Behaviour and Discipline Policy

Contents

1. Aims.

2. Legislation and statutory requirements.

3. Definitions.

4. Bullying.

5. Roles and responsibilities.

6. Pupil code of conduct.

7. Rewards and sanctions.

8. Behaviour management

9. Pupil transition.

10. Training.

11. Monitoring arrangements.

12. Links with other policies.

13. Sanctions Staircase.

Appendix 1: written statement of behaviour principles.

Appendix 2: staff training log.

Appendix 3: behaviour log.

Appendix 4: letters to parents about pupil behaviour – templates.

1. Aims

This policy aims to:

  • Provide a consistent approach to behaviour management
  • Define what we consider to be unacceptable behaviour, including bullying
  • Outline how pupils are expected to behave
  • Summarise the roles and responsibilities of different people in the school community with regards to behaviour management
  • Outline our system of rewards and sanctions

2. Legislation and statutory requirements

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

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 onlin:
  • Schedule 1 of the Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy

:

  • DfE guidance explaining that academies should publish their behaviour policy and anti-bullying strategy online

3. Definitions

Misbehaviour is defined as:

  • Disruption in lessons, in corridors between lessons, and at break and lunchtimes
  • Non-completion of classwork or homework
  • Poor attitude
  • Incorrect uniform

Serious misbehaviour is defined as:

  • Repeated breaches of the school rules
  • Any form of bullying
  • Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation
  • Vandalism
  • Theft
  • Fighting
  • Smoking
  • Racist, sexist, homophobic or discriminatory behaviour
  • Possession of any prohibited items. These are:
    • Knives or weapons
    • Alcohol
    • Illegal drugs
    • Stolen items
    • Tobacco and cigarette papers
    • Fireworks
    • Pornographic images
    • 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)

4. Bullying

Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

  • Deliberately hurtful
  • Repeated, often over a period of time
  • Difficult to defend against

Bullying can include:

Type of bullying

Definition

Emotional

Being unfriendly, excluding, tormenting

Physical

Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial

Racial taunts, graffiti, gestures

Sexual

Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying strategy.

5. Roles and responsibilities

5.2 The headteacher

The headteacher is responsible for reviewing this behaviour policy. The headteacher will also approve this policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

5.3 Staff

Staff are responsible for:

  • Implementing the behaviour policy consistently
  • Modelling positive behaviour
  • Providing a personalised approach to the specific behavioural needs of particular pupils
  • Recording behaviour incidents (see appendix 3 for a behaviour log)

The senior leadership team will support staff in responding to behaviour incidents.

5.4 Parents

Parents are expected to:

  • Support their child in adhering to the pupil code of conduct
  • Inform the school of any changes in circumstances that may affect their child’s behaviour
  • Discuss any behavioural concerns with the class teacher promptly

6. Pupil code of conduct

Pupils are expected to:

  • Behave in an orderly and self-controlled way
  • Show respect to members of staff and each other
  • In class, make it possible for all pupils to learn
  • Move quietly around the school
  • Treat the school buildings and school property with respect
  • Wear the correct uniform at all times
  • Accept sanctions when given
  • Refrain from behaving in a way that brings the school into disrepute, including when outside school

7. Rewards and sanctions

7.1 List of rewards and sanctions

Positive behaviour will be rewarded with:

  • Praise
  • Merit marks
  • Letters or phone calls home to parents
  • Special responsibilities/privileges

The school may use one or more of the following sanctions in response to unacceptable behaviour:

  • A verbal reprimand
  • Sending the pupil out of the class
  • Expecting work to be completed at home, or at break or lunchtime
  • Detention at break or lunchtime, or after school
  • Referring the pupil to a senior member of staff
  • Letters or phone calls home to parents
  • Agreeing a behaviour contract
  • Putting a pupil ‘on report’

See appendix 4 for sample letters to parents about their child’s behaviour.

7.2 Off-site behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the bus on the way to or from school.

7.3 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 our for more information on responding to allegations of abuse.

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

8. Behaviour management

8.1 Classroom management

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.

They will:

  • Create and maintain a stimulating environment that encourages pupils to be engaged
  • Display the pupil code of conduct or their own classroom rules
  • Develop a positive relationship with pupils, which may include:
    • Greeting pupils in the morning/at the start of lessons
    • Establishing clear routines
    • Communicating expectations of behaviour in ways other than verbally
    • Highlighting and promoting good behaviour
    • Concluding the day positively and starting the next day afresh
    • Having a plan for dealing with low-level disruption
    • Using positive reinforcement

8.2 Physical restraint

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

  • Causing disorder
  • Hurting themselves or others
  • Damaging property

Incidents of physical restraint must:

  • Always be used as a last resort
  • Be applied using the minimum amount of force and for the minimum amount of time possible
  • Be used in a way that maintains the safety and dignity of all concerned
  • Never be used as a form of punishment
  • Be recorded and reported to parents (see appendix 3 for a behaviour log)

8.3 Confiscation

Any prohibited items (listed in section 3) 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. 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

  1. Pupil support

The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

9. 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.

10. Training

Our staff are provided with training on managing behaviour, including proper use of restraint, as part of their induction process.

Behaviour management will also form part of continuing professional development.

A staff training log can be found in appendix 2.

11. Monitoring arrangements

This behaviour policy will be reviewed by the headteacher. At each review, the policy will be approved by the headteacher.

The written statement of behaviour principles (appendix 1) will be reviewed and approved by the headteacher every two years .

12. Links with other policies

This behaviour policy is linked to the following policies:

  • Exclusions policy
  • Safeguarding policy

Appendix 1: written statement of behaviour principles

  • Every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others
  • All pupils, staff and visitors are free from any form of discrimination
  • Staff and volunteers set an excellent example to pupils at all times
  • Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy
  • The behaviour policy is understood by pupils and staff
  • The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions
  • Pupils are helped to take responsibility for their actions
  • Families are involved in behaviour incidents to foster good relationships between the school and pupils’ home life

The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

This written statement of behaviour principles is reviewed and approved by the head teacher every two years.

Appendix 2: staff training log

Training received

Date completed

Trainer/training organisation

Trainer’s signature

Staff member’s signature

Suggested review date

Appendix 3: behaviour log

Pupil’s name:

Name of staff member reporting the incident:

Date:

Where did the incident take place?

When did the incident take place? (Before school, after school, lunchtime, break time)

What happened?

Who was involved?

What actions were taken, including any sanctions?

Is any follow-up action needed? If so, give details

People informed of the incident (staff, governors, parents, police):

Appendix 4: letters to parents about pupil behaviour – templates

First behaviour letter

Dear parent,

Recently, your child, _____________________________, has not been behaving as well in school as they could.

It is important that your child understands the need to follow our pupil code of conduct, and I would appreciate it if you could discuss their behaviour with them.

If your child’s behaviour does not improve, I will contact you again and suggest that we meet to discuss how we can work together. However, at this stage I am confident that a reminder of how to behave appropriately will be sufficient.

Yours sincerely,

Class teacher name: _____________________________________________________________________

Class teacher signature: __________________________________________________________________

Date: ________________________

———————————————————————————————————————————————

Behaviour letter – return slip

Please return this slip to school to confirm you have received this letter. Thank you.

Name of child: __________________________________________________________________________

Parent name: ___________________________________________________________________________

Parent signature: ________________________________________________________________________

Date: ________________________

Second behaviour letter

Dear parent,

Following my previous letter regarding the behaviour of ________________________, I am sorry to say that they are still struggling to adhere to our pupil code of conduct.

I would appreciate it if you could arrange to meet me after school so we can discuss a way forward.

Yours sincerely,

Class teacher name: _____________________________________________________________________

Class teacher signature: __________________________________________________________________

Date: ______________________

Third behaviour letter

Dear parent,

I am sorry to report that, despite meeting and creating a behaviour contract, _______________________, has continued to misbehave.

_________________________ would now benefit from a structured approach to help improve their behaviour in school.

I would be grateful if you could attend a meeting with the headteacher, the special educational needs co-ordinator and myself, to discuss how we can best support your child in improving their behaviour.

Yours sincerely,

Class teacher name: _____________________________________________________________________

Class teacher signature: __________________________________________________________________

Date: _______________________

Detention letter

Dear parent,

I am writing to inform you that _________________________, has been given a detention on this date ___________________ at this time ___________________.

The reason(s) for this detention are set out below.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

If you need to see me about this matter, please call the school to make an appointment.

Yours sincerely,

Class teacher name: _____________________________________________________________________

Class teacher signature: __________________________________________________________________

Date: _______________________

————————————————————————————————————————————————

Detention letter – return slip

Please return this slip to school to confirm you have received this letter. Thank you.

Name of child: ___________________________________________________________________

Parent name: ____________________________________________________________________

Parent signature: _________________________________________________________________

Sanctions Staircase.

DescriptionSanction
Level 1.
Calling out        
Talking over staff/students
Lateness
Tapping/fidgeting
Swinging on chair
No equipment/homework
Repeatedly off task
Inappropriate language
Moving around classroom without
permission
1.      Individual verbal reminder –
with re-enforcement of expectation
2.      Second warning –
with explanation of consequence
3.      Teacher detention –
15 mins at break or lunchtime at earliest
opportunity
4.      Exit from class to Buddy
Level 2.
Arguing
Non compliance
Persistent poor behaviour
Ignoring/walking away from staff
1.     
Exit from class to Buddy
2.
After school detention – 1 hour
(THURSDAY)
Level 3.
Persistent failure to follow instructions
Serious offence
Intimidating behaviour
Internal exclusion.
Level 4.
Extreme behaviour
Violence
Poor behaviour in internal exclusion
1.     
Fixed Term exclusion (1 DAY
2.     
Extended Fixed Term exclusion
(Between 3 – 5 DAYS)
3.
Permanent Exclusion