STOKE PRIMARY SCHOOL
|Date Reviewed By Governors||Summer 2022|
|Date of next review||Summer 2023|
Support Documents included :
At Stoke Primary School we believe that effective learning systems are integral to strong behaviour. The approach we take to our curriculum learning and the way pastoral development integrates with academic learning, enables each and every child to reach their full potential.
This policy establishes the system we deploy when behaviour becomes unacceptable.
Our policy is based on the belief that:
The Role of the Teacher
Teachers and support staff are integral to behaviour success through high quality teaching and learning that is carefully planned to meet the needs of each and every child.
Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and school leaders. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as means of motivation. They need to be taught to manage their own behaviour.
Teachers need to recognise that effective conditions for learning (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour.
Mental Health Awareness
Stoke Primary School recognises the importance of strong Mental Health. Teams of staff have been trained in both Youth Mental Health First Aid and Mental Health First Aid.
We understand that behaviour management can adversely affect mental health. Key to our approach is inclusive understanding and analysis of behaviour so that all stakeholders are involved and fully aware of what has happened and what the likely consequences could be.
We consider that open and transparent dialogue allows difficult conversations to take place and that this honesty enables all parties to manage the situation with respect to their own mental health.
It is very important that praise and reward should be meaningful to children. Children will achieve more, be better motivated and behave better, when staff praise and reward their successes rather than focus on their failure. Key to all our reward systems is how the children are able to articulate why they have received a reward and what they are continuing to strive for.
Stickers are used by staff across school to celebrate success. These are through individual systems established by class teachers.
Smileys are used to recognise achievement. Once a child has received 10 smileys they exchange them for a House token which adds to the House Points collected across school.
Smileys are given for:
Bronze, Silver, Gold and Platinum Certificates
When children get a specified number of smileys, they are given a certificate to take home related to their house team which recognises this milestone:
- 50 smileys for bronze
- 100 smileys for silver
- 150 smileys for gold
- 200 smileys for platinum
The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them.
Approaches to deal with poor behaviour
Supporting Individual Pupils with Behavioural Difficulties
Where children in school have existing SEND need identified, they are usually working with a series of bespoke targets. Where a behaviour issue is in need of addressing their SEND systems will be taken into account in terms of the approaches to resolution and the implementation of sanctions / consequences.
Sanctions for low level behaviour concern
Where behaviour is considered a low-level issue the use of sanctions can be applied. Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate. We aim for children to learn through this process to enable them to make better choices in the future.
Sanctions can comprise:
Sanctions for high level behaviour concern
Where a child’s behaviour is considered high level concern, Stoke Primary School has a range of systems to support the required improvement.
Through detailed investigation sanctions are discussed with all stakeholders to ensure that the planned action is commensurate with the behaviour issue. Consequences are therefore tailored to the situation, but the process follows these principles:
Where injury has occurred
Note See also our policy on the ‘Physical intervention Guidance (Team Teach)”.
This is a sanction that will only be used if there is:
Head Teacher’s role in exclusion
The Head Teacher will:
Length of Exclusions
The Head Teacher has the right to exclude pupils for a period from 1 to 5 school days BUT each case will be assessed and treated individually and a sanction applied depending on the incidents severity.
This decision is a serious one. It will be the final step, the last resort in a process of support for dealing will disciplinary problems. It will also be a decision that will be made by the Governing Body and not just the Head Teacher. There may, however, be an occasion where the Head Teacher could decide to permanently exclude a pupil for the first breach of rules. This may include:
Notifying Relevant Parties of an Exclusion
On excluding a pupil, the Head Teacher must immediately notify parents of the exclusion and the reason for it. They must also inform parents of their rights to make representations to the Governing Body. The Governing Body must also be notified of certain exclusions.
The Governing Bodies Responsibilities in relation to Exclusion
For fixed-period exclusions of more than five days the governing body must arrange suitable alternative full-time education, which must begin no later than the sixth day of the exclusion. For permanent exclusions, the pupil’s ‘home’ local authority must provide alternative education.
Governing bodies are legally required to consider parents' representations about an exclusion, and in some cases must also consider whether an excluded pupil should be reinstated. If parents disagree with the decision not to reinstate their child, they can request that it be considered by an independent review panel.
Searching, Screening and Confiscation
Where necessary, searching, screening and confiscation will be used to safeguard a child/children at Stoke Primary School. Stoke Primary School adheres to ‘Searching, Screening and Confiscation: Advice for Schools (May 2018).
An example of steps taken to support children to change their behaviour :
Non verbal reminder
|Verbal reminder to think about choices|
Second verbal reminder to: make a change/ do something differently
Time out / time in
Minutes off playtime to reflect / complete missed learning
Time with SLT to reflect on choices
Parents may be contacted
Restoration following reflection about what could be done differently next time.
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