At John Fletcher of Madeley Primary School our aim is to embed our Christian Values throughout our everyday practice and life of the school. We want children to establish links between their actions and Christian beliefs, with an ultimate goal of all children treating each other and adults with compassion and empathy in a place where equality, trust and fairness are over-arching in all actions and thoughts. We believe our behaviour policy ensures a consistent, calm and fair approach to school life however, we are very aware that children are individuals and thus need to be treated as such. Understanding and listening to the needs of individual children are paramount in helping them develop positive experiences and interactions, which allow them to develop and show understanding of our Christian Values.
Aims of the policy
1. To create an atmosphere of mutual respect in school.
2. To promote safe and responsible behaviour in and outside school.
3. To create the conditions for effective learning within an orderly school community.
4. To help children understand they must accept responsibility for their own actions.
5. To provide consistency from all adults with regards to rewards and sanctions.
Code of Conduct
Our Code of Conduct helps to ensure a consistent approach to the implementation of the behaviour policy and is used throughout the school in work and play.
• Shows respect to others
• Keeps others safe
• Allows others to teach
• Allows others to learn
Children contribute ideas towards a set of rules which aim to support and reinforce this behaviour policy and code of conduct.
Rewards and sanctions
Our behaviour policy is supported by a range of rewards which includes:
• The SMART System running from Year 2 to 6 and rewards effort and achievement in work, attitude and behaviour
• The House Points system running throughout school and rewards effort and achievement in attitude, manners, punctuality, and behaviour of individuals, groups or whole classes
• Stickers for immediate rewards, particularly within Early Years and Key Stage One
• ‘Great Day’ cards to celebrate success
• Entry into the ‘Purple book of stars’
• SMT praise (stickers/ smartstamps)
• Headteacher praise (Headteacher sticker)
A progressive scale of sanctions will support our behaviour policy and code of conduct.
Our behaviour pathways are designed to show a clear, progressive system for both Classroom/Collective Worship behaviour and Playground behaviour. Parents are involved when needed, through meetings, letters, report cards and/or Home School Communication Books. The Behaviour Pathways are in appendix 1.
Support for Children
Support, both pastoral and restorative, is offered to the children by the Learning Mentor team.
In serious cases, where children present a safety risk to either themselves or other children, or where children have persistently disobeyed school rules, the following sanctions may be applied:
• Internal exclusion
• Fixed-term exclusion
• Permanent exclusion
Internal exclusion will result in a child being removed from class and taught in isolation for up to five days.
A fixed-term exclusion may be considered after repeated instances of behaviour that represents a risk to other children or staff. The risk might be physical, or because of continual disruption a risk to the educational progress of others in the class. A single act of misbehaviour, if serious enough, could also lead to the consideration of a fixed-term exclusion.
Permanent exclusions are considered when fixed-term exclusions have been used or if there is a single act of misbehaviour deemed serious enough.
Please see more information in the Guidance.
Harassment and Bullying
Harassment and bullying are unacceptable and will not be tolerated in our school. See notes.
Specific incidents of harassment and/or bullying will be recorded and dealt with using the sanctions listed above. This includes, for example, any reference made regarding lesbian, gay, bisexual and trans-sexual preferences, religion, disability and ethnicity.
This policy and the behaviour pathways have been written in consultation with staff, governors, pupils and parents.
It was updated during the spring/summer term 2016 and approved by Governors on 14 September 2016.
Review on a triennial basis, next review due in Summer 2019.
Behaviour Policy - Guidance
Encouraging Positive Behaviour
What adults can do:
• Be clear and state your expectations of children’s behaviour; use positive rather than negative instructions i.e. “Do” rather than “Don’t”.
• Encourage and praise appropriate social behaviour, and also reward desirable behaviour.
• Use a consistent and fair approach.
• Use guidance sheets, and refer children to these, making sure they are clearly positioned within classrooms.
• When pupils have reached an ‘award’, these should be given out promptly, and a new card given if necessary. Teachers need to monitor the Smart cards.
• Address a behaviour problem, but avoid confrontation. Listen, and establish facts calmly.
• Talk to witnesses to establish the facts.
• Record in Class Behaviour Log. Class teacher monitor for patterns, persistent incidences.
What parents can do:
• Ensure that your child arrives at school on time, appropriately dressed and attends regularly.
• Provide firm but kind guidance in the home, which is most likely to produce attitudes on which good behaviour can be based.
• Ensure that you set a good and consistent example to your child by your own behaviour.
• Take an active interest in your child’s work and progress at home and school.
• Support our School Code of Conduct, Behaviour Policy and Behaviour Pathway.
• Remind and reinforce with your child that if there is a problem they should not retaliate but go to an adult straight away so that they can help resolve the issue.
• Remind and reinforce with your child that fighting and play-fighting games are not allowed in school.
• Liaise closely with school through a Home/School Communication book if requested to
• Verbal praise and encouragement.
• Responsibilities and privileges.
• Stickers for immediate impact.
• ‘Great day’ cards for immediate impact.
• Celebrate success by showing another member of staff.
• Celebrate success by showing the Headteacher, and earning a Headteacher sticker.
• Entry in to the Purple Book of Stars (using frixion pen), with weekly celebrations in Collective Worship and a certificate to take home.
• The SMART System runs from Year 2 to 6 and rewards effort and achievement in work, attitude and behaviour. They should also be given for completing homework. All children (Y2-6) have a SMART card where smart stamps are recorded.
• Teachers should monitor smartstamps, at least once each half term.
• When they reach an ‘award’, these should be given promptly following the procedures attached (appendix 2)
• House Points can be awarded to contribute to the totals on the House Team Board.
• They can be used to reward effort and achievement in attitude, manners, punctuality, and behaviour of individuals, groups or whole classes.
• House captains collect the housepoints on Thurs PM and collate for Friday’s Collective Worship.
• In Early Years and Key Stage 1, housepoint pots and counters, or housepoint charts are in each class.
• In Key Stage 2, points are recorded on a housepoint chart each week (sheets changed weekly by house captains)
• House Captains count all housepoints in multiples of 5, to make it easier to record.
• Housepoints are celebrated each Friday in whole school Collective Worship.
• House competitions or activities are completed termly to establish ‘team spirit’ within houses.
• The overall housepoint winners for each half term will receive an extra playtime during the afternoon.
Children who consistently fail to meet agreed expectations will follow the sanctions on the behaviour pathway.
Wherever possible, all steps should be taken to ensure children stay in their own classroom to avoid disruption to learning. Behaviour should be recorded in a class ‘behaviour log’.
For behaviour, which involves repeated instances that represents a risk to other children or staff, a fixed-term exclusion may be considered. The risk might be physical, or because of continual disruption a risk to the educational progress of others in the class. A single act of misbehaviour, if serious enough, could also lead to the consideration of a fixed-term exclusion.
Where a child's behaviour gives continued concern, we shall contact the parents to discuss the problem, so that we can work together to help the child.
We want children to enjoy safe and happy playtimes and, to this end, games involving play-fighting or fighting are not allowed. Children who are disruptive on the playground and engage in activities not conducive to safe and happy playtimes may be given a “Time Out” on the playground. Persistent disruption will result in missing all / or some of playtime by staying inside with a member of the SMT. Housepoints and stickers can also be used to praise appropriate behaviour, and good choices made.
We request the active support of all parents in helping ensure that children do not bring onto school premises anything which could cause danger to either themselves or others. Any child who brings a knife, penknife or other offensive weapon to school may be excluded.
Harassment and Bullying are behaviours which instil fear and distress in others via threats or by physical or written insult or innuendo. They may take the following forms:
• name calling;
• inappropriate jokes;
• derogatory remarks;
• making fun;
• being/feeling left out;
• physical violence;
• attack on property;
• offensive graffiti;
• incitement to racism;
• use of language or actions making reference to a person’s sexual orientation.
Dealing with Incidents
All incidents that may be deemed as harassment / bullying will be recorded and investigated by a member of the Senior Management Team, with the outcomes recorded.
Links to Legislative background
Children Act 1989 – duty to work with other agencies
Education and Inspections Act 2006 – requirement to have specific policies, powers to discipline pupils for acts committed outside school premises.
Equality Act 2010 – duty to combat harassment, discrimination and bullying
Education Act 2011 – powers to search pupils, powers to access data on personal devices and mobile phones