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Welldon Park Primary School

Behaviour Policy

At Welldon Park Primary School the Governors and staff pledge to uphold the schools

values at all times and demonstrate them through all interactions with all stake-holders.

These values are:

Respect

Excellence

Achievement

Commitment

Helpfulness

Aim: To promote a happy and caring school and a positive learning environment

where children develop self-respect, respect for others and independence.

Principles

• Reinforcement of good behaviour is central to our approach

• We help children to develop self-discipline, self-control and respect for others

• We have high expectations of good behaviour

• We aim for consistency of approach by all staff and collective responsibility for all

children

• We, the adults, provide role models for the behaviour of the children

• We recognise that the provision of appropriately differentiated and challenging

work is essential to good behaviour in the classroom.

• We aim to prevent bullying and racial harassment but will deal with it promptly

when it occurs

The Golden Rules

Behaviour at Welldon Park Primary School is guided by four basic rules:

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Our Caring rule:

I will treat all people with respect, and look after property and equipment.

Our Speaking & Listening rule:

I will speak politely & truthfully, and listen to what others have to say.

Our Moving rule:

I will move calmly and sensibly around the school.

Our Learning rule:

I will allow everyone to learn without interruption.

Teaching and reinforcing the rules

• The rules are displayed in corridors, in classrooms, in areas and other prominent

places around the school.

• The rules provide the rationale for all aspects of behaviour and discipline, and

underpin the procedures involved in rewards and sanctions and codes of conduct.

• We discuss the rules every year with our new classes. The class teacher also

follows this procedure with any late entrants to the school.

• Children are expected to learn the school rules.

• The rules are revisited with individuals and classes throughout the year in

discussion of behaviour and its consequences, in rewarding good behaviour and in

dealing with conflict, aggression and disruption. The rules are referred to during

assemblies and in PSCHE Time or “Circle Time”.

The Home-school agreement

• The HSA contract is signed by the Head teacher and taken home to be signed by

the parent or guardian, thus raising awareness at home of the behaviour expected

at school, and the rationale behind it.

Adults as role models:

• In order to support our aim of maintaining a caring, orderly and happy environment,

the adults in the school will provide positive role models in their use of language and

in their courteous behaviour to other adults and to children.

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• We acknowledge that the conventions of courtesy and good manners are culture-

specific and that it is important that the children learn these conventions at school.

Because the children will copy us, we acknowledge that we must be careful in our

use of language, and will use the sort of language that we are happy for the children

to use to each other.

• We recognise that it is best to label the behaviour, not the child, e.g. “that was a

naughty thing to do”, rather than “you are a naughty girl.” We need to be aware of

our voice level, and should speak calmly most of the time. If the situation demands

that we raise our voice, we must return to a calm tone.

Consistency:

• All staff in school, teaching and non-teaching, will be involved in the formulation of

the policy and help to promote it.

• All staff will endeavour to support all children (not just those for whom we have

direct responsibility) in following the school rules and in developing a sense of the

rights of others and of their own responsibilities.

• This consistency helps the children understand that we are all working towards a

shared goal, with the school rules guiding our behaviour.

• Should particular children need additional support, we will share concerns about

them with all staff directly involved with them, including those on break duty, in order

to ensure a consistent approach, with emphasis being on positive feedback for good

behaviour.

• Certain incidents must always be reported to the Head/Deputy: see guidance below.

Consequences of Behaviour

It is an important part of children’s social education that they learn about the effect of

their behaviour on others.

• Discussion of the behaviour and its consequences will be revisited throughout the

year especially during assemblies, Circle Time and PSHCE, and through work in RE

and Literature.

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• Sometimes, it is necessary to talk through the consequences of actions with a child.

It may be difficult to find time to do this. Request class cover if necessary. In order

to help the child understand the consequences of his or her bad behaviour,

discussion should take place based around the following structure (the 4 Ws –

adapted to age/situation):

What did I do wrong?

Which rule did I break?

Who did it affect?

What can I do to put it right?

Ask “What happened?” and avoid asking “Why did you do it?”

Other useful prompts:

I can see you are upset. What has upset you?

You have made a mistake. Can you tell me what it

is? If you could rewind, what would you do

differently?

A proforma for a child to complete is available. Senior Staff may use this proforma

when dealing with behaviour issues with older children.

In addition, in order to help the children develop self-discipline, self-control, and an

awareness of the rights of others, they are taught to understand that behaviour is

related to outcome. The child needs to learn that desirable or undesirable

consequences are the result of their own choice of action, i.e. good behaviour leads

to positive reinforcement, and bad behaviour does not.

Playtime

If a child misbehaves at playtime, the teacher on duty must speak to the child (the 4

Ws) and give the child time out as appropriate. Behaviour of individuals or groups

giving cause for concern (e.g. persistent aggression) must be discussed with class

teachers and dealt with within Year teams or referred to Senior Staff.

Positive Behaviour Reinforcement

Strategies for the reinforcement of good behaviour can range from a smile, private or

public verbal praise, written praise, stickers or stamps, to house points, certificates and

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letters home. Children are also given responsibilities for classroom jobs, or ‘monitoring’

roles around school.

When a child is exhibiting both good and bad behaviour we try to reinforce the good

behaviour.

It is very important that praise and reward should have great emphasis. Children will

achieve more, be better motivated and behave better, when staff commend and reward

their successes rather than focus on their failure.

Praise & Rewards

Using praise and rewards has a reinforcing and motivational role. It helps a child

believe they are valued. Praise can be delivered in formal and informal ways, in public

or in private; it can be awarded to individuals or to groups; it can be earned for the

steady maintenance of good standards as well as for particular achievements.

Reward System at Welldon Park Primary

General

Favourable comments can and should be entered on pieces of work (see marking policy).

Written School Reports should comment favourably on good work, behaviour, involvement in and general attitude to school life.

Children’s work can/should be displayed as much as possible both in the classroom and corridors of the school.

A visit to the Year Leader, Inclusion Leader, Deputy Heads or Headteacher to show good work or behaviour and to receive a commendation.

Specific privileges can be awarded to individuals/groups of children, e.g. in the use of school facilities such as special time with ICT resources, access to library sessions.

Opportunities for giving children greater responsibility in school should be fostered e.g. Classroom monitors, House & Vice Captains (Y6), School’s Council etc.

Above all, praise and encouragement in and out of lessons should be used as much as possible.

Whole School Reward System: House points”

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As well as the rewards listed above the school has designed and adopted a consistent

approach for rewarding and encouraging good behaviour, effort and manners based on

the collection of “spotty house point cards”. They may be awarded for any actions,

deeds, attitudes or for quality of work which are deemed noteworthy and may include:

Particularly good work/effort in lessons or work in books.

Displaying good manners.

Displaying a caring attitude towards others.

Staying on task etc.

When awarding the ‘House point” the member of staff should reinforce the good

behaviour e.g. ‘You can have a house point for waiting so patiently’ and showing

Respect (school value).

Once awarded a house-point” it can never be deducted.

They are intended to help staff focus on positive rather than negative behaviour e.g. if

a child is continuing to stay on task when a partner is trying to distract him, staff may

choose to reward the child on task rather than apply a sanction to the child who is not.

House points are recorded weekly and each child has a record of their individual total.

Children are placed in one of our school “House Teams: Roxeth, Eastcote, Herga &

Northolt”. Each week, their points are collected together by school councillors from

each class and house team totals created so that all pupils know they are contributing

to a larger school team. The teams are balanced for ability and gender as far as

possible at the start of the year.

The reward system is graded as follows:

Any noteworthy behaviour =1 House point (recorded on class charts each week)

10 Smiley /Spotty HP Teacher commendation: (recorded on individual

achievement card)

100 Smiley / Spotty HP Team Leader commendation: Bronze Award (presented by

Team Leader)

200 Smiley / Spotty HP Deputy Head / Headteacher commendation: Silver award

(presented by Headteacher)

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300 Smiley/ Spotty HP School commendation: Gold award (in front of whole school)

A letter and certificate are sent home with the child when they receive a bronze, silver or gold award.

Gold awards will be presented in whole celebration assemblies and parents will be invited to share in their child’s achievement when they receive this award.

A house point’ can be awarded by ANY staff member to ANY child at any time. ALL

staff should carry house point at all times to reward and reinforce positive behaviour as

it occurs. Children should be notified by the adult issuing the house point the school

value that the behaviour they have shown illustrates. This reinforces our philosophy

that the care of all our children is the responsibility of all adults in school and

that our values of Respect, Excellence, Achievement, Commitment and

Helpfulness are been nurtured by the whole school community.

When all the children in a class have achieved Bronze, Silver or Gold Awards they may

have an appropriate class treat of their choice which may include: holding a class

party, class disco, additional art/PE, DVD etc. The reward will reflect the achievement

i.e.

Bronze Treat: one hour reward session

Silver Treat: half day/afternoon session

Gold Treat: up to a full day, such as a class trip or visit

Celebration of Achievement Assemblies These assemblies are dedicated for the praise and recognition of children who have

made particularly noteworthy progress for attainment, achievement or attitude. Year 6

may assist staff leading an assembly to announce achievements.

Achievement Awards are for positive attitudes towards learning, good progress

or attainment in line with the school values.

Citizenship Awards are for courtesy, helpfulness and good behaviour in line with

the school values.

Presentation Awards – for quality of presentation or improved presentation skills

in line with the school values.

Lunchtime Behaviour Awards – for healthy eating & great behaviour in line with

the school values.

Winning House Team of the week from spotty house point totals.

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PE and Music awards per year group for achievement & progress in line with the

school values.

Awards for pupils who make frequent use of the school library at lunchtimes or

after school for reading or to complete their homework in line with the school

values.

Homework book award for quality and presentation of work in line with the school

values.

Attendance Award for the class with the best attendance in a given term (or year)

in line with the school values and whole school expectations.

Attendance Awards for 100% attendance or excellent attendance awards for any

pupils who have fallen one session short of 100%

House Team Cup is awarded to the team with the most house points.

Welldon Park University

Pupils get the chance to select four curriculum enrichment courses to take part in over

the course of the year. Welldon Park University gives pupils the opportunity to try

something new, establish relationships with staff across the school and work

collaboratively with pupils from other year groups. We use the language of aspiration to

encourage children to think about being learners for life. Pupils cannot miss Welldon

Park University time as a sanction unless they are on internal inclusion or have been

excluded.

Developing Independence

We encourage children to develop independence by:

• Establishing routines, e.g. for entering and leaving the class; registration; what to do

if work is finished; tidying up. We reward children for following routines especially when they do so without prompting.

• Within a structured environment, we allow plenty of opportunities for children to

make choices and decisions. We use investigative and collaborative work when

possible.

• We provide a secure environment to boost self-confidence so that children are

prepared to try and learn from their mistakes

• Allowing opportunities for choice of activity, e.g. in Welldon Park University

We encourage children to develop a sense of responsibility by

• Giving them opportunities to take some responsibility – monitors, message taking,

showing visitors round the school

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• Running a School and Class Councils

• Giving them the opportunity to show that they can be trusted such as House and

Vice Captains in Year 6

The purpose of sanctions

We try to guide behaviour mainly through positive reinforcement of good behaviour. In

the event that positive reinforcement fails to sufficiently modify behaviour, the child

needs to understand that there are logical consequences for inappropriate behaviour,

particularly where others’ rights are infringed. For example; children who repeatedly

interrupt other’s learning should be made to see that they have a choice: either to allow

others to work, or be moved to a more isolated position where they cannot interfere

with others. Books or equipment damaged or lost should be replaced or restored by the

child. The principle of logical consequences should be applied to sanctions whenever

possible. The choice of sanction is dependent on the needs of the individual child and

class context; and the relationship with the teacher. Ultimately, sanctions are aimed at

(I) helping the child improve behaviour and (ii) diminishing the effect on others of the

child’s inappropriate behaviour.

Children should be familiar with our procedures and know what will happen next if they

refuse the sanction or continue with the behaviour.

Adults Managing Behaviour will:

Use the visual behaviour (colour coded) chart to develop positive learning

behaviours

Use their professional judgement regarding which step best reflects the most

suitable sanction given the behaviour displayed.

Be aware of the children who may need more help to conform.

Take appropriate action according to the agreed sanctions.

Before implementing a sanction make clear why it is happening. “You will ….

Because

Depending on the nature of the offence this may include immediate, permanent

exclusion. However, as a general rule for minor misdemeanours, the following

sequence should be adhered to, with steps 1 and 2 being compulsory.

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If unacceptable behaviour occurs after the class teacher has applied normal strategies

of non-verbal signals, quiet discussions regarding behaviour and polite but firm

requests and a number of warnings (no more than three), the following steps should be

followed…

Steps Staff Strategies

1 Classroo

m teacher

Give children 1st verbal warning giving clear indication of

expectation at that time

Give child 2nd warning giving clear indication of

expectation – Amber Warning

Give a final warning – Red Warning: Use the agreed

phrase, ‘This is your final warning. Do you understand?’

Children should be fully aware of what this means and the

possible consequences of continuing with the behaviour.

REPEATED INCIDENCES

FROM NOW ON - NO MORE WARNINGS. TAKE ACTION

All incidences must be recorded in the behaviour books for class and if an

incident occurs at playtime it must be recorded.

Lunch-time incidences must be recorded in lunch-time incident book.

Lunch-time staff must feedback all inappropriate incidences via book to

class teacher

2 Classroom

teacher Time Out (A)

Child sent to designated chair/area of classroom.

1-10 minutes (dependent on child’s age and level of understanding) sitting alone in order to reflect, calm down etc. without causing disturbance.

Child discusses with an adult or records when, why in writing at isolation table and completes 4Ws sheet.(dependent on ability and age of child)

If behaviour improves return to lesson. If not or if child

refuses, move to Step 3

For a regular offender:

Record who, when, why.

Possible removal of treats / playtime etc.

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Discussion with Team Leader and/or DHT on site consider Behaviour Intervention with Family Support Worker or mentoring

3 Teacher

colleague

Time Out (B)

Child escorted to designated colleague.

Up to 1 hour/session working alone without causing disturbance.

Possible removal of a treats / playtime.

Child records when, why in writing and/or completes 4Ws sheet.

If behaviour improves return to class. If not or if child refuses,

move to Step 4


Discussion with Team Leader and/or DHT on site: consider K Action of the Code of Practice in consultation with SENDCO.

Begin monitoring to identify areas of concern / possible causes/ appropriate targets.

Complete a ‘Behaviour Assessment Profile’ if necessary.

Parents informed by letter/phone that behaviour is a cause for concern.

Parents discuss concerns agree targets/support with the introduction of a BSP.

Consider alternative strategies, inform other agencies as required

Access to extra-curricular/enrichment activity linked to improvement.

4 Year Team

Leader

Assistant

Head

Deputy

Heads

Time Out (C)

Child escorted to Team Leader/Deputy Heads/Head

Up to half a day working alone without causing disturbance.

Record who, when, why and store in Attitude section of Mentoring file and completes 4Ws sheet

Parents informed of isolation by letter.

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Head

If behaviour improves return to class. If not or if child refuses,

move to Step 5


Discussion with Team Leader / Head/ Inclusion Leader: consider the need for K intervention through SENDCO

Initiate closer monitoring i.e. frequency monitoring, time sampling etc.

Complete a ‘Behaviour Assessment Profile’.

Parents informed by letter that child’s behaviour is causing serious concern.

Meeting with parents to investigate possible causes/alternative strategies i.e. parents working alongside child, reduced school day etc.

Access to extra-curricular / enrichment activities dependant on progress.

Referral to multi agencies i.e. Behaviour Support/Ed Psych etc.

5

Deputy

Heads

Head

Pastoral Support Programme (On Report – Behaviour

Monitoring)

Teacher completes a Behaviour Assessment Profile to identify areas of strength and concern.

Meeting with parents/child to agree the way forward.

Clear/realistic targets for behaviour agreed (maximum of three). The creation of a Behaviour Support Plan

Clear rewards/consequences identified for success/failure (including possible exclusion).

Daily feedback to child (x 5), weekly/fortnightly feedback to parents.

Involvement of all necessary agencies, i.e. Behaviour Support, Educational Psychologist etc.

Consider application for EHC for ongoing significant needs as defined in Code of Practice and where a range of strategies and support structures have already been applied and progress is limited.

Consider CAF if serious Social Need is a contributing

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factor.

BSP to last a minimum of 2 weeks/a maximum of 20 weeks, and reviewed fortnightly

If targets are achieved remove from BSP. If BSP failed,

move to Step 6.

6 Deputy

Heads

Head

Behaviour Contract (A last step before exclusion)

Clear specific rules which the child must uphold in order to remain in school.

Further sanctions an immediate consequence of breaking the contract.

Reviewed weekly.

Parents, Chair of Pupil Discipline Committee, Behaviour Support informed.

If behaviour improves return to BSP If not move to Step 7.

7 Deputy

Heads

Head

Internal Exclusion

Child has no contact with own class or classmates.

No access to playground, extra-curricular or enrichment activity.

Parents informed by letter.

If behaviour improves return to class on a Behaviour

Contract or BSP. If not move to Step 8.

8 Deputy

Heads

Head

Fixed Short Term Exclusion (following latest government

guide)

Parents, Chair of Pupil Discipline Committee, LA informed according to guidelines.

Parents may make representations to Pupil Discipline Committee.

Pupil Discipline Committee may meet but cannot reinstate.

Upon return to school, child stays on Contract for a minimum of 2 weeks.

If behaviour improves remove from Contract to BSP. If not

move to Step 9.

9 Head

Permanent Exclusion

Parents, Chair and Clerk of Discipline Committee, LA

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LA

Governors

Pupil

Discipline

Committee

informed.

Discipline Committee meet and consider all representations and reports (parents/child may attend).

Discipline Committee either reinstate or uphold exclusion.

Parents notified of right to appeal.

If appeal successful, or reinstated child stays on Contract or BSP for the maximum 20 weeks.

If appeal unsuccessful, remove child from school roll.

Serious incidents need to be treated on an individual basis and the circumstances

investigated. In exceptional circumstances permanent exclusion may be considered for

a first or ‘one off’ offence. These may include:

Serious actual or threatened violence against another pupil or a member of staff;

Sexual abuse or assault;

Supplying an illegal drug;

Carrying an offensive weapon;

Serious deliberate damage to school property.

Notes on Sanctions and Roles & Responsibilities

Privileges may be withdrawn as a result of inappropriate behaviour, but we do not

withdraw children from lessons (e.g. PE or ICT) or give “work” as a punishment. The

writing of “lines” usually has little effect. Children who misbehave at playtime may be

given “time out” by the wall for short periods. Do not leave them too long if it is cold.

Extremely disruptive or aggressive behaviour

If you need help in managing a situation; removing a child; or supervising the class

while you deal with a situation, alert the Headteacher, Deputy Heads or SENDCO.

Inclusion

We aim to include children with emotional and behavioural difficulties as far as our

resources will allow. To this end we will train all staff in Behaviour Management and

Personal Health and Social Education strategies regularly and as far as resources

allow we will deploy staff to support colleagues with Behaviour Management.

Support for behaviour management

Pastoral and behaviour management is the responsibility of the class teacher. A

positive ethos in the classroom, developed through the use of praise, a good PSHCE

curriculum and the provision of appropriate work is the foundation of good behaviour.

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However, there are circumstances where you may need support from other members

of staff.

The Role of the Year Leader and/ or Phase Leader

• The Year leaders monitor the ethos in their Year and report to the Head/Deputy

Heads.

• Make arrangements to refer children to the Year Leader if you would like them to

have a quick word - but remember that they may have their own classes. Please

refer children to Year Leaders for praise as well as problems - they have their own

stickers and like the opportunity to use them!

• Alert Year Leaders to potential problems within the year - they will let duty teachers

and lunch-time supervisors know.

• The Year Leader may want to speak to groups of children together in response to

issues that arise. Ensure that you know what has been said to the children you

teach so that you can reinforce the message yourself.

The Role of the Head and Deputy Heads

• The Head/Deputy Heads are happy to provide support in whole class management.

Research has shown that behaviour management with some classes can be a

major source of stress. Do get some support rather than struggle on in difficult

circumstances. The best practice is formed through sharing ideas and strategies.

• Refer children to the Head/Deputy on your site if you would like support in managing

their behaviour. Remember to refer individuals subsequently if they have managed

to improve. Remember to use the initial positive rewards/incentives described

earlier in the policy to support pupils to behave appropriately and build up their self-

esteem.

• Always inform the Head/Deputy Heads and your year group leader if you involve

parents.

• When necessary cover will be organised for you to have a meeting with a parent

and/or another agency involved with a pupil with needs.

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• Always report the following to the Head/Deputy Heads

bullying

incidents of racial prejudice

aggression when a child is deliberately hurt

stealing

deliberate damage to others/school property

speaking disrespectfully to an adult/or refusal to cooperate

Swearing

This is an issue that is of particular concern to parents. It can be difficult to identify if it

takes place in a language unfamiliar to you. Children often report someone as

“swearing” when they are actually “name-calling”. Some children use “taboo” English

words without realising their significance. It is important to tell them if they are using

inappropriate words.

• Ensure, through PSHCE, that the children understand the Speaking and Listening

Rule.

• Ensure that they understand the difference between “swearing” and “name-calling”.

• Always respond if a child says something to deliberately upset someone.

• Teach children in PSHCE about the effects of name-calling and how to deal with it

(see the PSHCE Leader for ideas).

• Always report to the Head/Deputy Heads if a child speaks disrespectfully to an

adult.

Lunchtime staff

Lunch-time staff are given a copy of this document and have their own guidance.

Please ensure you alert the Senior Mid-day Supervisor or senior lead on each site of

any potential problems, or any individual child who may need extra support.

Supply Staff

• Supply staff are given their own guidance sheet and may award a certificate if a

class is well behaved. Supply staff are introduced to a senior member of staff who

will assist in behaviour management if necessary.

• We help supply staff by…

leaving a seating plan on the wall by your timetable

displaying lists of monitors if appropriate

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leaving a daily plan that refers to lessons and to any pupils who have a

behaviour support plan or who need help with behaviour and social skills or

are SEND Pupils.

Bullying

We understand bullying to be anything done to deliberately harm, upset or coerce a

child.

In addition, we understand that:

Bullying is usually more than a one-off act.

It is characterised by a series of acts over a period of time.

Bullying acts may be “looks”, verbal or physical, or ostracism

The effects of bullying can be serious and long-lasting

We aim therefore, first of all to prevent bullying, and secondly to always take action

when bullying occurs.

Prevention of bullying

The prevention of bullying is part of the PSHCE curriculum which is currently being

developed.

In order to prevent bullying, we must teach children:

what bullying is, and how it is different from a one-off act of aggression

the effect of bullying on the victim

how to deal with bullying as a victim or by-stander

why people bully

Do this in an age-appropriate way. Teach it through role-play, story and the discussion

of literature, drama, RE and Circle Time. PSHCE work and a classroom ethos which

aims to develop self-esteem and assertiveness will help both bullies and victims. Teach

children how to deal with bullying without resorting to adult intervention or aggression.

Teach them always to

“Tell” in order to get help from their teacher if they cannot deal with it themselves. This

can be hard as it runs contrary to the child’s desire to be loyal or their fear of

retribution.

Signs of bullying

Be alert. The first signs that someone is being bullied may be:

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avoidance of play-times or lunch-times (sore leg, tummy ache, headache etc.)

frequent absences due to minor illness

a fight or argument (the worm turns)

the left-out child in group work

Responding to bullying

Always report incidents to the Head/Deputy Heads - they will agree action with

you and record it.

The appropriate response will depend on the age of the children, the individual’s needs

and the class and family context. You might do one of the following:

deal with it in whole-class PSHCE sessions, especially Circle Time. This can

be done at the child’s request or dealt with in a general way, without naming

people. Issues then raised by children may then subsequently be discussed

with individuals involved. The PSHCE leader will offer guidance on this.

work through the effects of their behaviour with the bully/ies without blaming

them; get them to suggest and enact appropriate future action to help the

victim

work with the victim on developing assertiveness and appropriate ways of

dealing with attempted bullying

inform parents of victims but avoid naming the bullies.

find out as much as you can about the background to the events, including

possible links out of school. Talk to the previous class teacher and staff with

links in the community.

discuss approaches with the parents of persistent bullies

use sanctions to modify the behaviour of the bully

Racist Incidents

In this school we understand incidents of racism/racial prejudice to be behaviour which

excludes, upsets, hurts or “labels” a child on the basis of their linguistic/ethnic group.

We aim therefore, first of all to prevent incidents of racism/racial prejudice, and

secondly always to take action when it occurs.

Prevention of racial prejudice

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The prevention of racial prejudice is part of the PSHCE and multi-ethnic curriculum

which is currently being developed. In order to prevent racial prejudice, we must

teach children:

about the value of difference

what racism is

the effect of racism

how to deal with racism as a victim or by-stander

why people are racist

that the school does not tolerate racism

what is racist language

Do this in an age-appropriate way. Teach it through role-play, story and the discussion

of literature, and drama. All curriculum subjects can be vehicles for multi-ethnic and

anti-racist education.

Responding to racism and incidents of racial prejudice

Incidents of racial prejudice may appear less serious than bullying because aggression

is less likely to occur. Nevertheless:

Always report incidents to the Head/Deputy Heads- including name-calling.

They will record it and agree action with you.

The appropriate response will depend on the age of the children, the individual’s needs

and the class and family context. You might do one of the following:

read a text that deals with the issue of racism to promote discussion

deal with it in whole-class PSHCE sessions, especially Circle Time. This can

be done at the child’s request or dealt with in a general way, without naming

people. Issues then raised by children may then subsequently be discussed

with individuals involved. The PSHCE co-ordinator will offer guidance on this.

work through the effects of their behaviour with the perpetrator/s without

blaming them; get them to suggest and enact appropriate future action

work with the victim on developing assertiveness and appropriate ways of

dealing with attempted racism

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find out as much as you can about the background to the events, including

possible links out of school. Talk to the previous class teacher and staff with

links in the community

Revised: January 2016

Ratified by Governors: March 2016

Reviewed July 2016

HOME SCHOOL AGREEMENT

NAME OF CHILD: CLASS: Welldon Park Primary School

THE SCHOOL Will

Demonstrate and model all values of ‘REACH’ and instil these values in all children

Ensure that all children contribute to school rules and procedures and have a voice to devising the rules that govern the behaviour in Welldon Park Primary School

Provide a safe, well-managed and caring environment where learning can take place

Enable children to learn through interesting and challenging activities appropriate for their age and learning needs

Provide encouragement and ensure that each child experiences success

Listen to children and treat them with fairness and respect

Take children’s and parents’ worries and concerns seriously

Provide parents/carers with regular information about their children’s progress

Provide parents/carers with opportunities to express their views

Set and mark homework in accordance with school policy

Welcome parents’/carers’ involvement in the daily life of the school Promote positive attitudes towards others and not tolerate bullying or racist behaviour

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School Signature

…………………………………………………………………………………………………

THE FAMILY WILL:

Encourage and demonstrate positive attitudes towards school and education

Praise my child for their efforts and achievements

Inform staff of any concerns which may affect my child’s behaviour or progress

Attend meetings to discuss my child’s progress

Encourage my child to show respect in all their relationships with others

Ensure homework is completed on time

Make sure my child attends every day, inform the school if he/she is absent, and avoid holiday breaks within term time

Make sure that my child arrives at and is collected from school on time every day

Ensure my child wears and takes pride in their uniform and keeps a full P.E. Kit in school.

Ensure my child does not wear jewellery to school other than stud earrings.

Support the school by taking part in school events and activities where possible.

If I have concerns/issues about my child’s education or behaviour to discuss these with the school by speaking to the class teacher.

If I have concerns about another child’s behaviour/parent or member of staff I will make an appointment with the Headteacher and not discuss directly with the party concerned.

Parent/ Guardian Signature……………………………………………………………………………………… THE YOUNG PERSON WILL:

Follow the values of ‘REACH’ by demonstrating them through my behaviour and performance at all times.

Respect

Excellence

Achieve

Commitment

Helpfulness

Signature:

of 22

TOGETHER WE WILL:

Support children’s learning to help them achieve their best

Identify and support children’s individual needs

Promote equal opportunities for all members of the community Value and promote the partnership between home and school

DATE OF AGREEMENT:

……………………………………………………………………………………………………

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