, with the permission of the adult present, in small numbers. During lunch times, Midday Assistants fulfil a similar role. Teachers and support staff are available should further assistance be needed. 4.6 Role of Staff on Duty The aim of staff on duty is to prevent conflict, unhappiness and injury. Rough, physical games need to be prevented by making pupils aware of the reason for concern. Often children do not realise that what they are doing may result in an accident or disagreement. It is also important that children realise that a push/hit may be accidental and caused unintentionally. Duty Staff should:

● Be responsible for the safety and wellbeing of pupils during this period. ● Have high expectations for behaviour during this period. ● Follow the lunchtime/playtime rules ● Be a good role model, encouraging positive behaviour and interaction. ● Be aware of children who behave in a manner which puts themselves or

others at risk and to guide, where appropriate, so that potential unacceptable situations are avoided.

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● Notify class teachers of incidents that are significant such as biting a child, kicking another child, damaging property. The member of staff reporting the child should link this to the behaviour stages.

De-escalation strategies Where negative behaviour is present, staff members will implement de-escalation strategies to diffuse the situation – this includes the following:

● Appearing calm and using a modulated, low tone of voice ● Using simple, direct language ● Avoiding being defensive, e.g. if comments or insults are directed at the

staff member ● Providing adequate personal space and not blocking a pupil’s escape

route ● Showing open, accepting body language, e.g. not standing with their

arms crossed ● Reassuring the pupil and creating an outcome goal ● Identifying any points of agreement to build a rapport ● Offering the pupil a face-saving route out of confrontation, e.g. that if

they stop the behaviour then the consequences will be lessened ● Rephrasing requests made up of negative words with positive phrases,

5. Bullying Bullying is behaviour that hurts someone else; it is deliberate and is repeated over time. Bullying will not be tolerated. We take bullying and its impact seriously. Our ethos fosters high expectations of behaviour, and we will consistently challenge any behaviour that falls below this. We will:

● show commitment to overcome bullying through practising zero tolerance;

● build a safe and secure environment where all can learn without anxiety, and ensure measures are in place to reduce the likelihood of bullying;

● ensure a thorough and consistent school response to any incidents that do occur; and

● make the school community aware of our opposition to bullying, and make clear each person’s responsibilities with regard to the minimum possible of bullying in our school.

Our approach is laid out in our Anti-Bullying Prevention document, which can be accessed from our website. This details the definitions of bullying, our roles and responsibilities and our school investigation process. Other child safeguarding-related policies are also available from our website.

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6. Special educational needs and/or disabilities (SEND) There may be occasions when children with SEND receive positive discrimination and handling. Our SEND policy and information report can be downloaded from our website. 7. Proactive analysis We take a proactive approach to reducing negative behaviours through the school community. Significant behaviour incidents are recorded on EdAware. 8. Supporting protocols for the Behaviour Policy 8.1 Pupils’ conduct outside the school gate 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 an extent as is reasonable’. When a child is under our care, the teacher may discipline them for:

● any misbehaviour when the child is: o taking part in any school-organised or school-related activity; o travelling to or from school; o wearing school uniform; o 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 other people; or o could adversely affect the reputation of the school.

9.Exclusions Please refer to the Trust Exclusions Policy. 10. Malicious allegations Allegations of abuse will be taken seriously, and we will deal with allegations quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Every effort will be made to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated. Suspension will not be used as an automatic response when an allegation has been reported. 11. Confiscation of inappropriate items There are two sets of legal provisions, which enable school staff to confiscate items from pupils:

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i) The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment, and protects them from liability for damage to, or loss of, any confiscated items.

ii) Power to search without consent for “prohibited items” including: ● knives and weapons; ● alcohol; ● illegal drugs; ● stolen items; ● tobacco and cigarette papers; ● fireworks; ● pornographic images; ● any article that has been or is likely to be used to commit an offence,

cause personal injury or damage to property; and ● any other item banned by the school rules which has been identified in

the rules as an item which may be searched for. 12. Use of reasonable force We acknowledge that situations may arise in which staff members will be required to use positive handling, and in some cases reasonable force, in order to manage conflict when other measures have failed to do so. For more information, please refer to the ‘Positive Handling’ policy. 13. Transition We work with partner organisations to promote positive behaviour and minimise negative behaviours throughout our wider community. To facilitate this, we will exchange information about our children with nurseries, pre-schools, and other schools during a child’s transition into, or away from the School. In certain circumstances, a Managed Transfer protocol may be used to support the transition of a vulnerable child between Parkroyal and other schools in a safe manner, where provision and multi-agency support is available. Monitoring and review

This policy will be reviewed by the headteacher and a working party on an annual basis, who will make any necessary changes and communicate these to all members of staff. The next scheduled review date for this policy is Autumn term 2020.

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Parkroyal Community School Behaviour Policy

 Appendix 1

Parkroyal’s Positive Attitudes AMBITION

★ Setting high

expectations of yourself

★ Seeking challenge ★ Having a growth

mindset

RESPECT

★ Your environment ★ Yourself and other

people ★ The learning process

COOPERATION

★ Working well with other people

★ Supporting other people

★ Being a positive influence

ENTHUSIASM

★ Engaging with the lesson

★ Wanting to learn ★ Having a positive

mindset

PRIDE

★ Your achievements ★ Presentation and

quality of work ★ Uniform and

appearance

PERSEVERANCE

★ Trying to solve problems

★ Taking risks ★ Not giving up

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Parkroyal Community School Behaviour Policy