In order to ensure that we comply with the spirit of the Single Equality Act 2010 and the nine protected characteristics in the act, we will endeavour to make as many reasonable adjustments as is appropriate.
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 ‘Golden Rules’, the aim of which is not a system to enforce rules,
more a means of promoting good relationships and positive behaviour, so that people can
work together with the common purpose of helping everyone to learn. This policy supports
the school community in aiming to allow everyone to work together in an effective and
considerate way with an appreciation of our school’s core values.
The school expects every member of the school community to behave in a considerate way
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 Golden Rules are related and incorporated into our core Christian values and British values. We reinforce the Golden Rules through praise and reward, making links with our Christian values and British values.
A list of our Golden Rules are visible in all classrooms and around the whole school
including the outdoor areas.
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;
• 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.
• We encourage children to ‘go for gold!’
Going for Gold!
1. Each member of staff actively seeks to observe positive behaviour throughout the school day, through positive learning to positive relationships. Golden raffle tickets will be given out every time staff see a positive behaviour. Every member of staff, from teachers and classroom assistants to office staff and kitchen staff hand out golden raffle tickets. Children are also encouraged to nominate each other for golden raffle tickets for any positive behaviour they see in others.
2. Golden raffle tickets are then exchanged for a marble to be placed in a jar. Children can keep their golden raffle ticket to take home so that parents know they have been rewarded that day and can then celebrate their achievement at home.
4. After the jar in class is full, the whole class receive a treat e.g. five minutes extra play, a favourite game at home time. Each class agree their class reward every time the jar is emptied.
5. Individual rewards are also given out. When a child receives a golden ticket, their name is marked off on a class list by the teacher. Not only do they exchange their ticket for a marble they also earn a raffle ticket to keep for themselves.
6. The children ‘spend’ their winnings on a prize from Head Teacher’s office once every two weeks. The more raffle tickets a child earns, the bigger the prize they will be allowed to select.
7. A bigger reward each half term for class/es with most golden raffle tickets are given and the children can decide with their class teacher what they would like that reward to be. For example, they may choose a party or a trip to the park.
8. A golden certificate is given to one child per class who shows that they have positively displayed the key value we are focusing on for that half term.
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.
Our Traffic Light System
The school employs a ‘Traffic Light’ behaviour system. It is each members of staff’s responsibility to adhere to this system. Each child starts on the green face every morning and every afternoon. Pupils are encouraged to follow the ‘Golden Rules’ (see appendix 1).
Unfortunately, at times, pupils break these rules and there are sanctions in place to combat such behaviour; they are as follows:
- When a child breaks a golden rule, they are given a ‘Look’ warning.
- The next step would be to be given a verbal warning.
- If a child continues to break the golden rules, they then continue to move along the traffic light system to amber. This results in 5 minutes lost break time.
- In the event of a child continuing after these sanctions, the child moves to the red face(traffic light), whereby, they lose an additional 5 minutes of their break time and 5 minutes of their ‘Golden Time’. The child then also goes to visit a member of SLT. (See appendix 2 for the list of low level, mid level and high level behaviour flow chart; see appendix 3 for the ‘what went wrong’ sheet completed during this time)
If, at any point, a teacher feels the pupil is not learning from these sanctions, they may be removed from the class and sent to a member of SLT who then decides on their sanction.
If, after being removed from the class, the child’s behaviour continues to cause concern, then they are sent to the Head teacher and are removed for the rest of the session. The Head Teacher, at their discretion, will also contact the parent of the child to notify them of their child’s behaviour.
Depending on the seriousness of the infringement, the children can move to the more severe stages straight away. The different levels of behaviour are listed in detail on the behaviour system chart in each classroom.
The class teacher discusses the ‘Golden Rules’ with each class. In addition to the rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class in the first instance. More work may be required with the class and in this event class circle time will have the focus of expected behaviour.
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.
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:
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.
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.
Disruptive pupils will be placed in an area away from other pupils for a limited period agreed by the Head teacher and parents.
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.
The Head Teacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
The class teacher is responsible for monitoring behaviour on a daily basis (See appendix 4).
The school keeps a variety of records of incidents of misbehaviour. The Head Teacher or SLT member records those incidents where a child is sent to them on account of unwanted behaviour on CPOMS. We also keep a record of any incidents that occur at break or lunchtimes: lunchtime supervisors give written details of any incident in the ‘Lunchtime Book’, kept in each classroom. Low level behaviours are dealt with by the welfare staff and a child’s name accordingly; mid-level behaviours dealt with by the class teacher and high level sent to the Head teacher or member of SLT.
The Head Teacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded.
It is the responsibility of the governing body to monitor the rate of exclusions, and to ensure that the school policy is administered fairly and consistently.
The governing body reviews this policy annually. 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.
Signed: P Brighouse