Bovington Middle School Behaviour and attendance … · Web viewJunior School 2018/2019 Ethos: We are Rights’ Respecting Schools and the United Nations rights of the child will

Behaviour Management PolicyFor Junior Schools

Pastoral care/Behaviour policy

Behaviour Management PolicyCanford Heath Junior School & Haymoor Junior School

2018/2019

Ethos: We are Rights’ Respecting Schools and the United Nations rights of the child will be upheld

through the school day. A collectively agreed charter sets well defined boundaries and key responsibilities and routines. These will be displayed throughout the school and consistently used by all adults and pupils.

We are an inclusive school and all children will be supported to participate in all aspects of school life.

All pupils, staff and parents and carers should treat each other with mutual respect, dignity and fairness.

British values will be promoted throughout the school. The principles of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith will be actively encouraged.

All pupils and staff have the right to feel safe and secure and should respect the rights of others.

Pupils character traits should be developed, nurtured and celebrated. Resilience, self-esteem and honesty will be promoted and pupils encouraged to take responsibility for their actions and decision.

Disputes and differences between all members of the school community will be resolved in a non –aggressive manner.

The school curriculum should inspire and engage pupils and actively promote our school values.

An atmosphere of positive encouragement and praise should be promoted, with a fair and consistent response to behaviour management.

Close home-school communication and mutual support is essential and actively encouraged.

How this can be achieved:Positive Praise: TEACH Trust Junior schools aim to create a climate where praise and encouragement far outweigh the need for sanctions.

Children are placed in a house when they enter the school and they remain in this house throughout their time at this school. House captains are elected from year 6 each year using a democratic voting system which involves all pupils and staff across the school.

House points are awarded to children when they have made a great effort, produced an excellent piece of work (appropriate to their ability) or made a great contribution to the school community. Any member of staff can award these house points. A house point slip with the child’s name and house is signed and placed in the year group collection box. The house captains collect these at the end of each week and, under the supervision of a member of staff the house points are counted and tallied against the children’s names. The house captains announce the results at a whole school celebration assembly and give particular thanks to children who have earned 3 or more house points.


House points are accumulated throughout the year and certificates are issued at a celebration assembly which parent/carers are invited to. The certificates are issued as follows; 20 house points = a bronze certificate, 40 house points = a silver certificate, 60 house points = a gold certificate and 80 house points = a platinum certificate, 100 house points = Head teacher award and special pen

Teachers also identify pupil’s within each class who have demonstrated rights respecting behaviour or a particularly positive attitude towards learning each week. These are selected as ’Stars of the Week’ and celebrated during year group assemblies.

Teachers will also use the homework diaries to communicate good news to parents. Postcards home will be given to pupils to acknowledge kindness, respect and care shown to

others in the school community. Verbal praise, thumbs up and stickers will also be given to praise pupils for their positive

contributions.

At times, children will behave in a way that is not in keeping with the expectations of our school. The staff of TEACH Trust schools will not use physical restraint or force to control or restrain students, except to prevent injury/emotional distress to themselves or others. The following procedures need to be adhered to:

Early intervention: Staff will be vigilant in identifying pupils whose behaviours are causing concern; the following help may be required:

Early identification of underlying SEN ensuring appropriate differentiation and support in the classroom. For some children with SEN there may need to be deviations from standard school behavior management policy. E.g. Children with SEN may be put on a Successful Learning Sheet, as opposed to a report card, as it better enables children with complex needs to reflect on and improve their behaviour.

One to one/group sessions with an Emotional Literacy Support Assistant (ELSA). Referral to outside support agencies – these may include Longspee Behaviour Support

Outreach Services, Education Psychology Service, Home Academy Liaison Officer, Family Outreach Service, Child and Adolescent Mental Health Services or Children’s Services.

Behaviour Support Plan – to identify pupils areas of need and to formalise strategies that will support the pupils behaviour in school.

Pastoral Support Plan – a formal plan set is up when the child is considered to be at risk of exclusion. This involves senior staff/parents/pupil/outside agencies to discuss and review alternative strategies. Should a PSPs be in place they should be reviewed and adapted at least every 6/8 weeks.

Low level difficulties will be handled within the year groups by the members of staff who know the children best, referring to the Rights Respecting charters where possible. Children are encouraged to take responsibility, think through behaviour and to “make the right choices”.

We use a card system to visually represent our behaviour policy.

We escalate our policy in the following way:

Verbal warning.


Using Rights’ Respecting language, talk to the child about the behaviour that is not appropriate.

Keeping positive, explain to the child that it is the behaviour that we do not like and not the child themselves.

Explain why the behaviour is not appropriate and remind them of the agreed Rights referring to the class charter.

Yellow Card. Following a verbal warning and having referred to the class charter, the child’s name is

written on the yellow card in the classroom. If the child’s behaviour improves, the name is wiped off again. If the name is still on the card at the end of the lesson, the teacher from that lesson will write in the child’s homework diary and explain that there will be some loss of play.

Yellow cards must be reviewed with the child at the end of every lesson. Teachers should actively encourage the child who is on a yellow card to earn their way off by the end of the lesson.

If put on a yellow card there will automatically be some loss of play. The length of disruption to the class will determine the amount of play lost.

Where there is a cover supervisor or supply teacher in class, the class teacher must hand over and explain the reasons for any yellow cards given during the day.

In Year 3, to aide transition from infant school, a ‘thinking chair’ may be used in the classroom as an added step between the verbal warning and being put on a yellow card.

Red Card This is used when a child has to leave the area they are in (classroom, hall, playground, etc.)

due to persistent and/or high level disruptive behavior (see table 1). A red card will be filled in, with the child present, detailing the incident. It will then be given to a member of the pastoral care team. Pastoral care will save the red card in a central folder and add it to My Concern.

If pupils are put on a red card there should always be a phone call home to inform parents/carers.

The member of staff who issued the red card will contact the parent to inform them of what has happened.

The child will go to their own Year Leader, unless the red card was issued by their Year Leader. In this instance, the child will be sent to the Year Leader above. If the Year 6 Leader issued the card then the child goes down to the Y3 Year Leader. They will be expected to work away from their classroom for the next lesson - either in another classroom or in more extreme circumstances – in the pastoral care room or under the supervision of a member of the Senior Leadership Team.

Following a red card, the pupil will be put on a report card (or Successful Learning Sheet) for two weeks and their behavior carefully monitored. These keep a log of behaviour during the day and are signed by staff, then sent home to be signed by the parent. If a child is put on report, it is recorded in their school file, under My Concern.

A red card may also result in a loss of privileges for the duration of time on a report card. A white report card is given to a pupil in the first instance and it is expected that a pupil

scores a 7 or above out of 10 in their lessons (or on the playground) to show improvements in their behaviour. Class teachers monitor white report cards and sign them at the end of the school day. Report cards are sent home so that parents/carers can also acknowledge the days scores. Should a ‘red card’ incident occur during their time on report or pupil scores remain


low, a yellow report card is introduced. The same level of monitoring will continue, but for a yellow report card, the Year Leader will review the day’s scores and sign the report card. Should a ‘red card’ incident occur whilst a pupil is on yellow report card, or scores remain low then they will go on red report card and have to report to the Head of School (Or the Deputy Head Teacher if the HoS is not available), at the end of every day for the duration they are on the report card.

Internal exclusion Following a red card, if a pupil has to work in isolation (away from a classroom) this will be

classed as an internal exclusion and will be recorded on school records.

External exclusion is the ultimate sanction that can be applied by the school. The Executive Head Teacher makes the final decision as to the exclusion of a pupil. This can take the form of:

Fixed term exclusion - the child is excluded from the school for a fixed term. On return to school, the pupil will have a reintegration meeting with key staff and one session of an internal exclusion before returning to their class.

Permanent exclusion – the pupil will be excluded permanently from school.(See Exclusions Policy)

If a pupil is thought to be at risk of exclusion, they should have a Pastoral Support Plan in place. This is a formal plan set up involving senior staff/pastoral care/parents/pupil/outside agencies to discuss and review alternative strategies. PSPs are in place for a maximum of 6/8 weeks and are reviewed and adapted as necessary.

Prejudice and Bullying.School will not tolerate any form of bullying or discriminatory behaviours. Any incidences or allegations will be fully investigated. Parents will be informed and the incident will be recorded on the pupils file.The Safer Schools Community Team may be contacted to offer pupils support and education.(Please refer to anti-bullying policy).

Peer-on-peer abuse and sexual violence (see Child Protection Policy)Schools will not tolerate any form of peer-on-peer abuse or sexual violence. Any incidences or allegations will be fully investigated.


Table 1 details some behaviours and sanctions.

Yellow card behaviours (low-level)

Red card behaviours External exclusion

Task refusal Calling out in class Interrupting the learning

of others Minor friendship disputes Talking during learning

time or other inappropriate times

Not demonstrating positive RR behaviour

Persistent disruptive behavior

Damage to property Physical assault to pupil or

adult Bullying or prejudice

behaviour Sexual misconduct Verbal abuse/threatening

behaviour towards an adult or pupil

Dangerous behaviour Theft Persistent task refusal

Depending on the severity of some of the red card behaviours there may be an external exclusion – this may be fixed term or in extreme cases permanent exclusion:

Physical assault against pupil or adult

Verbal abuse/threatening behaviour against pupil or adult

Bullying or prejudice behaviours

Racist abuse Sexual misconduct Drug and alcohol related

incident Criminal damage to

property or possessions Theft Persistent disruptive

behaviour A yellow card for minor sanctions must include:

A note in the diary Some loss of play

A yellow card for minor sanctions might include:

An apology and an attempt to make amends to anyone upset by the behaviour

A verbal reprimand Loss of break or lunch

time to make up work that has not been done

Time out to reflect either in a different part of the classroom or in the year base area

A red card sanction must include: A phone call home Report card for two weeks

Red card sanctions might include: Loss of privilege Time spent in another

class Internal exclusion Loss of break time Loss of lunchtime Community service i.e.

litter picking External exclusion

Children with SENTeachers will liaise with the Inclusion Leader or SEN Lead regarding red card sanctions for children with SEN. Children with SEMH, ADHD, Speech and Language difficulties or ASD will need a differentiated approach. Class teachers will ensure that HLTAs/cover supervisors are aware of children with SEN and the strategies we use to support them – particularly the language we use.


Children with SEN will need to be in a safe space in order to regulate their emotions. Only when a child has de-escalated, can they be ready to receive a sanction. Many children will need to be supported through a mindfulness approach, in a calm environment, before a sanction is given.

Table 2 details some behaviours and sanctions for children with SEN.

Yellow card behaviours (low-level)

Red card behaviours External exclusion

Task refusal Calling out in class Interrupting the learning

of others Minor friendship disputes Talking during learning

time or other inappropriate times

Not demonstrating positive RR behaviour

Persistent disruptive behavior

Damage to property Physical assault to pupil or

adult Bullying or prejudice

behaviour Sexual misconduct Verbal abuse/threatening

behaviour towards an adult or pupil

Dangerous behaviour Theft Persistent task refusal

Depending on the severity of some of the red card behaviours there may be an external exclusion – this may be fixed term or in extreme cases permanent exclusion:

Physical assault against pupil or adult

Verbal abuse/threatening behaviour against pupil or adult

Bullying or prejudice behaviours

Racist abuse Sexual misconduct Drug and alcohol related

incident Criminal damage to

property or possessions Theft Persistent disruptive

behaviour A yellow card for minor sanctions must include:

A note in the diary Some loss of play

A yellow card for minor sanctions might include:

An apology and an attempt to make amends to anyone upset by the behaviour

A verbal reprimand Loss of break or lunch

time to make up work that has not been done

Time out to reflect either in a different part of the classroom or in the year base area

A yellow card should also include:

A social story A comic book

conversation A sensory break Access to a calm space

A red card sanction must include: A phone call home A Successful Learning

Sheet for two weeks

Red card sanctions might include: Loss of privilege Time spent in another

class Internal exclusion Loss of break time Loss of lunchtime Community service i.e.

litter picking External exclusion

A red card should also include: Access to a safe space A sensory break to

regulate emotions (mindfulness approach – right brain activities, sensory box, etc.)

A social story A comic book conversation Access to holistic support Emotion coaching script


Policy shared and agreed with Senior Leadership of the Teach Trust – 12th September 2016Policy updated 19th September 2016Policy updated 12th October 2017Policy updated - September 2018Policy review date – September 2019

Red Card Example (to be printed on coloured card)


Date:

Time:

Pupil name:

Class:

Lesson/location:

Member of Staff:

Incident:Persistent disruptive behaviour Additional notes:Damage of equipment or propertyPhysical assault against an adultPhysical assault against a pupilPrejudice behaviourSexual misconductVerbal/threatening behaviour to adultVerbal/threatening behaviour to pupilDangerous behaviourTheftOther (please specify)

Parent contacted by Teacher Yes No

Year Leader aware Yes No

ResponseTeacher preferred response

Pastoral response

Loss of privilegeTime spent with appropriate year leaderBreak time detentionLunchtime detentionAfter school detentionInternal exclusionExternal exclusionRestorative justice

Litter picking Lunchtime hall task Year group task(needs to be supervised)

Other:

Pastoral support:

Restorative approachesReport card issued by:

Colour of report card:

Date issued:Incident logged on My Concern by:

Physical intervention needed to ensure Yes NoPastoral care/Behaviour policy

Date:

Time:

Pupil name:

Class:

Lesson/location:

Member of Staff:

Incident:Persistent disruptive behaviour Additional notes:Damage of equipment or propertyPhysical assault against an adultPhysical assault against a pupilPrejudice behaviourSexual misconductVerbal/threatening behaviour to adultVerbal/threatening behaviour to pupilDangerous behaviourTheftOther (please specify)

Parent contacted by Teacher Yes No

Year Leader aware Yes No

safety?BOP forms completed by:

Report Card Example (to be printed on coloured card)


Successful Learning Sheet Example


Emotion Coaching Script Example





Documents

Bovington Middle School Behaviour and attendance … · Web viewJunior School 2018/2019 Ethos: We are Rights’ Respecting Schools and the United Nations rights of the child will