Westward School

Behaviour Policy

This policy applies to the Early Years, Main School and Out of School Care facilities.

 

Aims

This policy aims to:

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

The school's behaviour policy applies to all pupils when they are on school premises or in the care of the school, or wearing school uniform, or otherwise representing the school.

The rights and responsibilities of the school, pupils and parents at Westward School are included in our Home School Agreement which is signed on a termly basis by the Headteacher on behalf of the staff, the parents and the pupil.

 

Legislation and Statutory Requirements

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

In addition, this policy is based on:

  • 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.

Roles and Responsibilities:

 

The Proprietor is responsible for monitoring this behaviour policy’s effectiveness and holding the Headteacher to account for its implementation.

The Headteacher is responsible for reviewing and approving this behaviour policy.

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

Staff are responsible for:

> implementing the behaviour policy consistently

> modelling positive behaviour

> providing a personalised approach to the specific behavioural needs of particular children

> recording behaviour incidents on the behaviour log.

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

Mrs Kelly Callaby is the named Behaviour Officer for the School.

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.

At Westward we aim:

  • To be a respectful school. To respect everyone and everything around us.
  • To have a calm atmosphere in the school.
  • We expect children to be thoughtful, responsible and show consideration for others.
  • We aim for our pupils to develop self discipline, the ability to learn independently, build resilience and work cooperatively, having proper regard for authority.
  • Foster a caring attitude for the school environment, including the buildings, inside and outside areas, equipment and personal effects.
  • Children can be expected to be listened to, be treated fairly and to be encouraged to learn about the consequences of their behaviour for themselves and others.
  • There will be clear documentation of the code of behaviour for pupils, staff and parents. These will be discussed widely prior to agreement and subject to regular review in the light of experience.
  • The pupil's Code of Conduct and school rules will be discussed with the pupils. The code and expectations will be known to both pupils and parents, as will the consequences/sanctions of poor behaviour and how good behaviour is rewarded.
  • The school will continue to recognise its responsibilities to provide excellent pastoral and supervisory care for pupils.
  • Staff, including new staff, will be aware of the preferred behaviour management strategies of the school. They will ensure that there is a consistent and clear approach to discipline.
  • Pupils will be encouraged to understand the principles and reasons underlying the expectations and routines of the school.
  • Pupils will know that their good behaviour is recognised and valued.

Our principles are:

We believe it is important that children learn through example and teaching the importance of:

  • The difference between right and wrong
  • Telling the truth
  •  Respecting the rights and property of others
  •  Acting considerately towards others
  • Taking personal responsibility for one's action
  •  Self discipline
  •  The school rules and the need to comply with them

Through the schools' behaviour policy we aim to;

  • Promote British Values
  • Improve pupil self esteem and resilience
  • Enhance pupils' moral development
  • Improve behaviour and relationships
  • Promote equality, diversity and inclusion
  • Develop pupils as global citizens
  • Promote positive mental health and well being
  • Provide pupils with strategies to stay safe in the Westward community and beyond

Staff, pupils and parents must be seen to work together to ensure good standards of discipline. We must be consistent in our approach and in what is expected of children and parents (refer to Parent Behaviour Policy).

The Westward Code of Conduct as shown below is displayed in every classroom and around the school.

 

                            

  • Pupils should treat others as they wish to be treated.
  • Pupils should be kind and friendly.
  • Pupils should not bully (this includes cyber bullying), intimidate, harass or undermine other children. (Refer to the Anti Bullying Policy).
  • Pupils should be well mannered to everyone (each other and adults).
  • Pupils should not use offensive language.
  • Pupils are expected to respond to reasonable requests of adults without dispute.
  • Pupils are expected to show respect for the work and the property of others.
  • Fighting and play fighting is not allowed.
  • Pupils should walk in corridors and move around the school safely and quietly.
  • Pupils are expected to take care and show respect for the school environment.
  • Pupils are expected to have the correct equipment and settle quickly to their work.
  • They are expected to be responsible for classroom resources and tidiness and should be encouraged to develop independence.
  • Pupils should work at an appropriate noise level.
  • Pupils are expected to act safely and responsibly when working on electronic devices at school and at home and to think carefully about how they act and what they say to each other. They should keep safe at all times.
  • Pupils should do their best all the time and show pride in their work.
  • Pupils should line up quietly and sensibly.

Children will learn to follow these codes through the consistent example shown by adults in the school. Assemblies, PSHE, Computing and other curriculum lessons, outside speakers, project work and drama will be used to actively promote and model positive behaviours and to support the children in resolving any conflicts.

BEHAVIOUR MANAGEMENT

General principles

The staff at Westward are responsible for setting the tone and context for positive behaviour within the classroom and around the school.

 

They will:

  • Create and maintain a stimulating environment that encourages pupils to be engaged
  • Display the pupil code of conduct and/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.

  • The focus of behaviour management is positive, not confrontational.
  • Children are treated with respect and allowed both choice and control of their own behaviour.
  • A clear distinction is made between the child and his or her behaviour. There can be bad behaviour but there are no bad children.
  • Adults take responsibility for ensuring that children grow in awareness of the consequences of their behaviour.
  • Staff are consistent about their expectations of pupil's behaviour and share those expectations with parents.
  • Staff support each other.
  • Staff actively draw attention to desirable behaviour. Pupils know that their cooperation is both expected and appreciated.

Rewards

Positive behaviour and reinforcement is emphasised at all times

Praise is used to;

  • Reinforce the rules as children learn more quickly when given positive feedback
  • Draw other children's attention to appropriate behaviour
  • Give emphasis to the wanted behaviour, rather than the unwanted
  • Encourage self esteem and an ethos of friendly acceptance
  • To encourage children to make choices so that they can see that good behaviour is rewarded.

Children from the Early Years upwards may be chosen by their class teacher to attend the weekly Headteacher’s Tea Party. Certificates are also awarded for good behaviour in both the Lower and Upper School assemblies.

Our Lower and Upper School points systems encourage cohesion and identity within the Westward Community amongst children and staff to further promote a positive, polite and supportive learning environment.

In the Lower School pupils are split into three groups, the lions, tigers and bears and when they enter the Upper School they move into the house system named after the Patron Saints. St David's  (Yellow), St Andrew's (Blue), St George's (Red) and St Patrick's  (Green).  In both the Lower and Upper School systems the children get the chance to work towards gaining points or house points for good work, behaviour, respect, kindness , personal achievements and/or any other positive contributions made to the Westward community.

In Lower School, House points are totalled at the end of the week, on Friday afternoons, in individual year groups. The team with the most points is rewarded with a lucky dip treat and each child in the winning team is invited to dip into a selection of very small prizes that they take home.

House points in the Upper School are totalled on a weekly basis and shared with the children at our weekly whole school assembly. Each child in the Upper School wears their house t-shirt and house ribbons are attached to the House Point cup for the house with the most house points. The weekly house points are displayed on the House Board in the school hall.

All Year 6 pupils have the opportunity to take on positions of responsibility within the school and act as good role models to others. In the first few weeks of the academic year the Year 6 pupils write speeches and deliver them in front of the whole school.  Upper School pupils then vote for the children they feel are most suitable for the posts of House Captain, Vice Captain, Games Captain, Librarian, Computer Monitor or Prefect. They also get the opportunity to work with the Lower years as Young Leaders in the Summer Term.

We also have an active School Council and Eco Committee where every member of the Westward Community has the opportunity to put themselves forward as a candidate. Each class holds a democratic election to decide who will represent the pupils’ voice. Being elected onto the School Council or Eco Committee is a privilege and the members get to work closely with the Headteacher and the Westward staff to be good role models to the rest of the school.

‘Player of the Match’ rosettes are presented in assembly after sport events.

At the end of each term the Caring, Good Citizen, Service to the Community, Handwriting, Maths and Literacy Cups are awarded to recognise and celebrate achievement and at the end of the year the Upper School award Progress and Form prizes.

We hold a special Speech Evening for Year 6 at the end of the academic year to celebrate individual achievements and contributions to the Westward Community. The Alan Honey Memorial Shield is awarded to a pupil who has shown excellence across all areas of school life throughout their time at Westward.

Below is a list of some of the rewards that are used daily within the class reward system by all teachers in the school to reward positive behaviours.

  • Verbal feedback and praise
  • Gestures e.g. smiles and nods
  • Written comments or stickers on work
  • Public praise in class and whole school situations
  • Showing work to class or another teacher or Headteacher
  • Headteacher stickers
  • Class rewards are also used
  • Pupil of the Week (Headteacher’s Tea)certificates
  • Lower School certificates
  • House Points

We endeavour to use praise and rewards as frequently as possible.

Sanctions

Schools have a statutory power to discipline pupils for breaches of school rules, failure to follow instructions or other unacceptable conduct.

Misbehaviour is defined as:

  • Disruptions 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 violence, such as rape, assault by penetration, or sexual assault (including sexual touching without consent)
  • Sexual harassment, meaning unwanted conduct of a sexual nature, such as

> Sexual comments

> Sexual jokes or taunting

> Physical behaviour like interfering with clothes

> Online sexual harassment such as unwanted sexual comments and messages (including on social media), sharing of nudes or semi-nudes images and/or videos, or sharing of unwanted explicit content

  • Vandalism
  • Theft
  • Fighting and aggressive behaviour
  • 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

> poronographic 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).

 

Use of Sanctions

Disciplinary sanctions have three main purposes namely to;

  • Impress on the child that what he or she has done is unacceptable
  • Deter the child from repeating that behaviour
  • Signal to other pupils that the behaviour is unacceptable and deter them from copying it.

Sanctions are more likely to promote positive behaviour if pupils see them as fair.

All staff in charge of pupils have the power to discipline.

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

  • A verbal reprimand
  • Sending the pupil out of class
  • Time out
  • Expecting the work to be completed at home, or at break or lunchtime
  • Referring the pupil to the behaviour officer or senior member of staff
  • Letters or phone calls home to parents
  • Agreeing a behaviour contract
  • Removal of a privilege such as a post of responsibility

At Westward persistent inappropriate behaviour will not be ignored. If a child continues to behave inappropriately, despite all the reinforcement of praise and rewards a hierarchy of sanctions appropriate to the age of the child will be implemented to correct this behaviour.

The Behaviour Officer and the Headteacher will meet on a regular basis to review pupil behaviour, identify trends and discuss ways forward.

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 harmful

> 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, biting, pinching taking another’s belongings, any use of violence

Prejudice-based and discriminatory, including:

  • Racial
  • Faith-based
  • Gendered (sexist)
  • Homophobic/ biphobic
  • Transphobic
  • Disability-based

Taunts, gestures, graffiti or physical abuse focused on particular characteristics (e.g. gender, race, sexuality)

Sexual

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

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing, belittling, leaving someone out

Cyber-bullying

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


For example sending nasty messages, ;posting unkind content online, sharing photos or videos.

 

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

Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

 

Comments will never be dismissed as ‘banter’ or ‘part of growing up’ and quick action will be taken.

 

Pupils are encouraged to report anything that makes them feel uncomfortable, no matter how ‘small’ they feel it might be.

 

The school’s response will be:

> Proportionate

> Considered

> Supportive

> Decided on a case-by-case basis

 

Sanctions for sexual harssment and violence will be in accordance with this policy.

 

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or well being. These include clear processes for:

> Responding to a report

> Carrying out a risk assessment, where appropriate, to help determine whether to:

  • Manage the incident internally
  • Refer to early help
  • Refer to children’s social care
  • Report to the police

 

Please refer to our child protection policy for more information.

Off-site Behaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupils is:

  • Taking part in any school-organised or school-related activity (e.g. school trips)
  • Travelling to and from school
  • Wearing school uniform
  • In any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:

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

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of the staff member (e.g. on a school organised trip).

 

Malicious allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer, where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help, if so, a referral to children’s social services may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our Child Protection and Safeguarding policy.

 

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 a last resort 

(We ensure that all staff, including students and volunteers, do not use any form of corporal punishment. This is outlined in the staff code of conduct)

  • 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 on the same day

 

Confiscation

Any prohibited items found in pupils’ possession will be confiscated. These items will not be returned to the 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 latest guidance on searching, screening and confiscation.

 

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 may have 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. 

 

Staff should consult the Behaviour Management Officer if they are unsure as to whether reasonable adjustments should be made.

Safeguarding

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or likely to suffer, significant harm. Where this is the case, we will follow our child protection and safeguarding policy.

 

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.

 

Year 6 pupils are prepared for transition to secondary school.

 

To ensure that behaviour is continually monitored and the right support is in place, information related to a pupil's behaviour issues may be transferred to relevant staff at the start of the term or year.

At Westward we use a traffic light system.

All children start on the green of the traffic light system

 

Please note that names written onto the amber or red sections of the traffic light system will stay on the traffic light until the end of the school day that the incident took place. In the event that an incident takes place at the end of the school day, then the child’s name may be written up on the following day.

At Westward we believe that ‘Everyday is a new beginning’.

1. A verbal warning is given three times.

This is for misbehaviour such as disruptions in lessons, in corridors between lessons, and at break and lunchtimes. Non-completion of classwork or homework, poor attitude, incorrect uniform or not attempting to follow the Westward Code of Conduct.

2. If the unwanted behaviour continues after three verbal warnings then the pupil's name will be written onto the amber section of the traffic light system.

The amber warning will be recorded with a reason on the secure electronic ‘Behaviour Record’ log. This record enables patterns of behaviour to be identified over time.

There may be occasions when a pupil's name is written straight onto the amber section of the traffic light system. This will depend on the severity of the incident.

Parents/guardians will be informed by letter if their child has their name recorded on the amber section of the traffic light. (copies of letters will be stored in the pupil file)

3. If the pupil continues to display the unwanted behaviour then their name will be moved to the red section of the traffic light system.

 

When a pupil gets their name written on the red section of the traffic light the parent/guardian will be informed by letter that a ‘red’ has been issued and the reason why. (copies of letters will be stored in the pupil file)

A meeting will be held between the class teacher, Behaviour Officer and the parents to discuss the issuing of a ‘red’.

Again there may be occasions when a pupil's name is written straight onto the red section of the traffic light system. This will depend on the severity of the incident.

The reason will again be recorded on the electronic behaviour log.

1st or 2nd Red - Loss of playtime and Time out for Reflection

This applies to all pupils in the Lower and Upper School.

Once a child's name is on the red they will lose a designated amount of their playtime and be asked to complete a reflection sheet.

The Behaviour Officer will take lead responsibility for time out and reflection periods.

The reflection sheet allows the child to think about their behaviour and accept the consequences of their actions.

This should include:

What I have done?

How I can change this?

(In the Lower School the reflection sheet can be completed using pictures).

Time out should be for a minimum of 10 minutes and a maximum of 20 minutes. The time out slip and reflection sheets will be scanned into the Google Drive and be held on pupil records, with an explanation as to why they missed their playtime. Once time out has taken place there should be a few minutes of further reflection time between the Behaviour Officer and the child. This provides the child with the right of reply and for the Behaviour Officer to make the child aware of the effects of the behaviour and to help them to take responsibility for their actions. This focus time should concentrate on next steps.

Detention with the Headteacher

Detention is given when a child has had time out (the opportunity to reflect on his/her behaviour) but has continued to display unacceptable behaviour following the issuing of several red warnings.

Detention is the final sanction and must only be used for low level disruptive behaviour when all the above steps have been followed, consistency is the key. Work during detention should be purposeful and related to the child's age and expectations. Reflection sheets should be included.

Parents/guardians will be informed and a detention letter will be sent home. The detention letter needs to be signed by the parents/guardians and returned to the school office.

Detentions will take place after school and may be carried over to the next day.

Any child with a detention will have their parents invited in to meet with the Headteacher and Behaviour Officer to discuss the situation further.

For pupils in the Lower School, detention will take the form of a loss of a favourite activity.

 

Serious Misbehaviour

A ‘red’ on the traffic light or detention is the first step for more serious behaviour, as outlined in the sanctions, serious misbehaviour section. Pupils will be interviewed by the Headteacher and Behaviour Officer who will immediately begin an investigation before deciding on which sanction is most appropriate.

Parents will be kept informed at all stages of an investigation.

All incidents of serious misbehaviour will be recorded on the school's 'serious misbehaviour record' spreadsheet.

EXCLUSION

This is used as a very last resort when a child's behaviour is totally unacceptable and will only be used when there is danger of a pupil/s endangering his or her own safety, or that of other members of the community.

Internal Exclusion  can be used in a limited way but parents must be informed and a record made of the reason and the length of time used. This may include working on their own, supervised by a member of the senior management team or senior teacher.

Fixed term exclusion away from school. The first exclusion for any child would be fixed term depending on the circumstances. Usually this would be 1 to 3 days (this can be extended up to 5 days)

Permanent exclusion. This would only be the last resort when all other avenues have been explored.

See Exclusions Policy for further details

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.

Monitoring arrangements

This policy will be reviewed at least annually with the Proprietor, including an update and review of the effectiveness of procedures and their implementation.

 

Links with other policies

This behaviour policy is linked to the following policies:

  • Anti-Bullying policy
  • Exclusions policy
  • Child Protection and Safeguarding policy
  • Mental Health and Well Being policy
  • PSHE policy
  • RSE policy
  • Online Safety policy

 

February 2022