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LEVERHULME COMMUNITY SCHOOL BEHAVIOUR POLICY

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LEVERHULME COMMUNITY SCHOOL

BEHAVIOUR POLICY

The staff and governors at Leverhulme believe that:-

 a safe, happy, caring and welcoming environment helps to develop self-esteem and promote good behaviour and learning.

 relationships here are based on mutual respect and high expectations,

everyone involved in the school has rights and responsibilities and understands that everyone else has rights and responsibilities too.

 behaviour plays a vital role in the life of the school and to the happiness and well being of the school community.

The purpose of this policy is to provide a clear code of conduct for the use of all at Leverhulme - adults and children. This policy has been drawn up to protect children, staff and others within Leverhulme, in line with recommendations in current DfE guidance:

1. Education Act 1996

2. Education and Inspections Act 2006 3. Equality Act 2010

AIMS

 To provide a caring and safe environment in which everyone feels valued.  To foster positive caring attitudes towards one another and the environment.

 To ensure daily routines promote a calm, orderly environment for the children and staff take care to anticipate any changes in routine ensuring that the children have been prepared for them.

 To acknowledge that each and every person who joins our community has a part to play and that each person’s strengths will be valued and celebrated.

 To ensure we listen with care to one another’s views and opinions and value them.

 To provide a time and space for reflection for individuals to consider their actions, with support if required.

 To respond in a polite and thoughtful manner to one another.

 To build a school community which values kindness, care, good humour, respect and empathy.  To fulfil our responsibilities whether as a child, member of staff, parent or governor with regard to:-

 the safety of everyone at Leverhulme School  completing tasks to the best of our ability

 taking responsibility for our buildings and environment  co-operation with other school members

 punctuality.

We treat everyone fairly and apply this behaviour policy in a consistent way. REMEMBER :

* Children are trying to solve a problem, not be a problem.

* The only person’s behaviour you can directly change is your own.

* Good behaviour and attendance needs to be taught at home and school.

* Asking for help with behaviour problems is a professional strength.

* Children often don’t have the right language to explain their feelings.

* What you pay attention to is what you get more of.

* People can have different perceptions of the same situation.

* Children do not like bad behaviour.

* The child who likes to be in trouble has yet to be born.

* Children respond better to encouragement than punishment.

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RIGHTS AND RESPONSIBILITIES STAFF

RIGHTS

To be supported

RESPONSIBILITIES

To ask for support when needed

To offer support to colleagues

To ensure that the school rules are enforced throughout school

To liaise with those involved with the behaviour system and the leadership team

To work collaboratively

To be safe To behave in a way which keeps self and others safe

To be listened to

To share opinions

To listen to others

To give opinions in a constructive manner

To be made fully aware of the school’s systems/policies/expectations in induction

To seek information and use lines of communication

To clarify information if needed

To be treated courteously by others in the school community

To model courteous behaviour

To recognise and acknowledge positive behaviour in others

To receive appropriate training to increase skills in behaviour management inc TEAM TEACH

To support others developing their skills in promoting positive behaviour and good attendance

To acknowledge areas of own behaviour management skills which could be developed

To try new approaches PUPILS

RIGHTS

To be treated with respect

RESPONSIBLITIES

To behave respectfully to others

To be safe To behave in a way which keeps self and others safe

To learn To attend school regularly

To be on time

To be willing to learn

To allow others to learn

To allow adults to fulfil their role in supporting others in their learning

To make mistakes To own mistakes

To allow others to make mistakes

To be listened to To give opinions in a constructive manner

To listen to others PARENTS

RIGHTS

To be treated with respect

RESPONSIBILITIES

To behave respectfully towards others

To be kept informed about their child’s progress

To make sure their child attends school regularly

To ensure their child arrives on time

To talk to their child about what he/she does in school

To talk to teachers if they have any concerns about their child’s learning or wellbeing

To attend meetings to discuss their child’s progress and next steps

To be listened to To listen to others

To have access to information on the school’s approach to behaviour and attendance

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RULES & REWARDS

CODE OF CONDUCT

In our school the key rules for behaviour are:

Work hard and do your best

Respect other people and their property Be polite, helpful and kind.

Always tell the truth

Be gentle, do not hurt anyone

These are shared via our ‘value of the week’, and children are reminded of them often. Each year group is

responsible for devising a set of rules, which corresponds to the school’s Behaviour Policy and caters for their

particular needs.

The Behaviour system promotes positive rewards and is displayed in every class with children’s names placed

on. The children can move up and down the behaviour system throughout the day. These rules are reviewed at least annually to ensure their relevance.

POSITIVE INCENTIVES/ REWARDS

We offer children incentives/rewards for positive behaviour and effort shown in class work using the following strategies including:-

Reward Year group What for Prize When

received

Dojos Whole school

system all individuals For learning, behaviour, values, resilience etc Dojo staged incentives across school e.g,50,100,150, 200,300,400,500 Token Certificates for milestones in celebration assembly Value of the week

Whole school For demonstrating

the specific value of that week Certificate Token Celebration assembly Star of the week award

EYFS/KS1/KS2 One child per week selected for star award Certificate Celebration assembly Class attendance award EYFS KS1 KS2

For highest weekly attendance

Trophy, ‘badge’

for door and photo on

attendance board A half termly prize is awarded.

Monday assembly

☺ Positive comments in children’s work.

☺ Praise 1:1 and /or praise in front of peers.

☺ Taking good work to another teacher and to Senior Leaders for praise and stickers.

☺ Sharing achievements with parents (verbal feedback, phone calls, text messages, parent meetings).

☺ Some classes have personal rewards e.g stickers, stamps.

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BEHAVIOUR SYSTEM IN PRACTICE

There are times when children will make ‘wrong behaviour choices’. Children who are known to present challenging behaviours will have personalised behaviour charts.

We believe there is no place for: -

VIOLENCE, BULLYING, THREATENING BEHAVIOUR, DISCRIMINATION, LACK OF RESPECT FOR ADULTS AND PUPILS, DELIBERATE DISOBEDIENCE OR DELIBERATE VANDALISM

Any person observing or experiencing any form of unacceptable behaviour must use the strategies and the behaviour system as follows:-

At Leverhulme, we discourage the consequence for a whole group of pupils and feel it is important too for adults to be careful not to damage relationships and self-esteem by the use of sanctions.

Strategies such as distraction, change of face, proximity praise, positive eye contact and gestures need to be used for all children. School staff have been trained in de-escalation strategies in order to support

Every child will move back to the start point of the behaviour system at the beginning

of each day.

1.

VERBAL REMINDER

2.

FIRST WARNING

3.

SECOND WARNING

4.

TIME OUT - IN CLASS/OUT OF CLASS

(MAXIMUM 10 MINUTES)

Time-out’ is a consequence for those pupils whose behaviour is causing disruption in the class. It allows the child and adult time to review the situation.This must be recorded on CPOMS highlighting the behaviour lozenge.

Parents will be informed on the day of the incident.

5.

BOTTOM OF THE BEHAVIOUR CHART - leadership team notified

A decision will be made as to whether the child is put on a weekly behaviour management report that will be signed by class staff per session and will go home/be reported to parents each day.

If an incident is more serious it may result in a 1:1 intervention (working out of class) or a fixed term exclusion being given.

Parents will be informed on the day of the incident.

Where pupils do not respond to our behaviour strategies, ultimately a child may receive a longer fixed term or a permanent exclusion.

Any child that is at the top of the chart at the end of the day will receive an Amazing 3.

A further breakdown of pastoral support and behaviour interventions, to support individuals, are provided in the ‘Challenging Behaviour and Physical Intervention Policy’.

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Power to discipline beyond the school gate

The school will exercise the right to discipline pupils for misbehaving outside of the school premises. This will include:-

 Taking part in any school-organised or school-related activity  Travelling to and from school

 Wearing school uniform or in some other way identifiable as a pupil at the school 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.

Confiscation of inappropriate items

The Education and Inspections Act 2006 enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment, so long as it is reasonable in the circumstances.

The school will also use the power to search without consent for ‘prohibited items’ including:-  Knives and weapons

 Alcohol  Illegal drugs  Stolen items

 Tobacco and cigarette papers  Fireworks

 Pornographic images

 Any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property; and

 Any item banned by the school rules which has been identified in the rules as an item which may be searched for.

POTENTIAL HOTSPOTS

We recognise problems with behaviour are more likely at certain times of the day. We are aware of the potential for problems, and try to minimise them. Such times include: -

When waiting in line and moving around school When going out to play and coming back in Playtimes

Lunchtimes

For some individuals, engaging in particular lessons

It is important that all staff are aware of their own responsibilities in these circumstances. In general, other members of staff should provide unobtrusive support to the lead adult in a situation and be mindful of the importance of their function as a role model. Bells signify the beginning and end of break times for the children, staff must ensure children are in the appropriate places before leaving them.

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LUNCHTIME

The following procedures will be used to deal with unacceptable behaviour:- 1. Any adult gives a verbal warning.

2. If a child continues to make wrong choices then they will move their name on the class behaviour chart accompanied by any adult.

3. If behaviour is more serious, then a Senior Leader will be called for.

A decision will then be made about where the child is on the behaviour system by the Senior Leader.

4. If a child’s behaviour is causing significant problems during lunchtime, then the child will

be placed on Lunchtime/Break time Report for a period of one week and parents notified.

The child’s behaviour is to be recorded on the report by the adults within the classroom and reported to parents on a daily basis. The report will be presented to a Senior Leader at the end of a week. (see appendix 1)

If a child continues to make wrong choices, parents will be asked to come into school and meet the SLT.

GOVERNORS

The governing body has the responsibility of setting down the general guidelines on standards of discipline and behaviour and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.

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

Annually, all staff will sign to say they have read and understand the policy.

Policy updated : March 2020 Policy to be reviewed: Sept 2021

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Leverhulme Community Primary School - Weekly behaviour log Week beginning ________________________

Target

Session 1 Break Session 2 Session 3 Lunch Session 4 Break Session 5

Mon Tues Wed Thurs Fri Signed ……… (Child) Signed ……… (Parent) Signed ……… (Class staff) Signed ……… (SLT)

References

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