Hazelbury Learning Community BEHAVIOUR POLICY AND GUIDELINES Last reviewed: September 2014 Rationale Good behaviour is essential in providing high quality learning experiences in a stimulating and supportive environment. We expect all children to show respect and courtesy towards all staff and towards each other. This enables the provision of a safe, secure and caring environment where effective learning can take place and where children can develop self-esteem, independence, self-discipline and responsibility. (See appendix one). This policy sets out the aims of the school in relation to achieving good standards of behaviour for learning and includes the strategies to be followed. It then details the systems and procedures within the organisation and management of the school to ensure that these aims and strategies are implemented effectively, monitored and reviewed. Our policy can only succeed if everyone within the school community works together to put it into practice. Aims  Hazelbury Learning Community is a multicultural school aiming to promote true partnerships between staff, children and parents. The aim of this policy is to bring about mutual respect and tolerance.  Children are motivated to learn when they are valued. We aim to provide a positive, stimulating environment, which is happy and caring.  Individuals’ true potential can only be achieved in a calm, safe atmosphere where energies are not wasted on disciplinary issues.  We aim to be vigilant and alert to signs of bullying and racial harassment.  We actively encourage good manners, consideration and courtesy and look for opportunities whenever possible to recognise and celebrate positive behaviour.  We believe that clear communication with clear guidelines that are understood by all involved is essential for good behaviour.  We recognise that efficient classroom management and careful, challenging planning reduces incidence of disruptive behaviour and maintains interest and motivation.  We recognise the rights and responsibilities of the individual and, although we are helping children to understand community values, we must, where necessary, shape the environment to suit the individual child.  We aim to provide a supportive environment with time to listen to individual children.  We see behaviour as much wider than the school and recognise our role in developing future responsible citizens. Learning community values

Our values underpin daily practices and encourage the development of desirable behaviour within the school community (children, staff, governors, parents and visitors) by the promotion of self-discipline and the nurturing of positive self-esteem. Roles and Responsibilities Staff Responsibilities  All staff have responsibility for maintaining good behaviour throughout the school and ensuring standards are consistently applied.  Staff have a responsibility to support each other in disciplinary matters.  Staff have a responsibility to provide good role models.  Staff have a responsibility to maintain a safe and secure environment by following the policy and procedural guidance.  Staff have a responsibility to take all reasonable steps for the safety and security of self, belongings and others in accordance with the policy and guidelines.  Staff have a responsibility to treat any bullying incident(s) as serious and unacceptable.  Staff have a responsibility to follow the schools behaviour policy but, when appropriate, to bring about revisions that might help to make it more effective.  Staff have the responsibility to keep up to date with all behaviour management procedures and documents provided. Behaviour 4 Learning Learning cannot take place without appropriate behaviour and relationships. We encourage the pupils to make the right choices about their behaviour and therefore learn to be responsible for their own actions. Our Behaviour 4 Learning Code is guidance for the behaviour that we expect from all members of the school community. The code has been discussed with the pupils and their views considered. Visual reminders, in the form of Hazelberries are placed strategically throughout the school and referred to by all staff regularly.

Parent Responsibilities One of the most effective strategies in promoting good behaviour is when the school and parents work closely together. Parents will be contacted where there are concerns and ways of supporting the child together will be discussed. 

Parents are crucial in shaping attitudes, which produce good behaviour. 2

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We believe the school must maintain positive channels of communication with parents so that they are well informed and can play their part in the three-way partnership. We ask parents to familiarise themselves with school procedures and behaviour for learning code and to accept a degree of accountability for their children’s behaviour. e.g. damage to school equipment. If a child cannot act responsibly at lunchtime and acts in a way where his/her or other children’s safety is at risk, the school reserves the right to ask the parents to support their children during this period.

Governors’ Responsibility  

Governors can make a positive contribution to the development and monitoring of school policy. Parent Governors in particular have an important role in clarifying the school’s policy position and in providing a channel of communication for the parents.

Model Behaviour We believe it is important to provide clear communication, between all interested parties, regarding the rules required to bring about good behaviour. Our children deserve the right to be in a happy environment. “There are hundreds of languages in the world, but a smile speaks them all.” Staff should be good role models and are asked to maintain levels of coolness. Do not model a behaviour that it deemed unacceptable by children! Positive Behaviour Management We believe that acceptable behaviour is best achieved through positive practices and strategies, including:  noticing and praising good behaviour (‘Catch them being good’);  whole-school recognition in Achievement Assembly through special mentions;  positive feedback to classes through the School Council;  rewards provided by members of the Senior Leadership Team to mark momentous learning or behaviour;  attendance certificates;  strategic ignoring and positive re-direction, highlighting the good example of others;  showing work to other teachers;  ‘Circle Time’ activities where appropriate behaviour is explored and discussed;  individual target setting (e.g. Learning Support Plan, Pastoral Support Plan);  partnership work with the Behaviour Support Service (BSS), e.g., within a class, group or individually;  dealing with incidents individually and providing children with opportunities to have a fresh start wherever possible;  personalised behaviour and reward charts, following discussion with Inclusion AHT. Restorative Practice All members of the school community will endeavour to use restorative strategies to repair relationships. Individuals are given the opportunity to rehearse conversations before being brought together for a meeting. A ‘script’ is available for staff and children to use to structure the supported restorative conversations (see appendix two). The children are given the opportunity to explain how the incident has affected them, and how it can be put right, including any consequences. This empowers children, and is a strong motivator to encourage children to take responsibility for their actions, so that the behaviours are reduced. Bullying and Racial Incidents Please see Anti-bullying Policy. 3

All incidents of racial harassment are recorded and details sent to the LA and reported to the Governing Body. We tackle bullying and racial harassment with reference to Learning for All (CRE) and Stand up to Racism (LA) employing a range of strategies: 1. We promote a positive happy atmosphere in school where children are listened to by all staff. 2. We promote an ethos that identifies the school as a community that works together. This is reinforced by:  Achievement assembly (weekly)  Assemblies and Collective Worship develop values such as “friendship” for modelling behaviour. 3. Story, drama and Circle Time provide many opportunities for role-play and discussion around moral issues. 4. Through recognition and celebration of the school’s diverse cultures, languages and religions children are helped to understand and respect each other so that there is less likelihood that children from ethnic minorities will suffer racism. 5. However, all children should be aware that bullying or racism will not be tolerated. Children understand and are reminded to talk to someone if they are suffering, not to be silent, to share their fears. It is important that when children do tell, action follows. Victims will be supported and be made aware of the action taken. Dealing with incidents Whilst believing that good behaviour is encouraged through incentives and rewards and the celebrating of good models of behaviour, it is clear that at times punishment will be necessary and as long as it is fair and consistent and the reason for it is understood, it will be accepted as a vital part of the school’s behaviour policy. It would be impossible to describe every type of pupil misbehaviour and prescribe a punishment. Often this will depend on particular circumstances and there must be flexibility within consistency. However, teachers should be aware of the degree of seriousness and the relevant punishment and teach the child that there are always consequences for poor behaviour. Minor incidents might include: Running in corridors, talking in class or assembly, talking out of turn, general unruliness, verbal abuse to another pupil, aggressive act to another pupil, distracting others, physical distraction (e.g.: breaking object), swearing out of frustration, making unnecessary noise, refusing to co-operate without persuasion. Minor incidents, with children of this age-range, are generally dealt with by reasoning and explaining the correct behaviour, teaching them socially acceptable behaviours. They are dealt with, with the use of the Behaviour Triangle. A variety of approaches or sanctions include:         

Express disapproval though explaining/ reasoning with them Supporting them with anger management techniques Gently allowing them to fix the problem e.g. tidying up the papers on the floor, picking up the chair, paper towels to wipe the water Discussing the behaviour for learning code not followed Time out and reflection sheet completed Sanction: Last one to go to playtime (therefore less playtime than others) Keeping a pupil in for 5 minutes of playtime Positioning pupil so they can concentrate (e.g. at the front of the carpet, so they are close to the teacher, on a table without a neighbour, so they can get on with work without easy distractions). Time out with a member of AL or SLT

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Removing a privilege (children have entitlement to all areas of the curriculum; P.E. and other class activities are their educational entitlement, and therefore children if taken for time out must take their work/ activity with them) Discussion with class about things that are going wrong Using classroom behaviour triangle See appendix three – levels of behaviour

More serious incidents will be recorded and might include: Frequent occurrence of minor incidents, intentional racism, violent acts, stealing, persistently ignoring the behaviour for learning code, persistent bullying, violence (putting individuals at continued risk), intentional rudeness to members of staff and unco-operative behaviour, which prevents the rest of the class from learning. More serious incidents should be dealt with by:                

Completing a behaviour incident form (Appendix five) Completing a racial incident form (Appendix six) Informing the Inclusion AHT Safeguarding concern form, SEN/BSED concern form, behaviour incident form. These issues will be discussed weekly during the behaviour meetings. Informing parents and arranging a meeting Creating a behaviour plan Placing the child on the SEN register where relevant in discussion with the Inclusion AHT (BESD) Agreeing a plan of action Reviewing behaviour at agreed intervals Referral to the Behaviour Support Service Maintain a Behaviour Concerns Book/log Liaise and communicate behavioural issues and concerns. e.g. patterns of behaviour, serious incidence or sudden changes in behaviour, etc with the SENCO/Inclusion AHT and SLT Teachers must ensure that all serious incidents are recorded on behaviour incident forms and discussed with the a member of the leadership team Serious incidents of racism will be recorded formally through the use of School Racial Incident Report Forms, completed AHT The leadership team will report such incidents to parents Incident data will be made available to the Governing Body and the LA each term

Positive Handling Staff may use positive handling to prevent the child:    

committing a criminal offence (including behaving in a way that would be an offence if the child were not under the age of criminal responsibility) injuring themselves or others causing damage to property engaging in any behaviour prejudicial to maintaining good order and discipline at the School and among our pupils, either in the classroom or elsewhere

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Further descriptions of incidents and situations likely to needing positive handling interventions are listed in appendix seven. At all times staff should consider their own physical safety. Trained staff recognise when positive handling may be utilized. Detailed written reports are kept on any occasion where positive handling is used. Parents/carers are informed at the end of the School day. See the schools ‘Use of force to control or restrain pupils policy’ for further information. Exclusion Very serious incidents might include any of the above or combinations of the above and may involve the pupil in exclusion from the school. Exclusion includes: *The lunch hour *A fixed period * A permanent basis The school follows the LA guidelines on exclusion. The policy of this school is that exclusion is only ever used as a final resort, after exhausting all possible solutions. Only the Executive Headteacher has the power to exclude a pupil from school. The Executive Headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Executive Headteacher may also exclude a pupil permanently. It is also possible for the Executive Headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. If the Executive Headteacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Executive Headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. The Executive Headteacher informs the LEA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Executive Headteacher. The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LEA, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Executive Headteacher must comply with this ruling. Review The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.

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