‘Live And Learn With Jesus’
Good Behaviour Policy
Mission Statement: Live and Learn with Jesus
School Motto: With faith in Jesus, love and teaching we grow.
Our policy is underpinned by the 54 Articles of the United Nations Convention on the Rights of the Child, which came into UK law in 1992, and in particular, Article 28 which states that “Discipline in schools must respect children’s dignity and their rights”.
The school will fulfil it’s legal duties under the equality Act 2010 in respect of safeguarding, children with special educational needs and all vulnerable children.
As an inclusive school; all members of the school community should be free from discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010.
The Teachers Standard (2012) make clear the expectation of the teachers to “manage behaviour effectively to ensure a good and safe learning environment.” Teachers must “have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.” They must “manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them.” (Standard 7)
The law says: The Head teacher must set out measures in the behaviour policy which aim to: Promote good behaviour and respect, prevent bullying, ensure pupils complete assigned work and regulate the conduct of pupils.
To encourage acceptable standards of behaviour, which promote respect for people and property, and develop patterns of behaviour which will be suitable throughout life. Within the school these standards will contribute to effective learning and to a harmonious atmosphere, in keeping with our mission statement.
This will be achieved in the following ways :-
TO CREATE AN ATMOSPHERE OF RESPECT AND TRUST.
appropriate and half termly meetings with the Head teacher or Deputy or other
senior member of staff.
Between adults and children
expected to take on appropriate responsibilities. School council meetings will take
place regularly. Play Leaders, on a rota basis organise playground games and
activities at lunchtime.
Between children and children
Children and property
DEVELOP AN AGREEMENT WITH PARENTS TO ASSIST US IN ACHIEVING
OUR AIMS BY THEIR INTEREST AND SUPPORT.
This will be achieved by:
THE IMPLEMENTATION OF A SYSTEM OF REWARDS AND SANCTIONS.
TAKING ACCOUNT OF INDIVIDUAL PUPIL NEEDS
At Sacred Heart we take account of a range of individual pupil needs when developing and implementing our behaviour policy. We take account of pupils with special educational needs and disabilities (SEND), but also of the needs within certain other groups defined by Ofsted as 'at risk' within the education system:
PERSISTENT, UNACCEPTABLE BEHAVIOUR
Persistent, unacceptable behaviour will result in:
If the behaviour does not improve then the option of “fixed” term exclusion may arise.
At all times the school will seek to work with parents to resolve any problems so that exclusion is avoided. However, continuous, unacceptable behaviour could result in fixed term exclusion for a given time. In exceptional circumstances fixed term exclusion may be given immediately. Following this a Pupil Support Programme (PSP) will be put in place to help the child improve their behaviour. This may involve working with other support agencies such as Educational Psychologist, CAMHS and the TESS Team.
Some children exhibit particular behaviours based on early childhood experiences and family circumstances. As a school we recognise that their behaviour is a way of communicating their emotions. We also understand that for many children they need to feel a level of safety before they exhibit extreme behaviours. Where possible, we use our most skilful staff to build relationships with each individual child.
These children have bespoke ‘Positive Handling Plans’. When dealing with an episode of extreme behaviour, a child may need to be restrained if they or another person is unsafe. This will only be used by trained staff.
Beyond the School Gate
Whilst this behaviour policy refers mainly to the behaviours of pupils with school premises, the school reserves the right to discipline beyond the school gate.
Our policy covers any inappropriate behaviour when children are
In the incidences above, the head teacher may notify the police of any actions taken against a pupil. If the behaviour is criminal or causes threat to a member of the public, the police will always be informed.
Fixed Term Exclusion:
If a child continually misbehaves, disturbing his/her own and other pupils’ education he/she will be subject to a fixed period of exclusion. The child will work independently away from their peers. The child will complete tasks set by their teacher. Following the period of isolation there will be an interview with the headteacher, parents and child to ensure there is a clear understanding that their behaviour has to improve.
If behaviour does not improve external support will be requested.
The school will usually only permanently exclude a child as a last resort, after trying to improve the child's behaviour through other means. However, there are exceptional circumstances in which the headteacher may decide to permanently exclude a pupil for a 'one-off' offence.
A list of agreed sanctions is included. The list is not exclusive but if alternatives are to be used they must first be discussed with the head teacher or deputy.
This policy also links to our policies on:
Learning and Teaching
And takes race, religion, culture, SEN, disability and other vulnerable pupils.
The school community is involved in the development of this policy. All members of the school staff have been consulted as this is a legal requirement. Copies of this policy are available for all parents and pupils to look at whenever they so wish. They are consulted when reviewing this through parental/pupil questionnaires.
The Headteacher and the other school leaders will monitor the effectiveness of this policy regularly and if necessary for further improvements.
Monitoring and Review
The headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
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 recommendation on how the policy might be improved.
The Restorative Approach
When dealing with an incident on the playground, both parties are likely to be very wound up and angry about what has happened. Although it is important to establish what has just occurred, it is often better to wait until the pupils have calmed down before questioning them in more detail about the incident, as this is likely to re-ignite the situation especially when emotions are raw and if one party feels aggrieved.
Both parties need an opportunity to have their say about what has happened, but the restorative approach focuses on reflection, acknowledging feeling s of yourself and others affected, taking responsibility for your actions, repairing harm to relationships and putting things right again.
Once it has been established who is the victim (harmed) and perpetrator (harmer) both children can be informally questioned about what happened, individually at first, in order for them to reflect on the incident and consider how their actions have affected others. If deemed appropriate, a more formal Restorative Enquiry can take place with both parties present, however this has to be carefully considered and carried out under close supervision.
This approach is more suitable for children over the age of eight years old although the language can be adapted and simplified for younger children and used more informally. It is important to phrase the questions so that they do not come across as confrontational or apportioning blame.
Questions to ask the perpetrator (harmer) during the discussion:
“Can you talk about what happened?”
“What were you thinking and feeling at the time?”
“What are your thoughts and feelings now?”
“Who do you think has been affected by your actions?”
“How do you think they have been affected?”
“What do you need to do to put things right?”
Questions to ask the victim (harmed) during the discussion
“What were your thoughts and feelings about what happened?”
“What has been the hardest thing for you?”
“How have others been affected?”
“What are the most important issues for you?”
Adapted: Summer Term 2020
Review Summer Term 2022