Genesis 1: 27
"God created man in the image of himself. And so it was that God saw all he had made and indeed it was very good"
St Marie’s is a Catholic school and our policy is based on the knowledge that God is present in each member of our school community. We demonstrate respect for each person created by God. Our behaviour policy reflects a positive approach with reconciliation forming a clear and important element. All members of the school community including children staff parents and governors have been consulted regarding this policy.
LEARNING THROUGH FAITH, LOVE AND RESPECT
We aim to create an environment where pupils and staff feel happy, safe and secure.
Every member of the school community is valued, respected and treated fairly and consistently and we foster positive and caring attitudes.
We promote good relationships so that all can work together with the common purpose of helping everyone achieve their potential.
We encourage pupils to accept responsibility for their behaviour
We help children develop a sense of right and wrong
We make the boundaries of acceptable behaviour clear to everyone.
We maintain a consistent approach to behaviour throughout the school, working closely with parents and carers.
Home School Agreement
The Head teacher asks parents to sign a Home School Agreement when their child joins the school. By signing the Home School Agreement parents will be indicating their agreement with the School Behaviour Policy.
The school Anti Bullying Policy includes details of how the school prevents and deals with allegations of bullying
St Marie’s School Rules
All school staff, pupils and parents are clear about the behaviour we expect of pupils in school. Our school rules are displayed throughout the school to remind us. Pupils work with their class teacher at the beginning of the school year to establish class rules that are then displayed on the walls in classrooms.
All rules are based on the following principle
“Treat others as you would like to be treated”
Teaching positive behaviour
At St Marie’s we encourage good behaviour in the following ways. This list is not exhaustive and is updated regularly to ensure that the best solutions are found to promote good behaviour.
See appendix 2 for Behaviour Management Techniques
Rewarding appropriate behaviour
Giving praise is done thoughtfully so as to be effective. We:
There is a team system across the school
All children are placed in a team or house
Infants - Red, yellow blue green
Juniors - Arrowsmith, Clitherow, Rigby, Ward
Good behaviour, good work etc is rewarded with a star (a stamp is used) using the class system or a good mark in the planner
At the Golden Book Assembly on Friday the team with the most points is acknowledged with a star/ shield on the hall display.
At the end of each year the marks are added up and the winning team has a reward
Each week one or two children are chosen by the class teacher for inclusion in the Golden Book.
They receive a golden sticker; their name is displayed in the Golden Book and on the newsletter. The following Friday these children can sit on Top Table with a friend and they have an extra turn on the Activity Trail
Managing inappropriate behaviour
Pupils often behave badly because they are upset, which makes them feel lonely. Acknowledging a pupil’s feelings breaks through the loneliness and makes the pupil feel cared for and less likely to seek attention inappropriately. We:
Age Appropriate Strategies
Challenging behaviour at this age is usually to do with distress, not understanding routines and lack of experience of a school setting. The following strategies are therefore based on being positive and supportive and ensuring safety. We:
Strategies are as positive as possible remembering that these children are unused to having to be responsible in a large group. We:
As the pupils get older expectations of them taking responsibility for their behaviour and understanding the consequences increase. Our expectations of the oldest pupils in the school are very high. If there are pupils who have consistently found it difficult to manage their behaviour it is important that information is passed on regarding triggers, successful strategies and past involvement of parents or outside agencies. In addition to the strategies above, we:
Partnership with parents
We believe that by creating a positive relationship with all our parents and carers we can all work together to reinforce good behaviour and provide solutions to inappropriate behaviour.
Parents will be informed of misdemeanours firstly through a note in the daily planner
If the situation is more serious a note will be sent asking the parents to come in to school to speak confidentially with the teacher – usually in the meeting room
In more serious situations or where a behaviour is repeated the Headteacher and teacher will meet with the parents/ carers to discuss future actions
Minor, intermediate and major incidents
At school there is a hierarchy of sanctions for dealing with minor, intermediate or major incidents. Minor incidents become more serious through repetition. It is important there are small sanctions for minor incidents as this reinforces the certainty of consequences for behaving unacceptably.
The following is a guide.
More serious incidents
Minor disruption is behaviour that makes teaching and class management difficult e.g. pupils chatting, calling out or not listening.These are dealt with by the adult/s present at the time, who will:
More serious incidents
Serious disruption is behaviour that makes it impossible to carry on teaching or continue the normal running of the class eg pupils refuse to carry out an instruction, throw things, hurt other pupils or adults, make loud noises.
The incident may be dealt with by the class teacher but an SMT member or an external agency e.g. TESS teacher or Gateway team can be called in to support. We may:
Major incidents are dealt with alongside the SLT. The Head teacher will speak with parents and together we will all decide on appropriate further action.
Inappropriate behaviour in class
All teachers, Teaching Assistants and other paid staff with responsibility for pupils can impose reasonable sanctions in response to poor behaviour.
It is the responsibility of class teachers to ensure that the school rules are enforced in their classes and that their classes behave in a responsible manner during lesson time for all adults including HLTA, TAs, PPA providers and supply teachers
Staff treat all children with respect and understanding and fairness.
If a child misbehaves in class the following procedure is followed.
In Foundation Stage and KS 1
On occasion the level of behaviour may mean that a more severe sanction is required without following all the steps
In Key Stage 2
School follows DfE guidelines for permanent exclusion
On occasion the level of behaviour may mean that a more severe sanction is required without following all the steps
The role of Teaching Assistants
Teaching Assistants often work outside the classrooms with small groups or individuals or during PPA time. They will follow these procedures
The following procedures are in place in the outdoor environment including morning playtime and lunchtimes
All adults including Teachers, Teaching Assistants, Welfare Assistants External providers and volunteers treat all children with respect and understanding and fairness.
All sanctions are proportionate to the transgression.
Injured or distressed children must be accompanied inside by an adult
Staff should not deal with incidents concerning their own children or relations
Rules for playtimes and outdoor activities are displayed in classrooms and on the playground.
Rewards will be:
Proportionate to the achievement (small rewards leading to more complex / valuable ones)
Any pupil who contravenes the rules will be subject to the following sanctions
Dealing with incidents during playtimes
Minor, intermediate and major incidents
The following is a guide to incidents which may occur in the outdoor environment. The list is not exhaustive and there may be other behaviour adults will use their professional judgment
More serious incidents
Reporting of incidents by Welfare Staff
Minor incidents will be dealt with by the member of staff on the playground and any sanctions will be recorded by the staff.
More serious incidents, depending on the circumstances, need to be reported to the class teacher/senior leadership team and written in the class/school incident book. The report must be given by the welfare assistant who dealt with the incident in the first instance to ensure an accurate account is provided.
Major incidents e.g. fighting must result in the children being brought into school and a senior member of staff informed. This will be reported in the School Incident book with a record of action taken.
Application of sanctions
All adults in school are aware that every child is unique and that inappropriate behaviour takes many forms. The above procedure will be carried out wherever it is appropriate. However on occasion the level of behaviour may mean that a more severe sanction is required without following all the steps.
Children with Individual Behaviour Plans may need to be dealt with in a different manner as detailed on their plan. See later
Children with SEN or EAL may not fully understand what is expected or be able to explain their actions. Staff need to take this into consideration when applying sanctions
Rights and responsibilities agreed after consultation with all parties
|Pupils rights||Pupils responsibilities|
|School and staff rights||School and staff responsibilities|
|Parents rights||Parents responsibilities|
Behaviour beyond the school gate
All pupils are expected to behave in a manner which does not threaten the health and safety of other pupils, staff or members of the general public. This includes the journey to and from school, on educational visits and the acceptable use of the Internet, digital recording devices and mobile phones
Any non criminal bad behaviour and bullying which is witnessed by a staff member or reported to school will result in the sanctions in the school policy being implemented. All criminal behaviour will be reported to the police.
Subject to the school’s behaviour policy, the teacher may discipline a pupil for:
Any misbehaviour when the child is:
Or misbehaviour at any time, whether or not the conditions above apply, that:
Behaviour during activities provided by external agencies and volunteers
Guidelines based on the above principles and practice are issued to all external providers
Support available for pupils whose behaviour indicates significant problems
Support is available for any pupil in the form of
The school SEN procedure can provide additional support for parents and pupils who have social emotional and behavioural needs.
If necessary, pupils will be offered support through the use Nurture and SEAL. An individual behaviour plan may be produced by the class teacher and reviewed every half term. Parents are kept informed at every stage of the process.
For pupils with more significant difficulties, the school will work in partnership with outside agencies e.g. Behaviour Support Team, the Educational Psychology Service and Gateway Services.
The school may also consider the involvement of the school nurse, other health services and social care.
The local Standish and Aspull Children’s Centre and Parent Support Adviser may be able to offer further support.
Reasonable adjustments to the rewards, sanctions and teaching strategies within this policy will be considered dependent on the individual circumstances of each child. All staff will be made aware of the adjustments to be made.
We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, set out in the school discipline chapter of Education and Inspection Act 2006 and the revised guidance on the education of children and young people with behavioural, emotional and social difficulties (2008). We refer to this guidance in any decision to exclude a child from school.
Only the Headteacher (or a member of the SLT acting on behalf of the Headteacher) has the power to exclude a child from school. The Headteacher will take into account all the circumstances, the evidence available ad the need to balance the interests of the pupils against those of the whole school community.
The Headteacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the Headteacher may exclude a child permanently. It is also possible for the Headteacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
If the Headteacher excludes a child the parents will be informed immediately, giving reasons for the exclusion. At the same time, the Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the Governing Body. The school informs the parents how to make any such appeal.
The Headteacher informs the LA and the governing body about any permanent exclusion, and about any fixed term exclusions beyond five days in any one term.
School is under a duty to provide suitable full-time education for the excluded pupil from the sixth school day of any fixed period exclusion of more than 5 consecutive school days. The Local Authority is under a duty to provide suitable full-time education from the sixth school day of a permanent exclusion.
The Governing Body itself cannot either exclude a child 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 exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LA and consider whether the child should be reinstated.
If the governors’ appeal panel decides that a child should be reinstated, the Headteacher must comply with this ruling.
Detention – Teachers, Teaching Assistants and other paid staff may withdraw the privilege of playtime and lunchtime play and may detain pupils. The school is not required to give parents or carers prior notice of this. Parents and carers can inform school if the detention will cause the family a particular problem but cannot over-rule the school’s decision.
Searching pupils and their possessions
Searching pupils – school staff can search pupils with their consent for any item which is banned by the school rules
The Headteacher and staff authorised by the Headteacher have the power to search pupils or their possessions without consent, where they suspect the pupil has weapons, alcohol, illegal drugs and stolen items.
If a pupil refuses to be searched the police will be called
Confiscation, Retention and Disposal
Confiscation – Staff may confiscate items such as mobile phones and sharp objects if they are deemed inappropriate. If safe to do so these items will be returned to the child or their parents or carer at the end of the day.
Retention or disposal of a pupil’s property- inappropriate items such as knives, cigarettes and any item which may be used to commit an offence and items banned under school rules will be retained and disposed of safely
All staff attend whole school INSET annually to review this policy and other relevant polices e.g. Child Protection, Safeguarding, Anti Bullying etc.
LA professionals provide INSET as required and staff needs are identified through the annual professional development interview or Performance Management cycle. The PSHE/C Coordinator attends network meetings and disseminates information to staff. The SENCO or other members of staff also provide training. All staff are provided with “Team Teach” training
Use of Force to control or restrain pupils
All members of staff are aware of the regulations regarding the use of positive handling and physical intervention, as set out in the school discipline chapter of Education and Inspection Act 2006 and the Revised Guidance on the education of children and young people with behavioural, emotional and social difficulties (2008), and Ensuring Good Behaviour in Schools (2011) Staff will be updated of any changes made by the government relating to the Use of Force
All School staff have the power to use reasonable force
Staff only intervene physically to control or restrain children to prevent injury to a child/children, or if a child is in danger of hurting him/herself or others, or of causing damage to the property of any person, or from causing disorder e.g. teachers will physically separate pupils found fighting or that if a pupil refuses to leave a room when instructed to do so they will be physically removed
The actions of staff will always be in the best interest of the child and are in line with government guidelines on the Use of Force. force (Ref ISBN 978-1-84775-751-7 ) Under no circumstances will physical force or restraint be used as a form of punishment.
Where it is felt that there a child may need to be restrained a positive handling plan will be written and shared with relevant staff and parents.
Drug and alcohol abuse
It is the policy of this school that no child should bring any drug, legal or illegal, to school. If a child will need medication during the school day the parent or guardian should notify the school and ask permission for the medication to be brought. This should be taken directly to the school office for safekeeping. Any medication needed by a child while in school must be taken under the supervision of a teacher or other adult worker.
The school will take very seriously misuse of any substances such as glue, other solvents or alcohol. The parents or guardians of any child involved will always be notified. Any child who deliberately brings substances into school for the purpose of misuse will be punished by a fixed-term exclusion. If the offence is repeated, the child will be permanently excluded, and the police and social services will be informed.
If any child is found to be suffering from the effects of alcohol or other substances, arrangements will be made for that child to be taken home. It is forbidden for anyone, adult or child, to bring onto the school premises any illegal drugs. Any child who is found to have brought to school any type of illegal substance will be punished by a temporary exclusion. The child will be re-admitted to the school following the fixed term. A parent or guardian of the child will also need to visit the school and discuss the seriousness of the incident with the head teacher. Social services may be involved if deemed appropriate by the Designated Child Protection Officer.
If the offence is repeated the child will be permanently excluded.
If a child is found to have deliberately brought illegal substances into school, and is found to be distributing these to other pupils for money, the child will be permanently excluded from the school, Wigan CYPS, the police and social services will also be informed.
Dealing with allegations of abuse against teachers and other staff
[new - see guidance July 2011 www.wiganlscb.com]
Monitoring and Review
The Headteacher monitors the effectiveness of this policy each term and reports to the Governing Body on the effectiveness of the policy and if necessary makes recommendations for further improvements.
Rewards and Sanctions are monitored termly by the Head teacher and Deputy
A copy of this policy is available on the website. The policy is given in full to all new parents of children starting St Marie’s School. A paper copy is available to all who request it. Reminders are issued at the beginning of each school year.
The school and the governing body will seek to ensure that no child is treated unfairly because of faith, race or ethnic background, gender or disability.
The governing body reviews this policy every year. 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.
Reference should be made to the school’s policies including: Learning and Teaching, Anti-bullying,
Reviewed & adopted: October 2016