Mount Pleasant Primary School
Behaviour and Discipline policy
Aims and expectations
It is a primary aim of our school that every member of the school community feels valued and respected and that each person is treated fairly and well. We are a caring community whose values are built on mutual trust and respect for all. The school Behaviour Policy is therefore designed to support a system in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone can feel happy, safe and secure.
There are a number of school rules currently in place but the primary aim of the Behaviour Policy is not to be a system of enforcing rules. It is a means of promoting good relationships, encouraging people to work together with the common purpose of helping everyone to learn. This policy supports the school community in its aim to allow everyone to work together in an effective and considerate way.
Rules for Success
We will achieve our best when we:-
Respect each other
Stop, look and listen to the chosen speaker
Follow instructions first time.
Keep hands, feet, objects and unkind words to ourselves.
Use the correct voice at all times.
Walk quietly around the school.
The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this behaviour policy in a consistent way.
This policy aims to help children to grow in a safe and secure environment, becoming positive, responsible and increasingly independent members of the school community.
The school rewards good behaviour, believing that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deterring anti-social behaviour.
Rewards and sanctions
Good behaviour is expected and rewarded in a variety of ways:
2. Material:- stars
4. Class wide rewards
5. House points
Each class works towards class rewards which can be taken at an appropriate time. The choice of activity is agreed in each class.
Links are made between the Behaviour Policy, PSE and Circle Time.
It is recognised that some pupils may need further encouragement to meet behaviour targets and individual programmes are set up to meet these needs.
If a pupil breaks any rules staff will initially remind the class by gesture, word or encouragement. After that the following procedures are applied.
During one day
Non verbal:- the look proximity
Reminding of the rule or instruction
Warning... "You are choosing....."
Time out in the classroom
2 minutes lost at breaktime KS 1
5 minutes lost at breaktime KS 2
Sent to Head Teacher
Serious misdemeanours may enter the process at an appropriate level
Warnings may also be given for inappropriate behaviour during play and lunch time.
At playtime behaviour slips will be filled in as appropriate, given to the class teacher.
At luncht ime SMSAs will give the slips at the end of lunchtime to the class teacher phase leader.
At staff discretion, poor behaviour may lead to a pupil spending up to 30 minutes of their lunchtime in a classroom under the supervision of a teacher.
In occasional circumstances behaviour may be recorded on a Behaviour Report Sheet (pink) and parents informed. Recorded evidence of persistent poor behaviour will be kept to inform if necessary Individual behaviour targets. Pupils who are in receipt of more than two behaviour slips at play/lunchtime in a five-day period should be considered for a Behaviour Report Sheet (pink) and parents informed.
If there has been little improvement after a period of two weeks in the behaviour of a pupil following the period on Behaviour Report Sheets, then pupils will move to the next step of the process and will be considered for an IBP Individual Behaviour Plan in liaison with the AENCO.
Each class teacher keeps a behaviour file in order to record incidents of poor behaviour. Monitoring of behaviour, major incidents and all behaviour slips from playtime should be kept in this file. This provides a major source of evidence should the school need to work with outside agencies.
The safety of pupils is paramount at all times. If a pupil endangers the safety of others another member of staff must be called. All members of staff are made aware of the regulations regarding the use of force by teachers, as set out in the DFEE circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff only intervene physically to restrain pupils in an emergency to prevent injury or if a pupil is in danger of hurting him or herself. The actions that we take are in line with government guidelines on the restraint of children. Where a pupil has been found to need physical restraint a physical restraint agreement will be drawn up. All physical restraints are recorded in a book that is kept in the school office, and the appropriate forms completed.
The role of the Class Teacher
It is the responsibility of the class teacher to ensure that the school rules are enforced fairly within their class and that their class behaves in a responsible manner during lesson time. It is important that each teacher treats all pupils in their class with respect and understanding.
The class teachers in our school have high expectations of the pupils in terms of behaviour and they strive to ensure that they all work to the best of their ability.
If a pupil misbehaves repeatedly in class, the class teacher must keep a record of all such incidents. In the first instance the class teacher deals with the incident him or herself in the normal manner. However, if the poor behaviour continues, the class teacher should seek help from their colleagues, AENCO and then members of SLT.
The class teacher, in partnership with the AENCO liaises with external agencies, as necessary, to support and guide the progress of each pupil. The class teacher may, for example, discuss the needs of a child with the Inclusion Support Service or complete a Consultation Request for the Educational Psychologist.
The class teacher reports to parents about the progress of each pupil in their class in line with the whole school policy. The class teacher may also contact a parent if there are concerns about the behaviour and welfare of a child.
The role of the Headteacher
It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all pupils in the school.
The Headteacher supports the staff by implementing policy, by setting the standards of behaviour and by supporting the staff in the implementation of the policy.
The Headteacher has the responsibility for giving fixed-term exclusions to individual pupils for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the Headteacher may permanently exclude a pupil. In such a situation the school governors, EWO and LEA are notified.
The role of Parents/ Carers
The school works in partnership with parents, so that children receive consistent messages about how to behave at home and at school.
We always try to build a supportive dialogue between the home and the school and we inform parents immediately if we have concerns about their child's welfare or behaviour.
If the school has to use reasonable sanctions to discipline a pupil parents should support the actions of the school. If parents have any concerns about the way their child has been treated, they should initially contact the class teacher. If concerns remain, they should then speak with the Deputy Headteacher and/or the Headteacher. If concerns still remain parents should contact the Chair of Governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.
The role of Governors
The governing body has the responsibility of setting down guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The Governors support the Headteacher in carrying out these guidelines.
The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy but Governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher may also exclude a pupil permanently. It is also possible for the Headteacher to convert a fixed term exclusion into a permanent exclusion if, after further investigation, the behaviour warrants this.
If the Headteacher excludes a pupil, the parents are informed immediately and given reasons for the exclusion.
At the same time, the Headteacher makes it clear to parents that they can, if they wish, appeal against the decision to the Governing Body. The school informs the LEA, EWO and the Governing Body about any permanent exclusion and about any fixed term exclusions beyond five days in any one term.
The Governing Body itself cannot either exclude a pupil or extend the exclusion period made by the Headteacher.
The Governing Body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the Governors.
When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by the parents and the LEA and consider whether the pupil should be reinstated.
If the Governors' appeals panel decides that a pupil should be reinstated, the Headteacher must comply with this ruling.
The Headteacher together with SLT monitors the effectiveness of this policy on a regular basis. The Headteacher also reports to the Governing Body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
The school keeps a variety of records of incidents of behaviour. The class teacher makes records of minor classroom incidents. Record sheets are completed and kept to record more serious incidents of unacceptable behaviour. Incidents of poor behaviour at break or lunchtime are also recorded.
The Headteacher keeps a record of any pupils who are excluded for a fixed term or permanently. The SLT monitors the rates of exclusion.
It is the responsibility the Governing Body to monitor the rate of fixed and permanent exclusions and to ensure that the school policy is administered fairly and consistently.
The Governing Body reviews this policy every two years. The governors may, however, review the policy earlier than this if the government introduces new regulations or if the Governing Body receives recommendations on how the policy might be improved.
Mount Pleasant Primary School is committed to equality, including racial equality, for all members of the school community. The school promotes a positive and proactive approach to valuing and respecting diversity, and will not tolerate racial harassment of any kind. Mount Pleasant is committed to providing a curriculum and environment that challenges and extends the learning and opportunities for more able and talented pupils.
Ratified date: June 2008
Reviewed: June 2010
To be Reviewed: June 2013