Gorsefield Primary School Behaviour Policy
Gorsefield Primary School is a values-led, Rights Respecting School. We believe that our vision relies on the school being able to establish whole school cultures that promote mutual respect amongst us all, make us feel safe and induces a lifelong love of learning for children and adults to be inspired and challenged in order for them to excel.
We believe that our Rights Respecting Behaviour Policy is an integral and crucial policy with an ethos that under pins the values within this school enabling all members of the school community to fulfil its vision, to ensure the wellbeing of us all and create responsible citizens of the future.
Article Gorsefield Approach
42: Governments must actively work to make sure that children are aware of their rights.
We ensure that every child is aware of the whole school values, their rights and responsibilities and will have helped to produce their Class Charter and other charters within school. expect good behaviour to be modelled by all adults in the school.
Gorsefield children are given the opportunity to join a pupil parliament and actively work to ensure all children and staff know, learning and practise their rights
28: Every child has the right to an education
We provide children, staff and all adults within the school community with an environment that promotes learning and supports each individual
We demonstrate that discipline in schools must respect children’s human dignity
3: The best interests of the child must be a top priority in all decisions and actions that effect children
We ensure the emotional, social and learning needs of individuals are supported and developed, involving other agencies where appropriate.
We work in partnership with parent/carers in supporting children’s social and emotional development.
We celebrate and praise children’s achievement and success 5: Governments must respect the rights
and responsibilities of parents and carers to provide guidance and direction to their child as they grow up so they fully enjoy their rights
We value parental support in working collaboratively to find solutions to support behaviour.
We encourage the active and early involvement of parents in supporting positive behaviour.
12: Every child has the right to express their views, feelings and wishes in all matters affecting them and to have their views considered and taken seriously.
We teach respect for ourselves and others, promoting the understanding that we are all different, but have the same rights.
We ensure that all staff and children develop a sense of responsibility with how they act and what they say
14: Every child has the right to think and believe what they choose and also to practice their religion
All staff and children treat one another fairly, consistently and sensitively.
31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
We ensure a consistent, positive approach to behaviour management throughout the whole school day, from Breakfast Club to After School clubs.
We provide every child with the opportunity to access green rewards which include activities such as dance, drama, music, crafts.
Gorsefield Primary School Behaviour Approach:
Gorsefield Behaviour Recording System Arbor
Category
Gorsefield Traffic Light System
Description of Behaviours Actions and Consequences
-5 This a Gorsefield’s Permanent Exclusion
A permanent exclusion may be issued following a series of fixed term exclusions or an isolated incident that seriously
compromises the health and safety of others.
These are examples but not an exhaustive list of what would constitute grounds for a Permanent:
Yielding a deadly weapon Use of a deadly weapon to deliberately cause harm to others.
Repeated physical assault against a pupil or adult.
Parent Meeting with the Principal and if necessary, other Senior Leaders and/or Governors.
Sanction -Permanent Exclusion Record on Arbor as -5
-4 This Gorsefield’s Fixed Term Exclusion
These are examples but not an exhaustive list of what would constitute grounds for a FTE:
Unprovoked attack Physical attack Weapons Drugs
Substances These types of behaviours may
need to involve the Principal and on occasion, the involvement of the school Governors.
If the incident is of a high severity, the procedure is accelerated to the Principal for a FTE decision to be made.
Parent Meeting with the Principal and if necessary, other Senior Leaders.
Sanction- Fixed Term Exclusion Record on Arbor as -4
-3 This is
Gorsefield’s ‘red’
traffic light.
These are examples but not an exhaustive list of what would constitute -3
Bullying Racism Homophobia
Parent Meeting: First incident- meet with teacher and Senior Leader
Further incidents- meet with Principal and other involved adults.
First Incident Sanction- Miss all playtimes and lunchtimes on that day, or the following day depending on the time of the incident. Child will receive supervised fresh air breaks.
Supervised, written restorative reflections and attend a formal meeting with parent, teacher
and Senior Leader.
Further Incidents Sanction- in consultation with parents, an internal exclusion may be issued.
Both to be recorded on Arbor as -3
-2 This is
Gorsefield’s ‘red’
traffic light.
These are examples but not an exhaustive list of what would constitute -2.
Refusal to follow repeated instructions
Swearing
Damage to school property Continued, persistent low-level disruption.
Physical Aggression
Parent Meeting with Teacher
Sanction- miss 1 lunchtime for supervised, written restorative reflections and attend a formal meeting with parent and teacher.
Record on Arbor as -2
The Phase Leader will also be informed of the child’s red card via Arbor and a meeting will be held with parents with the teacher.
-1 This is
Gorsefield’s ‘red’
traffic light.
These are examples but not an exhaustive list of what would constitute -1
Repeated verbal disruption to teaching
Low level disruption
Refusal to follow instructions regarding learning, behaviour or conduct.
Teacher phone call with parent
Sanction- miss 1 lunchtime for supervised, written restorative reflections
Record on Arbor as -1
0 This is
Gorsefield’s
‘amber’ traffic light.
Second Warning:
These are examples but not an exhaustive list of what would constitute an ‘amber’:
Verbal disruption to teaching Low level disruption
Refusal
Sanction- miss 1 playtime for supervised, restorative reflections.
Not recorded on Arbor
0 This is
Gorsefield’s
‘green’ traffic light.
First Warning: If behaviour falls below the expected level, the child will receive:
•A non- verbal warning;
•A clear verbal warning: ‘If this behaviour continues, you will move to amber.’ With a possible explanation of behaviour choices.
No sanction
Not recorded on Arbor
0 This is
Gorsefield’s
‘green’ traffic light.
Green: Children start each lesson on green and remain on green if they show expected behaviour.
Some children may have their own behaviour plan OR positive handling plan.
No sanction
Not recorded on Arbor
This is Gorsefield’s Super Star Stage
Child who remain on green, demonstrate the Gorsefield personal learning goals in actions or a nominate child for excellent approach to learning, behaviour/ conduct.
Children who receive ‘Super Star Status’ will be awarded a postcard home to their parent/
carer.
May receive Head Teacher’s Awards, Star of the Week or positive phone call or text home.
If any child in school intentionally and purposely puts any other child or adult at risk by coughing, spitting or assaulting, or continually refusing to follow instructions from adults will receive a fixed-term exclusion. This decision rests with the Principal.
Positive Handling Plans
The aim of the staff of Gorsefield Primary School is to provide an environment that is safe and secure and through a whole school, consistent approach to behaviour. All staff at Gorsefield Primary School have received de-escalation training with the focus of minimising any need for Positive Handling.
This Behaviour Management/Positive Handling approach is aimed at providing a framework for guidance for parents staff and children and structured in a way to offer direction for staff on how they should best respond to and extreme/difficult and aggressive behaviour. Where there is a history of extreme behaviour a child will have an individual behaviour plan where pre-agreed strategies will be outline and applied if an incident occurs. Positive handling plan risk assessments are drawn up in conjunction with these behaviour plans.
In a situation where positive handling needs to be applied, only designated members of staff, those who are Team Teach trained and appointed by the Principal to do so, may apply this strategy. On very rare occasions it may be necessary for other staff to use reasonable force in restraining children as a preventative measure, until trained staff have been called. The staff team are aware that any physical intervention is only to be as a last resort after all other trained avenues have been used.
“The term reasonable force covers the broad range of actions used by most teachers at some point in their carer that involve a degree of physical contact with pupils” (DFE document 2013, Use of reasonable force). The use of force should be a last resort. Reasonable force must only be used in the following circumstances after all de-escalation and behaviour management strategies have been applied.
The child is a risk of hurting themselves
The child is a risk of hurting others
There is a serious risk of damage to property.
However, any situation that threatens the safety of the student, their peers, the staff team or the fabric of the school, will be responded to in a method that is appropriate, reasonable and proportionate whilst limiting the damage to those concerned and enabling the student to recognise the possible need for physical intervention and how they will be supported in acknowledging their behaviour and how this affects others and the strategies that will be put in place to help them to manage their behaviour.
If a child requires a positive handling plan; parents, staff and pupils will have an input into their individual plan and all parties will be requested to sign and agree to the plan.
REWARDS
We have a variety of pupil rewards for green behaviour. These may be presented individually, in class or during an assembly.
The rewards are:
House points- House points are awarded to pupils for a variety of reasons; good work, consistent effort, achievement, good behaviour etc. House points are part of the whole reward system in school and as such will only be accredited, not forfeited. The house team winner is announced in assembly each week and half termly a team is chosen as The House Team of the Half Term. Each child in the house that has the most points at the end of the half term will receive a reward.
Star of the week Rewarded to children for consistent green behaviour. When children receive a Star of the Week certificate, their name will go on the weekly newsletter and their photograph will be taken for the school’s Twitter account.
Green Winners
Gorsefield reward those children who have been on green every lesson, every day. We reward these children in 3 stages:
Weekly Winners-During key stage assembly, green winners will be chosen randomly from a name selector. The chosen winners will receive a small prize.
Half Termly Winners- For children who have had ‘Green’ behaviour for each half term, they will be rewarded with ‘Green Time’ on the last week of each half term. Children who have received several ambers or a red card will have no or reduced time on the ‘Green Time’.
Yearly Winners- For children who have had ‘Green’ behaviour for the year, they will be rewarded with a special ‘Green Reward’
At Gorsefield we feel that the high standard of behaviour is an important element of this and cannot be overestimated.
We are an open and inclusive school. This policy will apply to all pupils. Should a child with a disability be admitted or any other child’s behaviour warrant it, their needs will be assessed and if necessary an individual behaviour plan, positive handling plan and risk assessment will be put in place and implemented. Parental input in such cases will always be sought. These documents will reflect the needs of the child and will be put in place in order to safeguard themselves and others.
Revised and to be adopted by the Governing Body – Spring Term 2020 Review Spring Term 2021