Behaviour Management Policy,

Procedure and Strategies.

October 2019

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Contents

Page

Introduction 3

School Vision 3

Principles 3

Aims 4

Promoting good behaviour 4

Rewards 5

Classroom discipline 5

Useful strategies for promoting good behaviour 6

Sanctions 7

Procedures to follow if rules are broken 7

Off-site behaviour 8

Malicious allegations 8

Level of behaviour and corresponding sanctions 9

Level of behaviour and corresponding sanctions (computing 10

and internet)

Examples of types of sanctions 11

EYFS 12

Unacceptable behaviour 14

Additional support & Children with SEN 14

Monitoring 14

Bullying 15

Parenting contracts and orders 15

Pupil Transitions 15

Confiscation 15

Monitoring and Evaluating this policy 15

Training 15

Review 15

Appendices: 16

1 Standard letters and forms 17

2 Appropriate use of physical restraint 28

3 Protocol when giving a child detention 32

4 Covid 19 additions to behaviour policy 33

Autumn Term Social Distancing Rules 35 – Covid 19 Rules for Children

5 Governors’ Behaviour Statement of Principles 36

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Introduction

THIS DOCUMENT IS A STATEMENT of the aims, principles and strategies for good behaviour management at Dr. Triplett’s School.

IT WAS DEVELOPED IN the Spring term 2015 through a process of consultation with teaching staff, parents, children and Governors.

IT WAS APPROVED by the Governors in Summer 2015.

THIS POLICY WAS REVIEWED Autumn 2019 IT WILL BE REVIEWED annually

The appendix for Covid 19 was added March 2020 and reviewed July 2020 It will be reviewed according

to guidance from DfE, or half-termly (at latest)

This policy is based on advice from the Department for Education (DfE) on:

Behaviour and discipline in schools

Searching, screening and confiscation at school

The Equality Act 2010

Use of reasonable force in schools

Supporting pupils with medical conditions at school

It is also based on the special educational needs and disability (SEND) code of practice.

In addition, this policy is based on:

Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and

promote the welfare of its pupils

Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate

pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles,

and give schools the authority to confiscate pupils’ property

DfE guidance explaining that maintained schools should publish their behaviour policy online

School Vision At Dr Triplett’s we aim to serve our community, providing an education of the highest quality within the

context of Christian belief and practice. We encourage understanding of the meaning and significance of

faith, promoting forgiveness and unity through the Christian values of Love, Compassion and Respect

which permeate every aspect of school life both in how we treat one another and in the ways we teach.

We inspire every child to be the best they can be to prepare them for the next stage in their life’s journey.

Principles We recognise the importance of a positive approach to the behaviour of children in school. The purpose of this policy is to give a clear code of conduct and advice on strategies for the use of everyone involved in our school community - children, parents, staff and governors and will apply to Breakfast and After School clubs. Teachers have a statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (S 90 & 91 Education and Inspections Act 2006) This policy must not be seen as something static, but must be responsive to changes within the school.

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Aims Our school aims to provide a happy, safe and secure environment for all those who work and play in it or visit it. In addition to the school’s aims as stated in the school prospectus we believe it is important:

to ensure a consistent school approach to behaviour

to have a reward and positive behaviour scheme

to support and train all staff

to develop and maintain good school/home relations

to distinguish appropriate action for varying levels of behaviour

to act quickly and professionally as soon as situations arise

to encourage pride and a positive image for oneself and the school

to lead by example

to have a class code of conduct for all children (Charter)

to promote the idea of belonging to our church, school and home families

that on occasions when an injustice or injury has occurred, that we should provide a time and space in which the ‘wrongdoer’ can reflect on his/her actions and, where relevant, make reparation

We believe that emphasising positive behaviour in school tends to marginalise bad behaviour and decreases the number of misdemeanours. A well-managed, orderly environment in school will encourage children to react in a positive caring way. It is important that the promotion of positive behaviour is viewed as a partnership between parents, pupils and the school. This partnership is vital in upholding the philosophy of good behaviour in an endeavour to meet individual needs. It is necessary that inappropriate behaviour should be, and will be dealt with by the school within a clear framework of rules and guidelines. It is necessary that parents and teachers have the right to share confidential information about the child concerned, and to be informed of strategies being used by the school to promote positive behaviour.

Parents are made aware of how the class and school ask children to observe an agreed code of conduct. These are discussed with children at the beginning of each term and displayed prominently for all to see.

PSHE is used throughout the school to help support good behaviour.

Promoting Good Behaviour

We are all aware of the importance of encouraging appropriate behaviour in school and also of the different ways that this can be achieved. The climate or ethos of the school is central to establishing and maintaining high standards of behaviour. Her Majesty’s Inspectors of Schools have stated that the features most often associated with an orderly school are:

Good relationships with mutual respect between pupils and teachers; Teachers’ high expectations of pupils, academically and socially; Curriculum and teaching methods well matched to pupils’ needs; The nurturing of pupils growing maturity and self-esteem.

The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply the guidelines in a consistent way. We want all our children to develop into young people who are able to make good behaviour choices by judging the effect that their behaviours have on themselves and others. We recognise the need to educate children about the effect their behaviour and language can have on others and will take the time to explain this to them rather than just applying a sanction. This may be of particular significance in cases of racism or sexism. The maintenance of good order depends on the constant vigilance and insistence on high standards of behaviour from pupils by staff, and positive behaviour being modelled by staff. In such a way, the children will

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learn what is expected from them, and will be rewarded with the positive consequences of making good behaviour choices. We believe it is the responsibility of the whole school community to create a safe, orderly and calm environment conducive to successful teaching and learning. The curriculum must be relevant, planned and appropriately delivered to cater for all children’s needs in order for them to be well motivated and successful. We should all promote a good role model in order to encourage children to develop self-esteem and self-discipline and to develop their own particular abilities and aptitudes.

Praise and Rewards

Two ways that we try to encourage good behaviour are through the use of praise and rewards. Praise can be given in formal and informal ways, in public or in private, for maintenance of good standards as well as for particular achievements.

It is essential that we show our appreciation of the children who conform to the expected behaviour.

Children can be praised individually or collectively by: -

* Positive comments * Comments written on or about a piece of work * Dojo points * House points for demonstrating the school’s values of Love, Compassion and Respect. * ½ termly individual and group rewards for accumulation of house points and for class attendance * Class certificates * Displays * Stickers and stamps * Sharing good work with class, Headteacher, other teachers * Headteacher awards * Sharing personal achievements in whole school Assemblies and or performances * Receiving `Smiley’ certificates (Infants) or Merit certificates (Juniors) in Assembly * Feedback to parents, reports -verbal and written * Successful election to House and Vice Captains for the House teams

* Cups awarded annually at end of year to reward specific behaviours or effort. The cup is returned but a shield is given as a permanent reminder

* Star chart to record Infant behaviour at playtime. * Playground Friends (Year 5) * A weekly class cup is awarded in the Infants and Juniors for identified areas in which a class has

shown improvement

Classroom discipline

Good discipline within each classroom is a necessary prerequisite for effective learning to occur. Day to day discipline within the classroom is the responsibility of the class teacher. Good order and discipline in the classroom require from the teacher, among other things –

Good preparation

Interesting work for children

Work that is challenging

Activities that are suitably differentiated

Clearly understood boundaries between acceptable and unacceptable behaviour.

Knowledge about the children in their care

Punctuality

Courtesy

The values expressed and encouraged inside the classroom will closely match the values of the whole school. Discussion with the children, especially at the beginning of a new school year, will enable teachers to establish shared values of classroom behaviour.

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Useful strategies for promoting good behaviour

Public praise and private criticism Public acknowledgement of good behaviour can be very powerful in a positive way. Usually, criticism should be as private as possible; lowering a child’s self-esteem is likely to increase misbehaviour, if not now, later. Avoid standing on one side of the classroom and telling someone off on the other side. The audience provided by the rest of the class can prove rewarding for the child as well as making the rest of the class feel ‘told off’ too. Some children find direct praise hard to handle so praise should be as descriptive as possible and you should be sensitive to the impact. Perhaps allow the child to hear you telling someone else how well he or she has done.

Three positives before a negative This can apply to individuals as well as to classes. Before criticising a child’s work or behaviour aim to have made three positive contacts with them beforehand. They will usually be more receptive to what you have to say. Within the class, aim to appreciate three children before criticising one. The lesson children will learn is that they are more likely to get attention when they behave or work well than when they behave badly.

Acknowledging feelings Children often misbehave because they feel upset. One reason for this can be to help attract adult attention to their bad feelings in the hope that they will get some help with them. Acknowledging the child’s feelings can pre-empt them resorting to other ways to get your attention.

Being consistent Children have a need for the world to be as reliable as possible. When staff act consistently and reliably, they make the child feel safer and therefore less anxious. This in turn will make it less likely that events will trigger off bad behaviour.

Model desired behaviour It is important for adults within the school to model the kinds of behaviour that they expect from children in terms of respect, concern, fairness, how to apologise, how to resolve difficulties fairly and amicably. This includes all staff, governors, parents and visitors. Dealing with difficult behaviour can trigger feelings of anger, irritation, disappointment or even despair. It is better to avoid communicating these feelings. Response should be low key and matter of fact.

Scan the classroom Teachers who seem to know what is going on even before it has started and seem to have eyes in the back of their head, impress children. Put yourself in a position where you can see what is going on and scan for children who are off-task. Re-direct children before behaviour has become disruptive. Listen for changes in patterns of conversation, which indicate off-task behaviour. Make your presence felt by a look or repositioning yourself.

Listen to children Listen to children and make them feel significant. It is important to make children feel aware that you recognise their feelings. “You seem cross, did something happen?” Follow up concerns raised and complaints made, even if you need to say that you will deal with it later. Children need to feel able to share things with us and for issues not to be driven ‘underground’.

Maintain frequent contact Aim to make fairly frequent task-centred contact with all children. This will communicate that attention is predominately given for behaving well and meeting the needs of the situation appropriately. For children who have difficulty maintaining concentration on their work, ensure you make very frequent contact with them. Notice what they have already achieved, ask what they have to do next and remind them that you will be back to check on them. This concentrates on communication about the task and gives the child teacher contact.

Pre-empt disruptive behaviour If a child is off-task, the important tactic is to return their attention to the task before they actually become disruptive.

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Sanctions We recognise that there will be occasions when there will be problems with behaviour, for many reasons. We should always try to understand the reasons for the misbehaviour so that we can deal with it most effectively. The most powerful sanction is the disapproval of those whose views the wrongdoer respects. So we should create a climate of opinion in which that sanction will have the greatest effect. This can be fostered through associated PSHE activities. When dealing with disruptive incidents the staff member will consider the following initial responses, which are used at the adults’ discretion and not necessarily in isolation:

Label the behaviour and not the child. (E.g. say “That is not the right way to behave” rather than, “You are a naughty boy/girl.”)

Your position in the class

Your proximity to disruptive children

Your facial expression

Your tone of voice

Your posture

Your choice of words

Give clear instructions, allowing time for the child/ren to understand and follow

The use of eye contact

Freezing, stopping all physical activity

Rule reminder

Related sanctions e.g. clean up mess, make up the work

Home/School book

Loss of privilege

Using terms of endearment such as ‘sweetheart’ or ‘darling’ are inappropriate and give mixed messages.

Do they all communicate your confidence and authority? Do they tend to reduce the temperature or raise it? Sanctions exist to protect the individual from these negative forms of behaviour. Solutions to problems of bullying, harassment and vandalism should offer opportunities to support and guide the child to take a more positive role within the school.

If a problem persists it may be necessary to involve outside agencies such as the educational psychologist or behaviour support team. If a child is in danger of exclusion for a fixed period, a Pastoral Support Plan (PSP) will be instituted with the support of the Behaviour Advisory Teacher. The last resort is exclusion from school on a temporary or permanent basis following Hillingdon’s guidelines on exclusion.

Procedures to follow if rules are broken

Teachers have the right to teach and children have the right to learn. Children who break our school rules stop teachers from teaching and stop themselves and others from learning. There are times in every classroom when children disrupt others. The school procedure begins when a child has been given a chance to correct their behaviour and has CHOSEN not to do so. A record should be kept in the class teacher’s Inclusion Folder (behaviour incidents section) of the level of intervention needed for the child to take control of their own behaviour (B2 and above) so that over time improvements can be seen. All incidents of B3 and above will be recorded in the AHT Behaviour File and central electronic record. The school uses three steps before a procedure is started. These are: -

1. Ask the child to do the right thing 2. Tell the child to do the right thing 3. Warn the child that if he or she does not do the right thing then a sanction will follow.

There will be occasions when this is not possible if a child or adult is in danger.

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An action of retaliation will be judged based on the preceding circumstances and actions.

The Assistant Headteacher, in consultation with Teachers, is responsible for making the final decision

as to whether a behaviour is at B3 or higher.

If the class teacher requires the assistance of another adult in the classroom as a result of a potentially

serious incident, he/she should use the class panic alarm. For rooms where a panic alarm is not fitted,

a RED TRIANGLE will be sent to the School Office or Headteacher for immediate response.

All incidents from B3 above will be recorded on the central electronic record for collation each half

term, identification of patterns and reporting to Governors.

Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such

as on a school trip. These sanctions will be applied on return to school, in accordance with the policy.

Malicious allegations

Where a pupil makes an accusation against a member of staff and that accusation is shown to have

been malicious, the headteacher will discipline the pupil in accordance with this policy.

Please refer to the policy, “Dealing with Allegations of Abuse Against Teachers and other Staff” for

more information on responding to allegations of abuse.

The headteacher will also consider the pastoral needs of staff accused of misconduct.

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Levels of Sanction and Corresponding Behaviours: Key Stage 1 and 2

Examples of Types of Behaviour at each Level of Sanction

Type of Behaviour

B1 Calling out Distracting others e.g. muttering, fidgeting, fiddling, making noises, whistling, banging on furniture, deliberately rattling trays etc. Eating in places not permitted or items not permitted, including chewing gum Pushing in line, especially the lunch queue or not lining up quietly Deliberately dropping litter Not sitting appropriately when asked to do so Work avoidance or deliberately being off task Running in corridor rather than walking

B2 3rd warning of Level1 behaviour in any day Child being rude to an adult e.g. answering back, or being rude to another child Mistreating other people’s property Drawing on tables, chairs or other property Throwing small items with intent Refusing to carry out a reasonable request or not following instructions Hiding from members of staff or refusing to come in when asked Refusing to attempt work or deliberately wasting their own or others’ time Being in the school without permission at break times.

B3 3rd level 2 behaviour in any day Refusal to cooperate with a sanction Leaving the classroom without permission Provocation Swearing Retaliation – short, instant reaction Inappropriate drawing/writing or inappropriate discussion with others Inciting somebody else to do the wrong thing Defacing somebody else’s work Wilful, proven lying Threatening behaviour or being confrontational

B4 3 x 15 minutes detentions in half a term Fighting Spitting Offensive language including swearing at somebody. Personal insults Racism Any other form of discrimination Physical violence unprovoked (punching, kicking etc.) Harassment – physical or verbal Damaging property intentionally Throwing books/equipment at others Stealing Leaving the premises without permission Endangering others by not following instructions

B5 Premeditated physical violence Any isolated, serious incident: including bringing inappropriate items to school such as weapons. In the case of this, please refer immediately to the Headteacher. Three level 4 incidents.

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Computing and Internet Levels of Sanction and Corresponding Behaviours: Key Stage 1 and

2

Examples of Types of Behaviour at each Level of Sanction

Type of Behaviour

B1

B2 Accidentally corrupting or destroying others’ data without notifying a member of staff

of it.

Accidentally accessing offensive material and not notifying a member of staff of it.

B3 Not adhering to being a “rule follower online” as agreed and signed to in the

Acceptable Use Policy

Use of non-educational sites during lessons

Unauthorised use of email and communications tools

Unauthorised use of mobile phone/personal device in lessons or within the school

grounds during school hours, including After school clubs

Unauthorised use of mobile phone/personal device on school trips

Use of unauthorised instant messaging/social networking sites within school grounds

or on school trips

B4 Continued use of non-educational sites during lessons after being warned

Continued unauthorised use of email and communication tools after being warned

Continued unauthorised use of mobile phone/personal device after being warned

Continued use of unauthorised instant messaging/social networking sites/Games

sites within school grounds or on school trips

Use of Filesharing software for illegal downloading

Deliberately corrupting or destroying someone’s data, violating privacy of others or

posts

Deliberately accessing offensive material

Sending an email or message that is regarded as harassment or of a bullying nature

Trying to access offensive or pornographic material

Transmission of commercial or advertising material

Use of systems to circumvent schools online safety tools

B5 Continued sending of emails or messages regarded as harassment or of a bullying

nature

Deliberately creating accessing, downloading or disseminating any material deemed

offensive, obscene, defamatory, racist, homophobic or violent

Sharing or requesting of images or content of a minor that would be considered

sexual or inappropriate.

Receipt or transmission of material that infringes the copyright of another person or

infringes the conditions of the Data Protection Act, revised 1988

Bringing the school name into disrepute

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Examples of Types of Sanctions at each Level of Behaviour.

BEHAVIOUR 1 Strategies developed within the classroom, including being kept in a break with the class teacher if work is incomplete or of poor quality

If behaviour occurs at lunchtime the SMSA may issue up to two B1s for each child before escalating to the teacher in charge of the class

A warning must be given first.

BEHAVIOUR 2 Child is moved to another area within the classroom/dining room and told that the behaviour is unacceptable

and be asked to acknowledge that they understand that.

If in the classroom, depending on their age and ability, the child is given a standardised form to fill in or work to complete.

If in the dining room, the child will sit in isolation.

Sitting alone in either case should be 10-20 minutes maximum or sent to paired class

The incident will be recorded in the Class Inclusion file/ Lunchtime Communication file and the child will be asked to sign it. All standardised forms/additional work will be filed in the class file.

Child may be kept in at break time to complete work.

BEHAVIOUR 3 Child is sent to a paired class and reminded that the behaviour is unacceptable. They will be told what the work is for them to complete and that their parents will be informed.

Child will be sent with a message form to receiving teacher and if necessary, be accompanied by another child or adult. Child remains out of class to end of lesson and, in any case, no longer than one hour. If the work is not done it is taken home.

In addition, the child will remain in at lunchtime for 15mins. This will be with the Assistant Headteacher on lunchtime detention duty on the same day or next day if incident occurs after lunch. They will be set a task by the teacher who identified the behaviour.

Teacher/SMSA to record in the Class Inclusion file or the Lunchtime Communication file. Incident to be recorded in AHT Behaviour File and electronic recording system.

A B3 letter will be sent home by the class teacher, in consultation with the Assistant Headteacher, a copy of which/record of the incident is saved electronically.

BEHAVIOUR 4 30 minute (12:15 -12:45) Lunchtime detention with HT/AHT on the same day or next day if incident occurs after lunch. In this case the child will go to eat lunch as soon as class breaks.

Possible after school detention within a week.

Possible exclusion from extra-curricular activities for two weeks but not after school care. If the child is enrolled on an activity, they will spend that time with an allocated teacher.

Possible removal from lessons for a specified time, if appropriate.

Class teacher/SLT speaks to parents/carers at the end of the school day.

Any conversation with a parent/carer about a child’s behaviour must not take place on the playground. The parent should be invited in and the discussion taken place in private.

Level 4 behaviour incidents at lunchtime will result in a Level 4 letter being sent home by the Headteacher, Associate Headteacher or Assistant Headteacher, (See Appendix 1). A copy of the letter/record of the incident is saved electronically.

Incident to be recorded in AHT Behaviour file and electronic recording system.

BEHAVIOUR 5 The child will be sent to the Senior Manager on call that day, normally the Head.

They will stay with the Senior Manager for the lunch break. The Senior Manager will complete an incident report form with input from any witnesses; the parents will be told what has happened in a letter.

Sanctions may include an internal/external exclusion or lunchtime exclusion for a fixed period, depending on the nature of the incident

If three B4 letters are written, this may result in an automatic one-day internal/external exclusion.

This does not affect the Headteacher’s right to take immediate action in the case of a serious incident.

Three level 4 incidents at lunchtime may result in lunchtime exclusion for fixed period, either internally or externally if manageable for parents.

Exclusion may involve the utilisation of a fixed penalty notice.

Incident to be recorded in AHT Behaviour file and electronic recording system

Five B1s in a week can accumulate to a ‘5 for 25’ punishment, whereby the child loses 25 minutes of lunch on the Friday.

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EYFS Three, four and five year olds are still learning how to work and get along with each other, and are finding out what’s acceptable and what’s not. This is the type of learning best shared by parents and school working together. We are tolerant and patient when help the children get on with each other. We have a few rules to help things run smoothly, they are as follows; Keep your hands and feet to yourself. Speak kindly to others. Walk around the classrooms. Sit quietly and listen when a teacher is talking or reading a story. Take turns and share. Use all resources and equipment sensibly, taking care to look after them. Discipline operates in the first instance through reward and praise. These procedures promote a child’s confidence and self-esteem. Rewards are used to support and promote good behaviour. Class teachers agreed rules with their new classes and all adults working in the EYFS use a range of personally favoured strategies as incentives for the pupils to behave well. These strategies could include:

Verbal praise and encouragement

Non-verbal praise – e.g. – smiles, thumbs up

Written/oral remarks about good work

Stickers

Sending children to another teacher or Headteacher to share their good work/behaviour

Displaying pupils’ work and achievements

Charts within class

Any behaviour problems will be dealt with on the spot by the member of staff who witnessed the behaviour and then discussed with the class teacher. Minor matters will normally be dealt with by expression of disapproval, children will be reminded of the class rules and asked to apologise to the person he/she has wronged. Children may, at the discretion of the teacher, be asked to sit for a few minutes and have time out for thinking. The purpose of the sanction is:

To ensure that the child understands when their behaviour has been unacceptable

To show that action has been taken where another child, or children, has been hurt or upset as a result

of another’s behaviour.

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EYFS

Examples of Types of each Level of Behaviour and Sanctions.

Level Behaviour Sanction

Minor 1 (M1)

Running in the class room Snatching Arguing Saying unkind things to other children Talking back to an adult Throwing resources Play fighting Uncooperativeness

Strategies developed within the classroom Expression of disapproval Naming the child – reminding of correct behaviour Reminding of the rules Removal of area and asked to play in a different area Verbal warning Use of positioning when on the carpet

Serious 2 (S2)

3rd warning of Level1 behaviour in any day Pushing Hitting Kicking Biting Spitting Being rude to an adult

Time out in class Child will be asked to apologise Incident will be recorded in the class behaviour book. Parents will be informed verbally of the incident.

Regular serious 3 (S3)

3rd level 2 behaviour in any day Physical abuse of staff

Time out in paired class Time out with Phase Leader/AHT/HT Parents will be informed (letter S3) and incident will be recorded in the class behaviour book.

Continuing Behaviour Issues 4

Weekly instances of level 2/3 – serious behaviour

Behaviour chart Behaviour link book between home and school Class teacher will complete a Record of Concern form which will be shared with the Inclusion Manager and child’s parents. Staff will liaise with the Inclusion Manager and if deemed necessary, the child will be put on an Individual Behaviour Plan (IBP)

3/5 instances of serious behaviour in one week

Possible internal/external exclusion

If we start to notice a repeated pattern of unacceptable behaviour the child will be put on a behaviour chart and/or behaviour link book between home and school. The child’s behaviour will be closely monitored and will be rewarded a sticker for positive behaviour at each session/lesson. Behaviour will be recorded in the class behaviour book as a record. In cases of extremely poor behaviour, children who do not respond to the above procedures will be sent to the Foundation Stage Phase Leader and if there is still no improvement to the Assistant Headteacher or Headteacher. Failure to improve after the involvement of senior members of staff indicates a necessity to consult with parents and find the root of the problem and its solution with parental co-operation.

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Problems with behaviour are more likely to occur at certain times of the day, usually when children are not actively involved in the classroom. We should all be aware of the potential for problems and try to minimise them. Such times include:

When waiting in line and moving about the school.

When going out to play or coming back in.

At wet breaks.

Unacceptable Behaviour

There is no place for violence, bullying, harassment (racial or sexual), vandalism, rudeness to adults or bad language in the school community and these must always be discouraged.

Additional Support and Children with Special Educational Needs We expect all children at Dr Triplett’s to adhere to the Dr Triplett’s Code. As far as possible, we want to keep children with SEN within the Code. However, this will be more difficult for some children at certain times. Children with behaviour difficulties at School Support may:

Have regular meetings with their teacher and parents/carers.

Be placed ‘on report’ by a member of SLT working with that child and class teacher. A mutual decision is made, involving the child, as to when the form is deemed no longer necessary. Parents/carers see the form weekly.

Have a ‘traffic lights’ folder to modify and closely monitor behaviour.

Have targets for improved behaviour on their IEP.

Have a PSP.

Meet regularly with the SENCo to discuss progress. Children who have a statement of SEN/Education, Health and Care Plan may need the Code to be modified to manage their behaviour. Some pupils may not comprehend the rules and structures of the school and be unable to meet the expectations without additional support. Practical ideas include individual planning and review. A formal meeting should take place each half term between parents/carers, school staff and relevant outside agencies.

For some children, often classified as having social, emotional or behavioural difficulties, the school will need to respond in a way that is additional to or different from other children in order to positively manage their behaviour. If this is the case, that child will be placed on School Support within our Special Educational Needs provision and an Individual Education Plan will be written for them detailing specific behaviour targets and strategies for meeting those targets. The school will endeavour to liaise with external agencies that may be able to offer support and advice for staff dealing with children who exhibit particularly challenging behaviour. The agencies include: Primary Behaviour Support Team and Pupil Referral Unit, Educational Psychologist, Special Needs Support Service, Pupil Support Team, School Doctor or Nurse, Child and Adolescent Mental Health Centre.

Monitoring The school keeps a variety of records of incidents of misbehaviour.

The class teacher records classroom incidents in their Inclusion Folder.

The Assistant Headteacher records those incidents where a child is sent to her on account of bad behaviour.

The Headteacher records those incidents where a child is sent to her on account of bad behaviour.

Lunchtime incidents are recorded in the Lunchtime Communication File and break time incidents in the Class Inclusion Folder.

Copies of Level 3, 4, and 5 letters and incident report forms are kept electronically, and half termly summaries are kept in the Behaviour File in the AHT’s office, serving as a record of the incidents. If any further explanation is added, this is filed in the Behaviour File.

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Lunchtime Communication files should be returned to teachers at the end of the lunch break. It could be given to the teacher in person, or sent back with a responsible child. The teacher will return them to the office with the wallet the next morning so they are ready for collection by the SMSA that lunchtime.

The Headteacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded.

Specific guidelines for dealing with bullying can be found in the school’s Anti Bullying Policy All occurrences of this type of behaviour should be recorded (including the name of the “victim” if any) in the usual way and also be brought to the attention of the Headteacher who will record in the Log. Repeated occurrences will need to be noted in the child’s profile and brought to the attention of the parents through a letter or an invitation to meet with the Headteacher to discuss appropriate response to the repeated inappropriate behaviour.

Parenting Contracts and Parenting Orders Parents may be invited to enter into a parenting contract in some circumstances. A decision to apply for a Parenting Order may be made in some circumstances.

Pupil transition

To ensure a smooth transition to the next year, pupils have transition sessions with their new

teacher(s). In addition, staff members hold transition meetings.

To ensure behaviour is continually monitored and the right support is in place, information related to

pupil behaviour issues may be transferred to relevant staff at the start of the term or year. Information

on behaviour issues may also be shared with new settings for those pupils transferring to other

schools.

Confiscation

Any prohibited items (knives or weapons; alcohol; illegal drugs; stolen items; tobacco and cigarette

papers; fireworks; pornographic images or any article a staff member reasonably suspects has been, or

is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of,

any person (including the pupil)) found in pupils’ possession will be confiscated. These items will

not be returned to pupils.

We will also confiscate any item which is harmful or detrimental to school discipline. This can

include mobile phones which are being used inappropriately. These items will be returned to pupils

after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching,

screening and confiscation.

Monitoring and Evaluation The implementation of this policy will be monitored by the Head and Leadership Team. A report on effectiveness, including a resume of incidents recorded, will form part of the Headteacher’s written report to the Governing Body once a term.

Training

Our staff are provided with training on managing behaviour as part of their induction process.

Behaviour management will also form part of continuing professional development. Specified

teachers have received positive handling training.

Review This policy will be reviewed every year.

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Appendix 1

Standard forms and letters

B 2 Sitting alone in own class – task sheet

B 3 letter to parents/ carers

B 3 Paired Class task sheet and covering note

B 4 letter to parents/carers

B 5 Incident report Form

Discipline warning

Detention notice

Appendix 2

Protocol on the Use of Force to Control or Restrain Children

Appendix 3

Protocol if a teacher gives a child detention

Appendix 4 Covid 19 additions to behaviour policy

Autumn Term Social Distancing Rules – Covid 19 Rules for Children

Appendix 5

Governors’ Behaviour Statement of Principles

17

Sitting alone in Class – Task Sheet (B 2)

Name Date Time

Class

What did I do wrong?

Why was my behaviour unacceptable?

What could I have done instead?

18

Dr Triplett's C E Primary School Hemmen Lane, Hayes

Middlesex UB3 2JQ

Tel: 0208 573 1617 Fax: 0208 813 5814

E-Mail: office@mail.drtripletts.co.uk

www.drtripletts.com Headteacher: Mrs R Anderson Associate Headteacher: Mrs P Byles

Date:

B3 Behaviour

To the parents of: Class: Dear

I am writing to advise you that in line with the school’s policy on behaviour and discipline, your child _____________ has had/will have a 15 minute detention at lunchtime today/tomorrow due to the following inappropriate behaviour:

I am sure you will wish to speak to _______________ about this behaviour and endeavour to ensure that it isn’t repeated. If you wish to speak to the class teacher, or myself, about this or any other concerns please telephone the school to make a mutually convenient appointment. Thank you for your support. Yours sincerely, Mrs Smaggasgale Assistant Headteacher

19

Please return slip to show receipt of letter: .............................................................................................................................................

Detention

Name of child:.... Date of detention: .........

I have received notification that my child will have a 15 minute detention at lunchtime tomorrow due to inappropriate behaviour. Signed:..................................................... Date:..................................................................

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Paired Class – Covering Note (B3) Name: Date: Time: Class: Class I have been sent to:

Task to be done this session:

Task completed: Yes / No Child’s signature

Teacher’s Signature

21

Removed to Paired Class (B 3) Name Date

Time Class

What I did wrong:

What I should have done:

22

Headteacher: Mrs R Anderson Associate Headteacher: Mrs P Byles

To the parents of : Date: Class:

B4 Behaviour

Dear Your child, , was involved in an incident of unacceptable behaviour today which I would like to make you aware of. This constitutes B4 behaviour in accordance with our school policy. Brief details of the incident. In line with the school’s Behaviour Policy, , will receive/has received a 30 minute lunchtime detention today/tomorrow. . In addition he/she has been given an after school detention finishing at 3.45pm on the date below. Date of detention............................................................. If your child attends any lunchtime or after-school clubs, he/she is excluded from them until ............. If you need childcare they will spend 30 minutes with a member of staff instead. I am sure you will wish to speak to _______________ about this behaviour and endeavour to ensure that it isn’t repeated. If you wish to speak to myself, Mrs Anderson or Mrs Byles about this or any other concerns, please telephone the school to make a mutually convenient appointment. Please complete the slip below and return it to school tomorrow. Yours sincerely, Mrs Smaggasgale Assistant Headteacher

Dr Triplett's C E Primary School Hemmen Lane, Hayes

Middlesex UB3 2JQ

Tel: 0208 573 1617 Fax: 0208 813 5814

E-Mail: office@mail.drtripletts.co.uk

www.drtripletts.com

23

.............................................................................................................................................

Detention

Name of child:...................................................... Date of detention: ...............................

I understand that my child has detention which will finish at 3.45pm and that it is my responsibility to collect him/her from school. Signed:..................................................... Date:..................................................................

or Please return slip to show receipt of letter: .............................................................................................................................................

Detention

Name of child:.... Date of detention: .........

I have received notification that my child will have a 30 minute detention at lunchtime tomorrow due to inappropriate behaviour. Signed:..................................................... Date:..................................................................

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Incident report Form (B 5)

This report to be used for any incident constituting Behaviour Level 5.

This form should be completed as fully as possible. For an incident involving or witnessed by a child, a member of staff should complete the form on their behalf.

Date of incident………………………………………..

Day of Week……………………………………………

Time……………………………………………………..

Member of staff reporting incident ……………………………………………………..

Personal details of person assaulted/ verbally abused ( if appropriate)

Name……………………………………………………… Class…………….

Position (if member of staff)………………………………………………….

Age ……………..

Details of assailant/wrongdoer/ trespasser (if known)

…………………………………………………………………………………….

Witnesses (if any)

Name………………………………………………………………………………..

Age ………………………………………………………………………………….

Details of Incident

Type of incident (give details of damage or injury)

……………………………………………………………………………………………..

Location of incident

……………………………………………………………………………………………..

Events leading up to the incident and description of actual event

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

…………………………………………………………………………............................................

Outcome (whether parents contacted, what happened after incident, any action taken)

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……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………

Other Information (to be completed as appropriate)

Possible contributory factors

……………………………………………………………………………………………………………………

……………………………………………………………………………………

Has a similar incident occurred previously? Yes / No

If Yes, give date and brief details:

……………………………………………………………………………………………………………………

……………………………………………………………………………………

Had any measures been taken to try to prevent an incident of this type occurring? If so, what?

Could they be improved?

……………………………………………………………………………………………………………………

……………………………………………………………………………………

If no measures have been taken beforehand, could action now be taken? If so, what?

……………………………………………………………………………………………………………………

……………………………………………………………………………………

If outside agencies involved please give details (eg police crime number, Social services ref.

etc.)

…………………………………………………………………………………………………

Any other relevant information

……………………………………………………………………………………………………………………

……………………………………………………………………………………

Signed……………………………………………….

Date:…………………………………………………

Signed ………………………………………………Head Teacher

………………………………………………………..

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Headteacher: Mrs R Anderson Associate Headteacher: Mrs P Byles

Dear Parent

Discipline Warning

Name of Child ..................................................... Date ..................................... I am writing to inform you that your child has been given two 15 minute lunchtime detentions this term. Should there be a third misdemeanour at this level, in accordance with our School Behaviour Policy, your child will be given an after-school detention. Detention will consist of a 45 minute period of supervised work, finishing at 3.45pm and at least 24 hours notice will be given in writing. I would appreciate your support in urging your child to comply with school policies and warning him/her of the consequences if rules or procedures are ignored. I would be grateful if you could complete and return the attached slip tomorrow. Yours sincerely Mrs Smaggasgale Assistant Headteacher .............................................................................................................................................................

Discipline Warning

Name of Child ..................................................... Date ..................................... Class .................. I understand that my child has been given two lunchtime detentions and that, should there be a further occurrence, he/she will be given an after-school detention. I understand that I will be given at least 24 hours notice in writing of any detention. Signed .......................................................... Date ...............................

Dr Triplett's C E Primary School Hemmen Lane, Hayes

Middlesex UB3 2JQ

Tel: 0208 573 1617 Fax: 0208 813 5814

E-Mail:

office@mail.drtripletts.co.uk

www.drtripletts.com

27

Headteacher: Mrs R Anderson Associate Headteacher: Mrs P Byles

Dear Parent

Detention Notice

Name of Child ..................................................... Date ................................. .... I regret to inform you that, following three 15 minute lunchtime detentions this term, your child has been given an after school detention finishing at 3:45pm on the date below.

Reason for 15 minute detention Date

Date of detention ......................................................................... Please complete the slip below and return it to school tomorrow. Yours sincerely Mrs Smaggasgale Assistant Headteacher ..........................................................................................................................................................

Detention

Name of Child ..................................................... Date ................................. ....

Class .................. I understand that my child has detention which will finish at 3.45pm and that it is my responsibility to collect him/her from school. Signed .......................................................... Date ....................................

Dr Triplett's C E Primary School Hemmen Lane, Hayes

Middlesex UB3 2JQ

Tel: 0208 573 1617 Fax: 0208 813 5814

E-Mail: office@mail.drtripletts.co.uk

www.drtripletts.com

28

Appendix 2

Protocol on the Use of Force to Control or Restrain Children 1. From time to time a child may behave so disruptively or dangerously, and be so resistant to instruction or persuasion, that physical force is the only control measure available to the responsible adult. This protocol sets out the Dr Triplett’s policy governing such situations. 2. Essentially the school’s policy is to comply with s.93 of the Education and Inspections Act 2006, and the Government’s non-statutory guidance on it1. This protocol should be read together with both. The core principle is that a member of staff may use reasonable force to prevent a child from doing, or continuing to do, one of the following: (i) committing an offence (or what would be an offence if the child were old enough); (ii) injuring her/himself or another, or damaging property; (iii) disturbing order and discipline. 3. Nevertheless, members of staff will not resort to force lightly or as a matter of routine. It is the overarching aim of the school, and of this Behaviour Policy in particular, that our children acquire a sound moral code and learn to behave with self-control and with courtesy and consideration for others. Our policy is to cultivate an ethos with those as central principles, and a culture in which adults and children manage conflict and strong feelings by civilised discourse and not by force or violence. In those ways the likelihood that a situation will arise in which a child has to be controlled or restrained by force will be minimised. 4. Force will never be used as a punishment.

Who may use force? 5. For the purposes of this protocol, all teachers, TAs and Midday Supervisors count as ‘members of

staff’. Note that parent and other volunteer helpers do not, and may not use force unless expressly

authorised to do so, in writing, by the headteacher.

What counts as ‘reasonable’ force? 6. Members of staff contemplating the use of force have to make an assessment of the situation, and do so quickly under what may be stressful conditions. They have to gauge: (i) the seriousness of the conduct causing concern (the probability that significant harm or disorder will result if it is unchecked); (ii) the probability that non-forceful measures will be unsuccessful; (iii) the urgency with which control must be regained; (iv) the level of force that will be appropriate; (v) additional risk factors that may affect how this particular situation is handled. 7. If defensible judgments are made on these points then the requirement for ‘reasonableness’ will be satisfied. The process is broken down here for the sake of clarity: it is not expected that a member of staff will in real life carry out such a step-by-step analysis, but that these elements will be integrated into a swift evaluation and decision.

Conduct warranting the use of force 8. The use of force will normally be appropriate in the following situations, or ones of similar gravity, provided that non-forceful methods seem likely to fail and there are no overwhelming factors counterposed to it:

1 Use of Force: advice for headteachers, staff and governing bodies (DfE July 2013)

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(i) a pupil is attacking another person, or fighting, in such a way that injury is likely; (ii) a pupil is damaging, or is about to damage, personal or school property; (iii) a pupil is behaving in such an unruly way, for example by the misuse of equipment or dangerous substances, that injury to her/himself or to others, or damage to property, is likely; (iv) a pupil is attempting to leave the class or the school, or withdraw from the member of staff’s sphere of control, and there is a risk to her/his safety if (s)he does so; (v) a pupil persistently refuses to obey an instruction to leave a classroom or work area; (vi) a pupil is behaving in a way that significantly disturbs or distracts other children, or otherwise disrupts a lesson or event at the school; (vii) a pupil is committing or is about to commit a criminal offence, or what would be a criminal offence if the child were not under the age of criminal responsibility. 9. It is important to note that para 8 above is not merely permissive or mitigatory, but that members of staff have a positive duty to use force in such circumstances.

What level of force is appropriate? 10. The level of force used and the duration of it should be the minimum necessary to restore safety or order or both. It may be passive (standing between pupils or blocking a pupil’s path), or involve active control or restraint. Active methods may range from leading a child by the hand or arm, or ushering, marshalling or ‘herding’ a child or children with hand on the back or shoulder, to full body restrictive holds or lifting and carrying. In cases of extreme danger (for example: a child about to run into a busy road or to strike another with a knife or a bottle) a member of staff should not hesitate to use the most effective method. In such cases it may not always be possible to avoid injuring the pupil, but the lower risk should be taken. 11. The following principles must be followed: (i) the member of staff must not hit the child; (ii) handling must not involve deliberately inflicting pain on the child (so, for example, may not involve joint locks or finger holds); (iii) the child’s breathing must not be restricted (so, for example, handling must not involve throat or neck holds or pressing the child or young person's face into soft furnishings); (iv) adults must as far as possible avoid touching the genital area, the buttocks or the breasts of the child, or using contact that may be interpreted as sexually inappropriate; (v) the adult must not put her/his full weight upon the child‘s spine or abdominal area. 12. During any application of forcible control or restraint adults must seek as far as possible to: (i) lower the child‘s level of arousal by continuously offering oral reassurance and avoiding generating fear of injury in the child; act calmly and not out of anger or impatience; (ii) restrict movement of the child’s limbs as little as possible consistent with the danger of injury (so, for example, the adult should not normally restrict the movement of the child’s legs when (s)he is on the ground unless in an enclosed space where flailing legs are likely to be injured); (iii) take account of the danger of accidental injury during the restraint by using a method suitable for the place in which it is taking place (for example, on a paved surface the adult should try to avoid placing the child or young person on the ground); (iv) where a group of staff is involved, consider working together as a team, with one member taking the lead; (v) not employ another child to assist in control or restraint;

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(vi) not attempt to move a child bodily from one place to another unless danger or disruption cannot be subdued in any other way.

Other risk factors 13. The following factors should be taken in to account when deciding whether and how to use force. The qualification at para 7 above is relevant here too: it may not be practicable for a member of staff under pressure to ponder them deeply, but forethought will help to make sure that they are absorbed into the judgment made on the spot: (i) any special need, disability, fragility or susceptibility of the child. These include a child’s difficulties in communicating or understanding instructions; physical frailty that makes a child more likely to be harmed by forceful handling; and emotional instability that makes a child more likely to react to stressful situations in a violent or unruly way. Children for whom these factors are particularly relevant will be identified by the Senco and members of staff made aware of their needs. (ii) the ages and medical conditions of both adult and child; (iii) cultural sensitivities that may affect how a child regards being touched or handled; (iv) the involvement of a weapon; (v) the presence of other adults who may be able and willing to help; (vi) any danger created by the place in which the incident is taking place; (vii) the child’s previous experience of handling, if any, and her/his known response; (viii) additional risk created by clothing, jewellery, spectacles, hearing-aids or other equipment worn by the child.

Follow-up action 14. All significant incidents of forceful control or restraint should be recorded in writing, using the Electronic Incident Record Form. Relevant factors in determining whether or not a particular incident warrants a report are: whether or not the child, other children or the member of staff were distressed by it; whether or not a restrictive hold was used or the child was bodily handled; whether or not anyone involved was injured; and whether there is more than a negligible likelihood that the child’s parents may wish to pursue the matter or that an issue of child protection may be raised. 15. The report must include: (i) details of when and where the incident took place (a sketch plan may be helpful); (ii) circumstances and significant factors which led to the incident; (iii) the duration and nature of any physical restraint used; (iv) the names of pupils and staff involved and of all witnesses; (v) a description of any injury sustained by pupils or staff and subsequent medical attention; (vi) a description of any action taken after the incident. 16. The member of staff involved will discuss the incident with the headteacher as soon as possible afterwards. It will be discussed with the child also if in the opinion of the headteacher and the staff member that would be beneficial. 17. The parents/guardians of the child will be informed about the incident and its follow-up. 18. Depending on the seriousness of the incident and the likelihood of ramification, statements may need to be taken from witnesses, and if so this should be done as soon as possible after it. But note that if the

31

incident has been referred for action under child protection procedures then investigation under this protocol should cease, and no further statements should be taken from those involved or from any witnesses.

Staff induction 19. The Dr Triplett’s Behaviour Policy, and this protocol in particular, will be brought to the attention of all members of staff (see para 5 above) during their induction period. They should familiarise themselves with it and resolve any difficulties or uncertainties before taking control of children in circumstances in which they may need to call upon it.

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Appendix 3

Protocol if a teacher gives a child detention

It is the ‘sending’ teacher that is responsible for ensuring the child gets to their destination with a task to complete.

Behaviour 3 Send covering note to receiving teacher with the task sheet for the child (double

sided)

When the child comes back, ensure these are filed in your Inclusion folder.

Co-ordinate with Assistant Headteacher before issuing B3 detention.

Set a task for their lunchtime detention and ensure the child goes to lunch straight

away and to the allocated room at 12: 30 (15 mins) .

Assistant Headteacher to Complete the B3 letter for parents

Save B3 letter in electronic file (Shared doc – staff files - behaviour policy – yr gp –

term)

Record on class summary. Assistant Headteacher to keep an electronic record and

summary in Behaviour file.

Behaviour 4 Co-ordinate with Assistant Headteacher before issuing B4 detention.

Set a task for their lunchtime detention and ensure the child goes to lunch straight

away and to the allocated room at 12: 15 (30 mins) .

Assistant Headteacher to complete B4 letter for parents – either send in post or give

to the child if appropriate

Speak to the parents at the end of the day if possible

Save B4 letter in electronic file (Shared doc – staff files - behaviour policy – yr gp –

term)

Record on class summary. Assistant Headteacher to keep an electronic record and

summary in Behaviour file.

Please note the electronic file will be the school Behaviour Log – this needs to be kept up to date.

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Appendix: Covid-19 additions to behaviour policy

Agreed by the governing body on 8th July 2020 Last reviewed 8th July 2020

Next review due by 23rd October 2020

This addendum applies until further notice. Unless covered in this addendum, our normal behaviour

policy continues to apply. We may need to amend or add to this addendum as circumstances or

official guidance changes. We will communicate any changes to staff, parents and pupils.

Expectations for pupils in school

When pupils are in school, we expect them to follow all of the rules set out below to keep

themselves and the rest of the school community safe. Alternative arrangements or support will be

put in place for individuals as necessary, and according to their individual plans.

Children will keep a social distance as they queue and enter the school through the gates -

one member of the family dropping and collecting at their allotted time and place.

Children experiencing any symptoms of Coronavirus should tell an adult.

Children will be asked to wash their hands with soap and water at regular intervals -

particularly on arrival, after play and before lunch.

Children will remain in their class/year group ‘bubbles’ at all times during the school day,

including playtimes and lunchtimes.

Children will be encouraged, where possible, to keep their distance from each other and

avoid touching each other (especially older children). They will be reminded to keep a social

distance from adults.

Children will be reminded to use tissues when sneezing or coughing, disposing of them in

bins then washing hands (‘catch it, bin it, kill it’ posters displayed around school).

Children will be reminded to avoid touching mouth, nose and eyes with hands.

Children will have their own work equipment and will be reminded not to share these or other

items, including drinking bottles.

Children will play in their allocated areas at play times, with the children from their ‘bubble’,

and be encouraged to keep a social distance. Football and contact sports cannot be played.

Children will be reminded to follow the one-way system in the corridor - marked on the floor.

Children should fill the class from the back and exit starting from the front.

Children will be reminded to keep social distancing rules when using toilets (use will be

limited during lessons).

Children will be reminded not to cough or spit towards any other person - see Behaviour

policy ‘Spitting’ if required (deliberate coughing to be included).

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Rewards and sanctions for following rules

To help encourage pupils to follow the above rules, we will:

use our school system of rewards eg House points, Class Dojos

However, if pupils fail to follow these rules, we will:

Issue verbal warnings and reminders

then if required for repeated or deliberate rule-breaking:

B1 and B2 reflection times to be issued and supervised by the teacher or HLTA within the ‘bubble’.

B3 and B4 reflection times will be held in the Assistant Head office following social distancing rules. These are to be discussed with the AHT electronically who will issue and record any B3/B4 according to the Behaviour policy, and arrange times.

Expectations for pupils at home

Remote learning rules If pupils are not in school, we expect them to follow all of the rules set out below.

Parents should contact the Class teacher if they think their child might not be able to comply with some or all of the rules, so we can consider alternative arrangements with them.

Children at home with remote education are reminded to follow the agreed Computer Code of Conduct – see current Computing and Internet Levels of Sanction and Corresponding Behaviours: Key Stage 1 and 2.

Complete work to the deadline set by teachers

Seek help from the class teacher using the given email address or remote platform, if needed

Alert teachers if they’re not able to complete work, using the given email address or remote platform

Use proper online conduct, such as using appropriate language in messages

Dealing with problems

If there are any problems with pupils adhering to rules around remote learning, including if they don’t engage with the remote learning set for them, we will:

Contact parents to discuss if there are any issues we can help them address

Monitoring arrangements This policy will be reviewed as guidance from the local authority or Department for Education is updated, and as a minimum half termly, by the Assistant Head teacher. At every review, it will be approved by the full governing board.

Links with other policies This policy links to the following policies and procedures:

Child protection policy

Health and safety policy

Computing and Internet Levels of Sanction and Corresponding Behaviours: Key Stage 1 and 2.

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Social Distancing Rules

Remember to keep a large gap between you and other people

when you come in to school through the gate

Keep a gap between you and other people as you walk around

the classroom, school and playground

Fill the class from the back, exit starting from the front

Wash your hands with soap and water often (eg when you get

to school, after play and before lunch)

Stay with your class groups (‘bubbles’) at all times, including

playtimes and lunchtimes

Play in your set area with your class/year group (’bubble’) and

remember, no contact games eg football

Remember to use a tissue if you cough or sneeze – put it in a

bin then wash your hands

Try not to touch your mouth, nose or eyes with your hands

Look after your own work equipment and don’t share things,

including drinking bottles

Remember to walk on the left side of the corridor

Remember to keep a gap from anyone in the toilets

Remember not to cough or spit at people

If you are working at home, remember to follow our Computer

Code of Conduct and to complete work by the deadline – let

your teacher know if you need help

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Governors’ Statement of

Behaviour Principles

2018/19 – 2020/21

Adopted by Dr Triplett’s School Governing Body

Chair of Governors

Date Approved: October 2014

Date of Review: October 2019

Next Review: October 2021

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Section 1: Rationale and purpose

1. This Statement has been drawn up in accordance with the Education and Inspections Act, 2006, and the Equality Act 2010.

2. The purpose of the Statement is to provide guidance for the Headteacher in drawing up the school’s

Behaviour Policy so that it reflects the shared aspirations and beliefs of the Governing Body, staff and parents for the pupils in the school, as well as taking full account of law and guidance on behaviour matters. It is intended to help all staff to be aware of and understand the extent of their powers in respect of discipline and sanctions and how to use them. Staff should be confident that they have the Governing Body’s support when following this guidance.

3. This is a statement of principles, not practice: it is the responsibility of the Headteacher to draw up the

school’s behaviour policy, though she must take account of these principles when formulating this.

4. The Behaviour Policy must be publicised, in writing, to staff, parents/carers and pupils at least once a year and published on the school’s website.

Section 2: Principles

1. When developing the School Behaviour Policy, the Headteacher should have regard for the DfE

‘Behaviour and displicine in schools’ advice (Feb 2014)

2. The Governing Body of Dr Triplett’s School strongly believes that high standards of behaviour lie at the heart of a successful school that enables: - all its pupils to make the best possible progress in all aspects of their school life and work - all staff to be able to teach and promote good learning without undue interruption or harassment. - children to prepare positively for life in modern Britain.

3. All pupils and staff have the right to feel safe at all times whilst in the school. There should be mutual

respect between staff and pupils and between pupils. All visitors to the school should feel safe and free from the effects of poor behaviour at all times and in all parts of the school.

4. Dr Triplett’s is an inclusive school. All members of the school community should be free from

discrimination of any sort (as laid down in the Equality Act, 2010). To this end the school must ensure there is a clear and comprehensive Anti-bullying Policy that is known and understood by all, consistently applied and monitored for its effectiveness. Measures to protect pupils from bullying and discrimination as a result of gender (including gender reassignment), race, ability, sexual orientation, pregnancy, maternity or background should be clearly set out and regularly monitored for their effective implementation.

5. The Governing Body expects all school policies and procedures to ensure that the school promotes

tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and they will support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain.

6. The school legal duties under the Equality Act 2010 in respect of safeguarding, pupils with Special

Educational Needs and all vulnerable pupils should be set out in the Behaviour Policy and made known to all staff. Parents/carers should be encouraged and helped to support their children’s education, just as the pupils should be helped to understand their responsibilities during their time within a school, in the local community and in preparation for their life after leaving the school. The responsibilities of pupils, parents/carers and school staff with respect to pupils’ behaviour must be outlined in the ‘Home School Agreement’ which pupils and parents/carers must be asked to sign when a pupil joins the school.

7. The Behaviour Policy should make clear under which circumstances other agencies will be involved to

support the work of individual children.

8. The school school’s ethos should be clearly stated in the Behaviour Policy. These should set out expected standards of behaviour, be displayed in all classrooms and other, relevant parts of the

38

school. They should be shared with and explained to all pupils. The Governing Body expects the Policy to be consistently applied by all staff and regularly monitored for its effectiveness.

9. The Governing Body would like to see a wide range of rewards consistently and fairly applied in such a

way as to encourage and reward good behaviour in the classroom and elsewhere. These should be made clear in the Behaviour Policy and regularly monitored for their consistent, fair application and effectiveness.

10. Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils

and consistently applied. The full range of sanctions should be clearly described in the Behaviour Policy so that pupils, staff and parents can understand how and when these are applied. The Governing Body strongly feels that exclusions must be used only as a very last resort. The Headteacher must inform the police, as appropriate, if there is evidence of a criminal act or if she fears that one may take place e.g. if illegal drugs are discovered during a search; cyber-bullying; criminal harassment. Sanctions should be monitored for their proper use and effective impact.

11. The Behaviour Policy should set out the disciplinary action that will be taken against pupils who are

found to have made malicious accusations against school staff. The Governing Body expects the Headteacher to draw on the DfE advice: Dealing with Allegations of Abuse against Teachers and Other Staff when setting out the pastoral support that school staff should expect to receive if they are subject to such an allegation. Staff so accused should not be automatically suspended pending an investigation.

12. The Governing Body expects the Headteacher to include some detail on the power to use reasonable

force or make other physical contact: the situations in which reasonable force may be used (including removing disruptive pupils from classrooms, or preventing them from leaving) should be stated in the Behaviour Policy. A definition of ‘reasonable force’ should be included, which should also explain how and when pupils may be restrained. The Governing Body would expect named staff to be trained in the use of reasonable force and restraint as the need demands at any particular time.

13. The Behaviour Policy should include some detail on the power to discipline outside the school gates:

disciplining beyond the school gates covers the school’s response to all non-criminal bad behaviour and bullying that occurs anywhere off the school premises. The Governing Body must be satisfied, in all situations arising, that the measures proposed by the Headteacher are lawful and that staff and pupils know that sanctions can be applied in these circumstances.

Section 3: Review This Statement of Principles will be reviewed every 3 years, or as necessary. The School Behaviour Policy will be reviewed and shared with the Governing Body annually.