Lydiate Primary School Behaviour and Discipline Policy Introduction This policy outlines the practices to be followed in the promotion of good standards of behaviour at Lydiate Primary School. Policy Statement Our school mission statement is ‘If you can dream it, you can do it!’ Our Values As a school committed to making the dreams of our children come true, we believe in: 1. excellence in learning and teaching of a broad, balanced and evolving curriculum, underpinned by the development of basic skills within a vibrant, challenging and interactive environment. 2. a warm, welcoming, inclusive atmosphere, full of opportunities, both during lessons and through a wide range of extra-curricular activities. 3. the potential of ICT to enhance and extend learning and teaching across the whole curriculum where appropriate. 4. nurturing and valuing each individual’s talents, abilities, learning styles, strengths and qualities, based on high, but achievable expectations. 5. encouraging everyone to believe in themselves, build self-esteem and allow time for reflection on personal and academic development. 6. encouraging values of love, empathy, respect, tenderness and forgiveness and also respecting the right to hold other beliefs and ways of life. 7. creating a safe, secure and calm learning environment in which all strive to achieve their full potential, whilst also feeling confident that they can learn from their mistakes. 8. developing a consultative partnership between children, parents, teaching and nonteaching staff, governors and the wider community, based on mutual respect and regular communication. Characteristics Of Our School By staying faithful to our values we believe we are creating a school where:  children feel valued, unique and precious as children of Lydiate Primary School and have a concern for the world community with a strong sense of integrity.  everyone feels welcome and can access the full range of learning opportunities, regardless of faith, gender, race or disability.  a happy, thriving school community puts children first, recognises the contributions of all and values every individual.  children, staff, parents and governors work together as a team within a welcoming, hard-working and inclusive atmosphere.  our children learn from an integrated, interactive curriculum, which is taught in a fun and exciting way, by enthusiastic teachers.  modern cutting-edge technology characterizes the learning process, giving our children the skills needed for life in the future.  honesty, respect and discipline are promoted and valued and where we treat others as we wish to be treated ourselves, showing kindness and warmth to all.  children love learning, strive to be happy, confident individuals with a sense of wonderment and who see learning as a life-long experience, as they realise their dreams and aspirations. The vast majority of our pupils are co-operative, polite and well motivated children. Their parents are generally supportive of the school, co-operating fully when consulted about the behaviour of their children.

Aims We aim to develop children who will:  grow in self discipline  be motivated to achieve their full potential  have a high level of self esteem  have the ability to meet challenges in a positive way  have concern for the welfare of others together with mutual respect for all within school The children are expected to consider all who share their day. Children are encouraged to:  refrain from harming others physically or emotionally.  To be polite and considerate.  To be prepared to listen.  behave in a way, which will ensure their safety and the safety of others  move around the school and its grounds safely and sensibly  care for the school building, grounds and the environment beyond In order to help children work towards meeting these expectations staff should:  have clearly defined goals which are known to children and parents  set high levels of expectations of children’s academic and social abilities so that they may experience satisfaction and a sense of achievement  actively listen and show respect for the views of children and take appropriate action to help solve a problem immediately  provide challenging, exciting and meaningful learning activities for all children, which are matched to their practical needs  organise the classroom so that teaching and learning is effective use praise and encouragement whenever possible  avoid writing negative comments on children’s work  assess and record children’s achievements so that they can be aware of their own progress  set clear targets to enable future, identifiable progress  try to maintain a calm, controlled approach  Above all, know the child’s needs. A strong, firm approach may be needed by some whilst others will respond to a quiet word. Special Education Needs Most children will, at some time have a special educational need which will have to be addressed If this is overlooked then the child could behave in an in appropriate manner which could disrupt their work and relationships. Therefore teachers are encouraged to:  plan a differentiated curriculum present challenge  have high levels of expectation  show patience and understanding  deploy resources effectively  build on positive experiences Disruptive pupils who show signs of emotional disturbances need careful monitoring. Incidents should be recorded in the Behaviour Log held by the class teacher. The Headteacher (who is the Behaviour Leader) and parents should be consulted frequently so that future action can be agreed. Targets should be set for improved future behaviour in consultation with the behaviour co-ordinator and an individual behaviour plan should be set up.

Should a discipline problem arise which is causing serious difficulty, the adult concerned should seek immediate help from a senior member of staff by sending a message with a child. If a child leaves the school premises during school time, parents (and the police if appropriate) must be contacted immediately. An adult, if possible, should follow the child and monitor the situation and try to persuade the child to return to school as long as it does not compromise the safety of the other children. Such an incident needs to be followed up as soon as is practically possible by a meeting with the parents and appropriate sanctions agreed and put in place before return to school. If, whilst following the child, they go out of sight and their whereabouts are unknown, the police will be contacted. Staff are asked to record details of children who find it difficult to conform, this information should be shared with the parents on a regular basis. Equal Opportunities All children should be treated fairly and consistently, without reference to gender, culture or religious diversity. Parental Involvement The establishment of an effective working partnership between parents and the school is vital – indeed the school has an open-door policy to encourage this. A parent-school partnership is encouraged from the very beginning and mutual trust is essential. Teachers should work with parents:  by meeting with them prior to the child’s admission to school and establishing a positive working relationship  by listening, and responding to parental observations and views by clearly explaining and justifying their actions  by sharing information with them about their child’s progress and behaviour at school  by agreeing with parents, appropriate action to meet a need by supporting parents when there are particular difficulties  by advising parents and providing information regarding help which is available to them  by keeping a behaviour log in cooperation with the parents, which records the children’s positive behaviour as well their negative behaviour. – examples of one is at the back of this document. The Governing Body In cases where there are serious discipline problems the chair of Governors would be consulted prior to the final step of the pupil exclusion. The appeals sub-committee may also be involved at this stage. They would be provided with records giving details of incidents, which have occurred over a period of days/weeks/months, action taken and parental involvement. Rewards These can include:  positive verbal comments  positive written comments  recognition of positive action in assembly  positive feedback to parents, verbally and in writing  careful and attractive display of children’s good work  sharing praise of a child with another member of staff  sharing good work with the rest of the class  Merit badges in the weekly celebration assembly where parents are invited to witness

the award being given  Team points  Stickers  Stamps  Golden Time  Homework Assemblies Sanctions If it is felt necessary teachers may employ the following strategies:  reprimand  change of working place in the classroom  Loss of Golden Time  Time out / quiet time  referral to Headteacher  referral to and discussion with parents  Completion of work outside lesson time, within school We never stand children outside classrooms with a shut door and all children outside the Headteacher’s Office should be monitored. We also never keep children after school without giving parents 24 hours notice. Rewards and sanctions are at the main discretion of the class teacher. Leaders and managers will consult members of staff over all matters of rewards and sanctions in the classroom. Golden Time Golden Time is an extremely popular programme in our school and it makes a significant effect on children’s attitudes and behaviour. There are certain procedures that we follow in the Golden Time process:  We never take away Golden Time from the whole class – blanket punishments punish the innocent;  Golden Time (and all punishments) is never taken away by 2 teachers for the same offence;  Golden Time is not taken off for forgetting dinner money, being late to school, or forgetting a PE kit for the first time (the latter will result in losing Golden Time if repeatedly done);  We do allow children to earn back Golden Time. However, where one teacher takes off Golden Time and another wishes to reinstate it, they must consult with the first member of staff before giving the 5 minutes back. We take off Golden Time for:  Having our Home-learning diary not signed to show our parents have seen it.  Not bringing in our reading books or spelling books.  Talking repeatedly in assembly, in class or in the corridors, after being given a warning.  In KS2 and KS1 School not bringing in homework in.  Most importantly we lose Golden Time for instances of poor behaviour, such as rudeness or name-calling etc. Consistency and Flexibility It is important that all children know the boundaries, so consistency is key. However, a degree of flexibility is also necessary to help certain children engage in the Golden Time process. The child who loses all their Golden Time week after week for minor misdemeanors is never going to see that Golden Time is a positive thing – punishments may need to involve different avenues (see sanctions above) to maintain the effect of Golden Time as an incentive to good behaviour.

Positive Handling Plans Where children are emotionally volatile, it may be necessary to draw up a positive handling plan, so that all members of staff know how to deal with that child. It should be drawn up in consultation with the class teacher and the Headteacher (and preferably parents and the child where appropriate). Exclusion The Headteacher has the legal right to exclude children for a maximum of 15 days per term or even permanently in exceptional circumstances. If this sanction becomes necessary, parents will be informed of the reason for the action and the length of the exclusion. A meeting with parents will be arranged to resolve the problem. The Chair of Governors will be informed if the exclusion is over 5 days. Negative behaviour at lunchtimes may result in parents being asked to remove their child from the school premises throughout the lunch time period – this will be counted as ½ day exclusion and is subject to the legal framework regarding recording and appeals as all exclusions. Disciplining Poor Behaviour Outside The School Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. In response to all non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a staff member or reported to the school will be thoroughly investigated and then sanctions will include informing parents and loss of playtimes/dinnertimes in school. Parents will always be informed. Confiscation Of Property Any items that may be considered dangerous may be confiscated and not returned to a child – in this case parents must be informed and asked to retrieve the item. Items that are detrimental to good order will be confiscated and returned at the end of the day/week, either to the child or parents. Reviewing This Policy This policy will be reviewed with the staff every 2 years. Policy adopted by the staff in September on May 23rd 2016. Policy adopted by the Governing Body in June 2016. This policy will be given to all members of staff.

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