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Behaviour 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. Our code of conduct says: “Every one of us should treat others with kindness and respect at all times”. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote a secure and happy environment which encourages positive behaviour. Hence children have equal opportunities to fulfil their potential.

 

St. John’s follows a set of three rules:

  • Ready
  • Respect
  • Safe

 

These expectations will be reinforced consistently through all areas of school life.

The school expects every member of the school community to behave in a considerate way

towards others.

 

We treat all children fairly and equally and apply this behaviour policy in a consistent way.

 

This policy aims to help children to grow in a safe and secure environment, and to become

positive, responsible and increasingly independent members of the school community.

 

The school rewards positive behaviour, as it believes that this will develop an ethos of

kindness and co-operation. We use our core Christian values as a measure with which we

conduct ourselves in school. This policy is designed to promote positive behaviour, rather

than to merely deter anti-social behaviour.

 

 

Our Reward System

 

The idea around our schools reward system has the main focus on catching children when they are making the right choices. We also link our Christian values closely with our behaviour system so that they are interlinked and we really promote these values across the school.

 

We praise and reward children for positive behaviour in a variety of ways:

 

• Teachers verbally congratulate children;

• Teachers give children behaviour stickers;

• Teachers give children dojo points. Children can exchange their dojo points for a reward.

• Pupils are given ‘Golden Time’ at the end of the week;

• Children may receive a certificate for positive behaviour in our weekly celebration assembly.

• Teachers pass on class achievements of the week, for the Head teacher to decide on a ‘class of the week’. This class then decides what their reward will be.

• For consistent good work or behaviour, or to acknowledge outstanding effort or acts of kindness in school children may be sent for a special Head Teacher’s sticker.

• Children are given marbles for displaying exceptional behaviour. The marbles are put in the class marble jar and once the jar is full the whole class can decide on a reward.

• We encourage children to ‘go for gold!’

 

Going for Gold!

 

Each member of staff actively seeks to observe positive behaviour throughout the school day, through positive learning to positive relationships. All children will start on a green face. When they display exceptional behaviour in or out of the classroom children can move their names to the gold star. We want to celebrate the positive behaviour happening around the school.

 

The school acknowledges all the efforts and achievements of children, both in and out of school. The weekly celebration assembly, teacher and Head teacher stickers, golden time and going for gold all acknowledge pupil achievement out of school as well as curriculum time.

 

Consequences

 

We feel it is important to promote positive behaviour and encourage self-discipline. However there may be times when a child’s behaviour infringes on the rights of others. We have therefore put in place procedures and a set of consequences which we will follow.

 

When applying consequences we always bear in mind the views echoed by the findings of the Elton Report, Reducing bad behaviour is a realistic aim, eliminating it completely is not’ and adhere to the following guidelines:

 

• The principles for positive behaviour apply at all times;

• The consequences follow if pupils choose to ignore the principles;

• The principles indicate clearly the behaviour desired;

• The consequences are progressive starting with a warning and then becoming gradually more substantial for subsequent incidents;

• The consequences should never be meant to embarrass or humiliate a child;

• A guiding principle used throughout the school is to praise pupils for good behaviour to encourage other pupils to follow suit and improve their behaviour. Thus children are reminded in a positive way what behaviour is acceptable;

• Children should never miss all their break/free time or lessons, which are part of their entitlement, unless they’re deemed unsafe to partake or have permission from Phase Leader, Deputy Head or Head teacher.

 

Stages of dealing with negative behaviour

 

1 Reminder

A reminder of our three rules delivered privately wherever possible. Repeat reminders if reasonable adjustments are necessary. Take the initiative to keep things at this stage.

2 Caution

A clear verbal caution delivered privately, wherever possible, making the child aware of their behaviour and clearly outlining the consequences if they continue. Use the phrase, ‘Think carefully about your next step.’

3 Last Chance

Speak to the child privately and give them a final opportunity to engage. Offer a choice to do so and refer to previous examples of good behaviour. Use the 30 second scripted intervention. Attach the ‘Stay behind 2 minutes after class’ to this step, it is not part of some future negotiation on behaviour. It cannot be removed, reduced or substituted.

4 Time out

Time out is a short time (no more than 10 minutes) in another class. It is a few minutes for the child to calm down, breathe, look at the situation from a different perspective and compose themselves.

5 Repair

This might be a quick chat at break time in the playground or a more formal meeting.

 

Occasionally incidents occur which are of a more serious nature. These include:

  • • Violence
  • • Direct and intentional verbal abuse
  • • Bullying
  • • Racism
  • • Homophobia
  • • Leaving class/school without permission (these will depend on individual circumstances)

 

When a serious incident occurs the child will meet with a member of the Senior Leadership Team. A decision will then be made regarding the most appropriate consequence for the child. These consequences include staying in at playtime and lunchtime, in school seclusion, not taking part in extra-curricular activities and as a last resort exclusion.

 

 

 

If children in Upper KS2 struggle to manage their behaviour on a regular basis, they may be put on a report card, whereby a comment is recorded at the end of each session. This allows us to celebrate the positive behaviours with parents and carers, as well as working together to address the negative behaviours. A child would be put on a report card for a period of two weeks, after which time it would be reviewed. If an improvement has been seen, the child may be taken off the report card, or they may continue on it for a further two week period.

 

The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

 

• The child’s parents/carers are always informed regarding concerns about their child’s behaviour

• A log is kept of all serious incidents for monitoring purposes on our online safety portal (CPOMs). This will be followed up by a member of the SLT the following day.

 

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Teachers in our school do not hit, push or slap children. Staff only intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him/herself. (See Positive Handling Policy) The actions that we take are in line with government guidelines on the restraint of children. Key members of staff have been trained in restraint training:

 

  • Sarah Rubin
  • Jessica Howley
  • Aimee Burton
  • Caroline Knight
  • Nichola Pollard
  • Natalie Toole
  • Janice Pattinson
  • Jessica Hardman
  • Faye Steel
  • Tracey Haddon
  • Tammy Stabler
  • Vicky Anderson
  • Tara Hanlon

 

 

Restorative Justice

 

When there has been an incident of anti-social behaviour, conflict or bullying we use a restorative approach. We use this approach because it is very effective in changing the behaviour of those who have harmed others, punishment on its own is not an effective way of getting people to understand the effects of their behaviour on other people. The basic ethos of the restorative approach is to:

 

• Ensure that people have the chance to understand the harm they have done to others;

 

• Give people who have caused harm the chance to put things right.

 

 

 

 

 

 

 

The role of the class teacher

 

It is the responsibility of the class teacher to ensure that the school rules and the behaviour policy are enforced in their class and around the school, and that their class behaves in a responsible manner during lesson time.

 

The class teachers in our school have high expectations of the children in terms of positive behaviour, and they strive to ensure that all children work to the best of their ability.

 

The class teacher treats each child fairly and enforces the classroom code consistently. The teacher treats all children in their class with respect and understanding.

 

If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents (please see appendix 3). In the first instance, the class teacher deals with incidents him/herself in the normal manner. However, if misbehaviour continues, the class teacher seeks help and advice from the head teacher or a member of SLT. The class teacher or member of SLT will log the behaviour on CPOMS

 

The class teacher may liaise with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the educational psychologist, social worker or LA behaviour support service.

 

The class teacher reports to parents about the progress of each child 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 or welfare of a child.

 

The Role of the Head Teacher

 

It is the responsibility of the Head Teacher, 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 Head Teacher to ensure the health, safety and welfare of all children in the school.

 

The Head Teacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.

 

The Head Teacher keeps records of all reported serious incidents of misbehaviour.

 

The Head Teacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the head teacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified and advice sought from Salford LA.

 

 

 

The Role of Parents

 

The school works collaboratively with parents, so children receive consistent messages about how to behave at home and at school.

 

We explain the school rules in the school prospectus, and we send a list of the golden rules home. We expect parents to read these and support them.

 

We expect parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement. We 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 punish a child, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Head Teacher and then school governors. If these discussions cannot resolve the problem, a formal complaint or appeal process can be implemented.

 

The Role of School Governors

 

The school’s governing body has the responsibility of overseeing these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Head Teacher in carrying out these guidelines (e.g. pupil discipline sub-committee).

 

The Head Teacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may advise the Head Teacher about particular disciplinary issues. The Head Teacher must take this into account when making decisions about matters of behaviour.

 

Managed Moves

 

Occasionally, children don’t respond to the behaviour systems in place. If the situation is starting to cause distress to the child or impacting on other children, a managed move may be considered. This is done in discussion with parents and is an opportunity for a child to have a fresh start at an alternative school. The Salford LA Managed Move Protocol would be used in this instance and a local school would be found, in discussion with cluster Headteachers and the Local Authority. The protocol suggests regular review meetings with the sending school, receiving school, parents and child, with a final decision being made after 8 weeks.

 

Isolation

Disruptive pupils will be placed in an area away from other pupils for a limited period.

The class teacher will determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and that their time spent there is used as constructively as possible. Schools should also allow pupils time to eat and use the toilet.

In some cases children may be sent to our feeder school Buile Hill for isolation periods.

 

 

Fixed-term and permanent exclusions

 

Only the Head Teacher has the power to exclude a pupil from school. The Head Teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Head Teacher may also exclude a pupil permanently. It is also possible for the Head Teacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

 

If the Head Teacher excludes a pupil, she informs the parents immediately, giving reasons for the exclusion.

 

The Head Teacher informs the LA 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; extend the exclusion period made by the head teacher or listen to appeals.

 

 

 

 

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