Friargate, Scarborough North Yorkshire YO11 1HS

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Behaviour Managment Policy

 

Please click here for a PDF copy of our Behaviour Policy. 

                                                          

                 FRIARAGE SCHOOL BEHAVIOUR MANAGEMENT POLICY

                                              “Together we can…”

 

 

Document status

 

Date of Policy Adoption by Governing Body

March 2017   Review   April 2019

Signed:

Chair of Governors:

 

Method of Communication

School Office, School Website.

BEHAVIOUR POLICY (School Discipline) POLICY STATEMENT

 

Most children will respond appropriately when difficult situations arise. Most children behave well all of the time and the rewards apply to them as they do to the children who are supported in managing their behaviour.

 

Some children do not have the knowledge or experience to behave appropriately in school alongside their peers. This group of children need to be taught using the principles of Restorative Practice. This is not a simple or short-term task; indeed it requires careful planning and consistent application. How this is achieved depends on the individual, and their peer group, and it is the responsibility of the teachers to deliver the appropriate experiences to support this learning process, grouping the children appropriately. The teacher can rely upon colleagues, SENCo and the Co- head teacher for support.

 

Values and Ethos:     We are a Restorative Practice School

Restorative Practice in our school is underpinned by values of empathy, respect, honesty, acceptance, responsibility, and mutual accountability.

Friarage school is a family and a team where everyone is given the challenge and support to be the best they can possibly be in a safe, welcoming and positive environment. Children and staff will work and play together developing skills so that we all become ambitious and reflective lifelong learners as well as being respectful and respected members of the community.

It is important to acknowledge the importance of good relationships and good

teaching/learning, which underpin the good social/emotional development of all pupils. Therefore, this policy should be read in conjunction with our policies on equalities, teaching and learning and special educational needs (SEN).

 

 The Aims of this policy are:

  1. To exemplify good behaviour at all times, using positive behaviour management strategies whenever possible.
  2. To develop the ethos set out in our values and ethos statement, enabling our children to evolve into valued, responsible, and caring members of our society.
  3. To enable our children to acquire and display well developed social skills.
  4. They should come to be well mannered and use common courtesies without prompting.
  5. To develop an awareness of others and be sensitive to each other’s needs. The

children should learn patience, the ability to wait for their turn and work co-operatively.

  1. To create an environment, both inside and outside the classroom, in which children can learn without distraction and realise their full potential.
  2. To develop self-discipline, independence and the ability to behave responsibly at all times, particularly when an adult is not present.

8.To use  a system of rewards and sanctions that can be used by all those in the school community with a responsibility for managing the children’s behaviour.

  1. To provide the children with increasing responsibility as they grow older and the opportunity to play an increasing role through mechanisms such as the School Council and Respect Ambassadors which exists to provide a forum for the children’s ideas and gives opportunities for issues to be aired.
  2. To engender a sense of ownership for their school environment and in so doing treat it with care and respect.
  3. To build up a strong partnership between home and school and use this partnership to develop a joint approach towards behaviour management with a shared set of goals.
  4. To teach children to take care of their own possessions and treat with respect the possessions of others.
  5. To provide support for staff who manage children with behaviour difficulties and support for children who find it difficult to follow our “Behaviour Ladder.”
  6. To develop the external school environment over a period of time, providing a wider variety of play environments and resources to be used at playtimes.
  7. To build resilience in children so they can see failure and mistakes as learning opportunities.
  8. To encourage children to take responsibility for their own behaviour and understand how their actions can impact on others.

  

Strategies to realise aims:

It is our aim to minimise inappropriate behaviour by:

  • Using the principles of Restorative Practice consistently throughout the school
  • Promoting key values of respect, trust, team
  • All children are rewarded for good behaviour and each team chooses what is deemed appropriate
  • All children are taught to understand remorse and repair
  • All children have a voice
  • Al staff use the “power of 3” consistently and with insistence (Appendix 1)
  • All staff use the Restorative Practice script to facilitate conflict discussions (Appendix 2)
  • Supporting ‘conflict resolution’ through discussion in “Solution Circles”

 

  • The “Ladder of acceptable behaviour” is in place in each team (class) (Appendix 3)
  • All members of the school community are expected to   use this system.
  • Gaining the trust of the children by starting each morning and afternoon with a “check in” circle so they have an opportunity to reflect on their emotions
  • Seeking organisation outside the classroom (break and lunchtimes) which is efficient and effective
  • All staff model “respectful behaviour” to children, staff and parents
  • All staff should be familiar with this behaviour policy
  • The policy should be discussed, reviewed and updated at regular intervals
  •  All Newly Qualified Teachers and other staff new to the school should receive induction on behaviour management given by a member of staff and/or through attendance of training run by the Local Authority

Inappropriate Behaviour

Inappropriate classroom behaviour is disruptive to the learning of all the children in the team. The tension placed upon children when a disruptive pupil is with them can

significantly affect learning. Children like to feel secure in the knowledge that, whilst they have responsibility for their own behaviour, the teacher is in control of the class.

We aim to minimise inappropriate behaviour by good planning, organisation and by

promoting a positive and motivating culture.

 

Inappropriate behaviour includes:

  • physically assaulting peers or adults
  • verbal abuse – name calling, swearing
  • refusal to complete work
  • lack of respect for others or property
  • refusal to comply with recognised routines e.g. coming into the classroom
  • temper tantrums
  • racist, homophobic or sexist comments
  • bullying including cyber bullying
  • excluding others without good reason

 

Racist actions and comments

All acts of inappropriate behaviour are treated seriously; a comment or action linked to a person’s race or culture is deemed inappropriate behaviour. However, bullying and racist actions are particularly serious and there are specific procedures in place. Software called Cpoms is used to record all incidents of hate crimes including racist, homophobic or disabilty comments. Racist actions and comments are sent to the LEA on an annual basis.

 

Recording and reporting

Every opportunity will be taken to develop strong links with parents. This will include the following:

  • The signing of a Home-School Partnership Agreement when the child starts school
  • All pastoral and unacceptable behaviour incidents logged on Cpoms
  • A willingness to listen to any problem, however small, and act in partnership to seek a solution.
  • Regular formal and informal meetings with parents to discuss school work, attitudes and behaviour
  • Availability of teaching staff to discuss day to day issues with parents before and after school
  • The school’s Senior Welfare Officer is also available to discuss concerns with parents
  • Inviting parents to special assemblies where positive behaviour is rewarded
  • Behaviour contracts between parents, child and school
  • Behaviour agreements with targets agreed by the child

 

If problems persist:

  • Parents will be contacted in cases of significantly poor behaviour with the aim of developing a strategy for improving the child’s behaviour in partnership with the school
  • If a child still has difficulty adhering to the school’s expected standards of behaviour, consultation with HUB team or SENCo, the class teacher and the parents will take place. This meeting will set targets and put into place a positive behaviour management programme for the child. All parties should contribute to this programme and regular review should take place until a resolution is achieved.
  • In the event of the child failing to develop skills to control his/her behaviour, the support services will be contacted. This may include outreach or in reach support from the Enhanced Mainstream School (EMS) for BESD, Barrowcliff school, the Educational Psychologist and with the consent of parents, Prevention services. Any intervention which involves observation of an individual by a support agency, should not take place without the prior consent of the child’s parent/s, carer/s.
  • In the unlikely occurrence of parents being unwilling to support the school’s Behaviour management policy or enter into partnership in an effort to improve a child’s behaviour, the Governing Body may also be involved and Exclusion could be considered (Refer to NYCC Exclusion Policy)
  • All adults who enter our school site at any time set examples of behaviour and conduct which influence children and young people and we believe that they should therefore demonstrate high standards of conduct in order to encourage our pupils to do the same. Parents and carers must show respect to all other parents and carers, children and staff. Our Parents and Carers Behaviour Policy  sets out our expectations. (Appendix 3)

 

 

Exclusions

Internal exclusions will be used when it is felt that a child needs time outside the classroom setting to continue their education whilst being able to stabilise or reflect on their behaviour.

 

On occasions, lunchtime exclusions will be implemented. This will be used as a way of supporting a child having difficulties over the lunchtime period to access afternoon lessons more successfully.  

 

In extreme cases external exclusions will be used. These will always aim to reflect the severity of particular behaviours and will be carried out in line with LA and National guidance.  

Further information www.northyorks.gov.uk/article/25100/Exclusion-of-pupils

 

They will be followed up by a ‘Return to school’ meeting with the parents and pupils. All the relevant paper work will be completed and returned to the LA. Exclusions are kept to a minimum and the child will be provided with some work. Pupils are not allowed out in public during school hours when they are excluded. 

 

Restrictive Physical Intervention (RPI) 

 We follow both the LA and National guidance on the use of force to control or restrain pupils. It is the policy of this school that only in exceptional circumstances may physical restraint be used on children by any adult employed at the school. Only persons designated by the co-head teacher may use RPI and may only do so after receiving appropriate training.  In all cases, RPI should only be used when all avenues have been exhausted and the pupil is endangering their own safety, the safety of others, damaging property or threatening the good order of the school. 

   

Restorative Practice

 Restorative Practice is used to work through conflict between two or more children. It is based on three questions for the victim and wrongdoer. It gives greater emphasis to the child who has been hurt by giving them a chance to say what happened. It gives the wrongdoer the chance to hear how their behaviour has affected the other child and put it right.

 For the wrongdoer – to be asked first

  1. What happened?
  2. Who has been hurt / affected by what you did?
  3. What do you think needs to happen next?

 

Question 2 can include one or both options and can discuss emotional and physical hurt as well as affecting people by wasting time, damaging property etc 

 

 For the Victim

  1. What happened?
  2. How has this made you feel?
  3. What do you think needs to happen next?

Related policies:

Anti-bullying Policy Equalities Policy SEND Code of practice Teaching and Learning, Staff code of conduct, Parents and Carers Behaviour Policy  

 

 

Appendix 1

“Power of 3”- this a means of getting children’s attention with non-verbal signals:

  1. Teacher raises hand.
  2. Empty hands- children put down pens/ pencils etc.
  3. Eyes on the teacher.

 

Appendix 2

 Restorative practice script

 

Appendix 3

Code of conduct for parents, carers and vistors Friarage School

We strongly believe that our school should be a welcoming and safe place for our children, staff, parents and visitors alike and that our parents share that belief. We have legal responsibilities for the safeguarding and wellbeing of children and staff, and a duty of care to all users of our school.

 

All adults who enter our school site at any time set examples of behaviour and conduct which influence children and young people and we believe that they should therefore demonstrate high standards of conduct in order to encourage our pupils to do the same. Parents and carers must show respect to all other parents and carers, children and staff.

 

Adults who do not behave in an acceptable manner may be asked to leave the site and the Co-Headteachers have the right to further restrict their access. The process for restriction of access in relation to parents and carers who have reason to come on to the school site is set out in our Access Restriction Procedure.

 

Behaviour which is regarded as unacceptable includes:

  • Physical abuse, threatening, oppressive or aggressive behaviour or use of offensive language towards other adults, staff or children
  • Entering the school site under the influence of alcohol or drugs
  • Smoking anywhere on the school site
  • Bringing dogs, with the exception of Assistance Dogs, on to the school site without the explicit permission of the Co-Head teachers

 

School-related issues which parents or carers have concerning school, pupils or their families must be brought to the attention of a member of staff.  Parents or carers must not try to resolve any issues themselves by direct action. If issues cannot be successfully resolved by speaking to a staff member, parents’ and carers’ correct course of action is to use our Complaints Procedure as appropriate.

 

We expect all communication between parents and school to be conducted in a polite and respectful manner.  Communication may be similarly restricted if it becomes unacceptable.

 

 

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