CHALKWELL HALL JUNIOR SCHOOL

BEHAVIOUR POLICY

 

School Behaviour Statement

We believe that good behaviour is important if we are all to achieve the potential we have within us, both in the school environment and in other areas of life.  We strive to help our children to acquire self-discipline and self-control.  We believe that these attributes help us to assume and fulfil our potential in society as a whole. We have an agreed set of standards that we work towards around school (see appendix 1).

Aims of the Policy

  • To encourage a calm, purposeful and happy atmosphere within the school.
  • To foster a caring attitude to all.
  • To encourage positive behaviour through a positive reward system.

Respect Rules

All our school rules will stem from our RESPECT RULES

‘R’esponsible for our own actions

‘E’ffort put in to do our best

‘S’elf confident in our own abilities

‘P’repared to help others when needed

‘E’quality of opportunity given to all

‘C’areful to respect people and property

’T’reated well ourselves at all times

These rules, displayed in all classrooms and around the school, set clear boundaries for expected behaviour within our school.

RESPECT rules and all other rules will be discussed with the children on a regular basis, both in assemblies and within the classroom.   Alongside rules there is a clear set of consequences and rewards for behaviour.

Rewards

The children can be rewarded for positive behaviour in a variety of ways.

  • The best way is to simply notice all good behaviour and effort and verbally praise this whenever seen, for example: well done; that is fantastic; brilliant; you’re a star, etc.
  • Class Teachers and Learning Support Assistants can give one house point when they notice excellent behaviour or effort throughout the week to individuals or the whole class. It is important that children realise they can only receive one point at a time. Points should not be given out for expected behaviour, they should only be given out when children have gone beyond what is generally expected, in line with our core values as highlighted on our postcards: Respect, responsibility, resilience, co-operation, enquiry and creativity. For example: a very good, well thought out question or answer; achieving above that expected through hard work and determination; being exceptionally polite and courteous; being extra thoughtful, etc.
  • Any child who receives a house point during the week will place this in the collection tubes in the hall.
  • Every Friday in assembly the house with the most points will be celebrated.
  • An Achievement Certificate should be given out to one member of the class each week for exceptional behaviour and/or effort (again linked to the core values on the postcards) and automatically receives 2 house points as well.
  • Postcards are sent by the class teacher via the post as a way to celebrate a pupil excelling in one of our core values.  Each class teacher should send at least one postcard per week.

Consequences if a child chooses inappropriate behaviour in class:

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written on board and a behaviour point allocated and recorded. Miss break. Parents informed by class teacher.

3rd Consequence – Name underlined, sent to Head of Year’s class for 15 minutes and parents informed by class teacher. Miss break and lunch as well.

4th Consequence – Sent to Mr Linfield or Mr Hanshaw and parents informed

If a child receives a behaviour point they will automatically miss their next morning break. It is the responsibility of the class teacher to supervise any children in their class that have to miss a break and to enter this onto the SIMS behaviour system during this period giving the reason for the punishment. If for some reason such as the teacher is on duty or has preparation to do they can ask an LSA to supervise until they can return. The class teacher is also responsible for the child when they have to miss lunch but this should be done in conjunction with one of the SLT so that the class teacher does not have to give up all of their lunchbreak.

Incidents of behaviour that are recorded on SIMs always result in the issue being reported to parents at the earliest opportunity.

If a regular occurrence of receiving behaviour points occurs this must be discussed with the Learning Mentors and Inclusion Manager and a meeting set up with the parents as soon as possible. For persistent low level disruption or poor attitude to learning a report card may be set up which should be discussed with parents and reported to them on a daily basis. This report card should have clear targets for the child to achieve. The usual procedure would be to have a report card with the class teacher first then a member of SLT if improvement is not evident, then the HT. This process may be accelerated, depending on the circumstances.

There is some behaviour which will not follow the consequences procedure and will go straight to consequence 4, for example (not exhaustive):

  • Verbal abuse to Staff, pupils and others, including swearing at an adult or racist verbal abuse
  • Physical abuse to/attack on Staff or pupils
  • Actual or threatened violence against another student or a member of staff.
  • Indecent behaviour
  • Damage to property
  • Theft
  • Unacceptable behaviour which has previously been reported and for which School sanctions and other interventions have not been successful in modifying the pupil’s behaviour, such as persistent disruption to lessons, non-compliance or disrespect to adults or pupils in school.

Consequences for these types of behaviours could be loss of privileges or a greater amount of time sanction e.g. a whole week off the playground, loss of extra-curricular clubs, loss of opportunity to represent the school at a sports event, being taught away from class base or internal exclusion/isolation.

If a child’s behaviour is extreme or persistent there may be a need for fixed period exclusions or in very rare cases, permanent exclusion. See appendix 2.

Consequences can be used throughout the school, in maths sets, PPA time, dinner time assemblies etc.

Wherever practical and appropriate, an apology should be made by the person having displayed the inappropriate behaviour.

House points are given to pupils by all staff for positive behaviour.

As a school we acknowledge that each child, class and year group are different and there may be some cases where the rules for certain pupils have to be reviewed or changed.

The class teacher would inform the Head and Deputy of these changes.

Rules for outside the school

RESPECT rules and class rules are also used out of school on school visits.   Achievement points are allocated by any staff and recorded.

For unacceptable behaviour the following actions are taken:

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written down by Class teacher and a behaviour point allocated and recorded. Parents informed.

3rd Consequence – Child sent to Group Leader and parents informed by Class Teacher. Parents informed.

4th Consequence – Head / Deputy / Inclusion Manager to be informed and parents informed

When the children are in Chalkwell Park the school rules still apply.

1st Consequence – Verbal warning explaining their actions

2nd Consequence – Name written down by Class teacher and a behaviour point allocated. Teacher to inform parents.

3rd Consequence – Child sits out of lesson for 15 minutes and parents informed by Class Teacher. Parents informed.

4th Consequence – (Phone office) Head / Deputy / Inclusion Manager to be informed and child escorted back to school and parents informed.

Consequences of actions when in Chalkwell Park or out on trips will be the same as for in school.

Pupils’ conduct outside the school gates

Teachers have the power to discipline pupils for misbehaving outside of the school premises “to such an extent as is reasonable” (section 90 of the Education and Inspections act).

Chalkwell Hall Junior School may discipline pupils for:

Misbehaviour when the pupil is:

  • Taking part in any school-related or school organised activity or
  • Travelling to or from school or
  • Wearing school uniform or
  • In some way identifiable as a pupil at the school (e.g. on the internet)

Or misbehaviour at any time, whether or not the conditions above apply, that:

  • Could have repercussions for the orderly running of the school or
  • Poses a threat to another pupil or member of the public or
  • Could adversely affect the reputation of the school.

In all cases of misbehaviour the teacher can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.

Consequences for behaviour outside the school gates will be in accordance with those used in school.

 

Appendix 1

Behaviour and standards

Our general expectations:

  • Pupils should be silent in learning time or “getting ready to learn” time unless asked to discuss something by an adult so that they can listen to other people
  • Pupils should be silent when getting changed for/from PE (particularly when in the hall as others are working)
  • Pupils should be silent when switching classes from maths/comprehension/spelling sets etc
  • Pupils should be silent when heading to the library or the study room
  • Pupils should be silent coming in/going out from break/lunch (particularly when using the stairs)/going home at the end of the day
  • Staff should walk with their classes and position themselves where they can best observe Pupils, not just lead from the front and charge off without looking behind them
  • When visiting the tuck shop or heading to lunchtime clubs independently they need to be quiet and sensible
  • Pupils should walk when in school

Break/Lunchtimes:

  • Pupils should head to their lines at the end of break/lunchtime when the bell goes
  • Teachers should be out promptly to collect classes at the end of break or lunch
  • Pupils should line up without talking and tuck shirts back in at the end of break/lunch
  • Teachers must support the MDA team at lunch or duty staff at break when on the playground

Uniform:

  • Shirts should be tucked in
  • Pupils not in uniform need to warned in the first instance
  • After talking to the pupil, contact the parent if no improvement. With parents we need to reinforce that we all want standards at Chalkwell Hall to be as high as possible and adhering to our uniform policy is part of how we create a culture of high standards.
  • Pupils can be disciplined for persistently not wearing the school uniform.

 

Appendix 2

CHALKWELL HALL JUNIOR SCHOOL

EXCLUSION POLICY

 

Rationale

This policy, which is an appendix of Behaviour Policy, deals with the policy and practice which informs the School’s use of exclusion. It is underpinned by the shared commitment of all members of the School community to achieve two important aims:

1) The first is to ensure the safety and well-being of all members of the School community, and to maintain an appropriate educational environment in which all can learn and succeed;

2) The second is to realise the aim of reducing the need to use exclusion as a sanction.

Introduction

The decision to exclude a student will be taken in the following circumstances:-

(a) In response to a serious breach of the Behaviour policy

(b) If allowing the pupil to remain in School would seriously harm the education or welfare of the student or others in the School.

Exclusion is an extreme sanction and is only administered by the Headteacher (or, in the absence of the Head, the Deputy Head who is acting in that role).

Exclusion, whether fixed term or permanent may be used for any of the following, all of which constitute examples of unacceptable conduct, and are infringements of the school’s Behaviour Policy:

  • Verbal abuse to Staff and others, including swearing at an adult or racist verbal abuse
  • Verbal abuse to pupils including swearing or racist verbal abuse
  • Physical abuse to/attack on Staff
  • Physical abuse to/attack on pupils
  • Serious actual or threatened violence against another student or a member of staff.
  • Indecent behaviour
  • Damage to property
  • Misuse of illegal drugs
  • Misuse of other substances
  • Theft
  • Sexual abuse or assault.
  • Supplying an illegal drug.
  • Carrying an offensive weapon.
  • Unacceptable behaviour which has previously been reported and for which School sanctions and other interventions have not been successful in modifying the pupil’s behaviour
  • Sustained bullying (see Anti-Bullying Policy)
  • Frequent high level disruption to lessons
  • Frequent high levels of non-compliance
  • Frequent high levels of disrespect to all adults who work in school

This is not an exhaustive list and there may be other situations where the Headteacher makes the judgment that exclusion is an appropriate sanction.

Exclusion

Each individual situation will be investigated according to need. The Head Teacher

will gather evidence; seek the opinions and advice of colleagues.

General factors the School considers before making a decision to exclude

  • Exclusion will not be imposed instantly unless there is an immediate threat to the safety of others in the School or the student concerned. Before deciding whether to exclude a pupil either permanently or for a fixed period the Head will:
  • Ensure appropriate investigations have been carried out.
  • Consider all the evidence available to support the allegations taking into account the Behaviour Policy, Equal Opportunity and Race Equality Policies.
  • Allow the pupil to give her/his version of events.
  • Check whether the incident may have been provoked for example by bullying or by racial or sexual harassment.

If satisfied that, on the balance of probabilities, the pupil did what he or she is alleged to have done; the Head Teacher may exclude the pupil.

Managing serious or persistent problems

  • We accept that it is the behaviour that is the problem and not the child.
  • The behaviour of pupils giving cause for concern will be assessed.
  • Triggers or antecedents established.
  • Individual programmes will be planned to help modify inappropriate behaviour
  • Parents will be invited to discuss their child’s behaviour and an individual programme drawn up. They will be kept informed of progress.

Classrooms

Teaching and learning must be able to take place undisturbed in classrooms. If this is prevented from happening by an individual or group, the behaviours must be tackled.

The aim of our positive behaviour management policy is:

  • to help pupils realise the appropriate behaviour and provide

Strategy/guidance on putting it right

  • to reward positive behaviour
  • to help support behaviour modification if pupils persist in making ‘wrong’ choices with their behaviour.

To support good behaviour we have a clear process that is shared with the children. Class rules are established with each class. These are regularly reinforced to ensure that pupils are clear about the levels of expectation of their behaviour, and reviewed to ensure consistent use across the whole school.

Types of exclusion

  1. Fixed term exclusion (formerly known as being ‘suspended’ )

This is used when persistent inappropriate behaviour continues over time or if a one-off serious offence is committed.

  1. Permanent Exclusion (formerly known as being ‘expelled’ )

Permanent Exclusion is very rare as it is a very serious matter and is never undertaken lightly. Only the Head Teacher can permanently exclude a pupil or a named deputy if the Head Teacher is out of school.  The Headteacher may decide to permanently exclude a pupil only when s/he is sure that:

  • the pupil has seriously breached the school’s discipline policy.
  • if the pupil remains in school, it would seriously harm the education or welfare of the pupil or others in the school.

There is a formal process for all exclusions and these have to be reported to the Local Authority. The school is able to seek advice from the relevant LA officers, such as the Inclusion Officer and the Exclusion Officer if necessary. Parents are able to seek advice from the Local Authority if they have concerns, and may also contact the school’s governors following an exclusion if they wish to.

Parents of all pupils who are excluded on a fixed-term will be invited to a reintegration meeting, usually on the pupil’s first morning back into school, so that an appropriate way forward can be agreed. Provision for a Common Assessment Form (CAF) will be made with the parents/carers. Pupils will be placed on the Inclusion team’s cohort.

Lunchtime Exclusions:

Students whose behaviour at lunchtime is disruptive may be excluded from the School premises for the duration of the lunchtime period. This will be treated as fixed term exclusion and parents will have the same right to gain information and to appeal.

Alternatives to Exclusion:

Alternative strategies to exclusion are:

  • Being placed on the Inclusion team’s cohort and receiving appropriate support.
  • Internal exclusion- the pupil is sent elsewhere in school for a fixed period of time with work.
  • Managed move to another school for a fresh start.

 

Reviewed November 2016