Behaviour Policy 2019/2020 - Co-op Academy Smithies Moor - Author: Date for Review: January 2021
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Co-op Academy Smithies Moor
Behaviour Policy
2019/2020
Author: Mr S Stafford
Date for Review: January 2021
1CONTENTS
Page 3 … Aims and expectations
… Roles and responsibilities
Page 4 … Ready Respectful Safe
… Classroom management
… Strategies for re-directing unwanted behaviour
Page 5 … What to do when re-directing doesn’t work
… Rewards and sanctions
… Rewarding individual children
… Rewarding the whole class
… Sanction for individual children
Page 6 … Sanctions for Children in EYFS
… Restorative Justice Approaches
… The use of Positive Handling Intervention (TT)
Page 8 … The use of rainbows as a calming and sensory room
… Missed time at break and lunch
… Children not managed with this policy
Page 9 … Some principles supporting individual behaviour plans
… Occasions when this policy does not apply
Page 10 … Serious Incidents
… Equality Incidents
Page 11 … Exclusions
… Searching pupils
Page 12 … Malicious allegations against staff
… Parent and carer behaviour
… Legal Duties
AIMS & EXPECTATIONS:
2Our aim is to equip all of our children with life skills and to help them and our communities learn the consequences and
impact of our actions.
This policy is based on the following principles:
Behaviour is everyone’s responsibility.
All children can behave.
Children, parents and staff working together to improve behaviour is most effective.
You need good behaviour before you can achieve good learning.
Children should learn that behaviour has consequences – both positive and negative.
Appropriate behaviour needs to be taught.
Any policy needs to be applied consistently.
Children should develop Self Responsibility.
ROLES & RESPONSIBILITIES:
It is the responsibility of all staff to promote good behaviour and to challenge bad choices or poor behaviour. This applies
at all times during the school day, including when in the corridors, outdoor learning areas, open spaces and halls.
The following staff can support colleagues with consistently implementing the school’s behaviour policy:
Steve Stafford Headteacher
Catherine Brackenbury Deputy Headteacher
Jeanette King Assistant Headteacher
Heather Smith Assistant Headteacher
Julie Willett Pastoral Manager
Katy Rushworth SENDCO
Chris Parkin Safeguarding Governor
The above people are available to offer advice and support to all staff about any children. Examples of the support offered
are:
Strategies to try when struggling with the behaviour of a child
De-escalation strategies
Ideas for rewarding positive behaviour
Help with creating behaviour plans
Re-building relationships following breakdowns due to behaviour.
The SLT will not manage the behaviour of individual children for staff, but they will support staff to take ownership of it,
otherwise this tells children that they can behave in different way for different members of staff.
At least one member of SLT will be on duty at lunchtime to support the Midday Supervisors / Kitchen Staff to promote
good behaviour on the playground, in the dinner hall and in the corridors. Midday Supervisors will record any incidents if
they need following up. Staff will then deal with this as soon after the incident as possible.
Our Rainbows staff also run preventative interventions with key children throughout the year. These vary from term to
term and are based on the needs of each cohort. Examples of interventions run are:
Lunchtime drop-in sessions
Self-esteem booster groups
Lego therapy
Social Skills groups
3Ready Respectful Safe:
Ready
Sitting purposefully
Listening attentively
Using equipment sensibly
Contributing to learning
Being ready for change
Knowing what I need to do to improve
Respectful
Having good manners towards everyone
Taking a pride in everything that you do
Working in teams and value each other
Being a good citizen
Celebrating differences
Speaking politely to other people
Safe
Moving safely around the school
Being your best self
Being where you should be
Using Technology safely and appropriately
Acting in a safe way at all times
Talking to someone if you have a problem
CLASSROOM MANAGEMENT:
All staff should have pre-planned routines and procedures to ensure children are best-placed to behave and learn well.
Staff may also wish to think about:
How children enter the classroom – welcome them in to school.
How children move around school
How children line up outside the classroom
A stop signal to gain the attention of the whole class
Monitors to carry out jobs
How resources are organised so pupils can easily access them
How children will move around the classroom
Carpet places – if required
General tidiness and correct temperature in classrooms
STRATEGIES FOR RE-DIRECTING UNWANTED BEHAVIOURS:
1. Give a non-verbal cue – hand gestures, a look, a nod of the head.
2. Use a tactical pause.
3. Pose questions/statements to remind children of the expected behaviours
-Use of butterfly strategy
-Mark the moment – ‘remember when’
4. Use “thank you” before the child has complied. This shows you expect they will comply.
5. Direct to the correct behaviour rather than describing the incorrect behaviour: “line up quietly, thank you”.
6. Use conditional directions: “Yes, you can get a drink when you have finished your sentence”.
7. Use reminders: “What is our rule about play fighting?”
48. Allow take-up time: “James put your book in your tray thank you. I’ll check in 2 minutes.” Walk away to allow the
child to comply. Follow up in 2 minutes,
9. Remove an audience:
-Praise in public, reprimand in private
10. Ignore secondary behaviours, concentrate on the primary behaviour you are dealing with.
11. Distraction
12. Use of positive role models - praise someone for ‘getting it right’
WHAT TO DO WHEN RE-DIRECTING DOES NOT WORK:
Sometimes pupils will not respond to re-directing. Consequences will then apply. For children in Years 1 to 6, the following
procedure should be followed when dealing with unwanted behaviours:
1. Child receives a reminder.
2. Minutes off of Golden Time
3. When 4 minutes is reached in a single day – time in thinking pod is given (up to 10 minutes)
4. When 7 minutes off Golden Time is reached Class Teacher makes a phone call home or sees parents to discuss on
that day
5. In exceptional circumstances the Rainbows room can be used after discussion with a member of SLT.
REWARDS & SANCTIONS:
REWARDING INDIVIDUAL CHILDREN:
Children who are displaying the desired behaviours should be rewarded. This includes children who always exhibit the
desired behaviours. These rewards can include:
Positive praise (including to parents/guardians at the end of the day)
Sticker
Text message home (roughly 5 children per week, to reward and highlight the always good children)
Parental contact (staff should contact at least 3 parents each week)
Half Termly Assembly for celebration – reward certificates for exceptional behaviour and attitude, children who
have received texts home should also be stood up and clapped in the half termly assembly.
REWARDING THE WHOLE CLASS:
These can include:
Classes could have a marble jar containing 50 marbles. When the behaviour of the whole class is good and is sustained
over a period of time or in the event of a class success, a marble should be put in the jar.
Other alternatives such as star charts etc. could be used instead
When the marble jar is full, this entitles the class to a marble jar party, which could be:
A party.
A DVD (of a suitable age rating).
A games afternoon or sport.
Class teachers should plan their rewards treat for an afternoon (or part thereof) which will have the least impact on
teaching and learning.
SANCTIONS FOR INDIVIDUAL CHILDREN:
In some situations, consequences are applied immediately, without a reminder. Staff should exercise their professional
judgement in deciding when these apply. Examples of situations include:
Outbursts – physical or verbal
Swearing
Bullying
5 Discriminatory Behaviour
SANCTIONS FOR CHILDREN IN EYFS:
For EYFS pupils, consequences must be immediate and related specifically to the behaviour. For example, in F1 and F2, if a
child hits another child, they should be taken to where the hitting took place to sit quietly for the duration of a sand timer
before discussing what had happened with an adult.
Further support and guidance on sanctions in EYFS can be given by the EYFS Phase Leader
RESTORATIVE PRACTICE:
Restorative Justice Approaches are used to support the relationships between children.
We believe that by using a restorative process and bringing those harmed by conflict, and those responsible for the
harm, into communication, we can enable everyone affected by a particular incident to play a part in repairing the
harm and finding a positive way forward.
At Smithies Moor everyone involved in an incident is taken through the 5 stages of Restorative Practice and is
therefore supported in coming to understand the harm that has been caused to all parties.
The 5 stages are:
1. What happened? Drawing out each person’s story one at a time.
2. What do you think and feel about that? What each person was thinking at the time, before and since.
3. Who has been affected and how? Who has been harmed/affected and how?
4. What are the needs of those involved? What those affected need to feel better, move on, repair harm and
rebuild relationships.
5. What agreement can we reach about the future? How do those people agree and negotiate meeting the
needs identified above and what support might they need to do this? Staff support pupils in this process but
try to ensure the pupils form their own agreement when possible.
This approach encourages those involved to identify ways in which a relationship can be repaired or how they can
move forward. By giving pupils this responsibility we are supporting them in developing their own strategies for
avoiding and resolving conflict. We also believe that if pupils reach their own agreement as to how to move forward
after a conflict, they are more likely to abide by it than if it is suggested by an adult or imposed upon them. By
involving the pupils in the design of the agreement we give them ownership over it and ensure it is helping them to
resolve the situation in their own way.
All staff working within our school use active listening skills when dealing with a conflict. This enables them to draw
out more from those involved.
THE USE OF POSITIVE HANDLING TEAM TEACH INTERVENTIONS (TT):
On occasions, it may be necessary to physically hold a child. A large number of staff are trained to do this and only these
members of staff should hold a child. A card stating the area staff are needed to support may be sent to the office.
This should be a last resort, once other de-escalation and distraction strategies have been employed, including ignoring
children who may be under a table but not causing significant damage or disruption, for example.
The physical holding of a child should be a result of:
1. Pupils hurting or potentially hurting themselves.
2. Pupils hurting or potentially hurting others.
3. Pupils causing significant damage to property.
4. Pupils causing significant disruption to learning.
65. Pupils absconding and at significant risk of harm.
If a child is handled:
1. They should be taken to a safe area and released as soon as possible. Safe areas are the Rainbows intervention
room and the Thinking Pod. If these areas are unavailable, three chairs may be placed along a wall.
2. Members of staff supporting need to remain calm and reassure the child that Positive Handling is in their best
interests and to keep them and others safe. .
3. At least two members of staff need to be present to support any positive handling, and a third person may be
required as an observer.
4. If the child can be left to calm without being held, this should be done.
5. A countdown of five should be given before any release. If a child continues with the behaviour, they should be
held again.
6. If, after an hour of TT or using the intervention rooms, the child has not calmed down, parents should be
informed. Mrs Willett, SENDCO or SLT should contact the parents and ask them to come to school to assist.
7. If the child does calm they may return to normal academy activities.
8. If parents can calm the child, they can stay at school. However, it may be necessary to exclude a child if they
cannot calm after a sustained period of time and with help from parents. The Headteacher must be contacted in
these incidences.
Following a handling incident:
1. Staff involved should take a short comfort break and have a drink.
2. The Serious Incident Book (Red Book), needs to be completed after every TT incident. This needs to be completed
within 24 hours of the incident occurring.
3. Parents always need to be made aware of any Positive Handling strategies used to support their child. This can be
done by telephone or in person at the end of the day.
4. If the number of incidents for a child increases, a meeting will be convened to review provision, de-escalation and
behaviour plans.
If a child is known to display behaviours which make it necessary to use Positive Handling strategies, they must have a
Positive Handling Plan (PHP) and risk assessment. This will be created by the class teacher alongside the behaviour team
and SENDCO.
If the staff involved require someone to discuss the issue with or are feeling particularly upset by the incident, they should
be referred to the Employee Health Care Team.
If staff are injured whilst carrying out a Team Teach Intervention then they should follow the usual procedure for an injury
at work by completing an Incident Report Form and handing this to Jo Hargreaves.
7THE USE OF RAINBOWS AS A CALMING & SENSORY ROOM:
As well as a safe space to use during a handling incident, The Rainbows Room should be viewed as a safe space to prevent
handling incidents.
Children should be encouraged to use a calming space if they are upset, angry and have an identified need.
When children or their Teacher notice an escalation in possible unwanted behaviours (i.e. if they become restless in class,
if an incident in class could possibly trigger an incident with them) then the calming space within the classroom can be
used.
For children who demonstrate more extreme behaviour or for whom a distressing incident has occurred at home which
may necessitate a more supportive environment then the Rainbows Room can be used after consultation with the staff to
ensure the viability of the place.
Rainbows is equipped with many sensory tools that can de-escalate or diffuse possible unwanted behaviours, these may
include:
A selection of multi-sensory balls
Yoga mats
Playdough
Padded mats
Sensory lights
Reading books
As children become more in control of their behaviour and begin to self-regulate, they should be encouraged to use this
space, with an adult, to prevent a major incident.
Additional safe spaces may also be needed within classrooms for children who require this. This can be arranged
by the Classteacher and SENDCo.
MISSED TIME AT BREAK AND LUNCH
If children break the rules there must be seen to be a fair and proportionate consequence. This will usually be that
children miss a proportion of their break or lunch time. A regular lunchtime detention will be held by a senior leader in the
Community Room. The person leading the detention needs to know how long this is for and who is attending.
In order for this to be effective, children must be sat in silence and therefore the numbers in detention can not become
too high otherwise the system will not have the impact that is intended. Should large numbers of children (or a number of
high tariff children) require detention alternative rooms will need to be set up.
If a member of staff wishes a child to miss some of their break time then the teacher must supervise this or arrange for it
to be done so.
Parents will not be notified over 10 or 15 minute detentions. However if the detention given is for 20 minutes or more
then parents will be notified. During detention children are expected to remain quiet.
If they do not remain quiet or if they do not attend a detention without being sent for the time can be extended (this
extended period is not notifiable to parents as it is merely a follow up to an existing detention).
CHILDREN NOT MANAGED WITH THIS POLICY:
The vast majority of children are managed under this behaviour policy; however, there will be occasional exceptions.
Through analysis of the weekly consequence charts, the Education Teaching Mentor will be able to identify children who
are continually getting consequences and suggest strategies to improve behaviour.
If, following this intervention, no improvement is seen, an individual behaviour plan must be put in place and reviewed
fortnightly.
All staff who work with the child must be made aware of the individual behaviour plan, as well as the SENDCo.
8SOME PRINCIPLES SUPPORTING INDIVIDUAL BEHAVIOUR PLANS:
The plan must be followed consistently by all members of staff. It should therefore be up to date and available for
all staff to access.
Disruptive behaviour cannot be rewarded; children who are not making the right choices should not be rewarded
with attention. If they are removed from class, there should be as little interaction as possible.
If a pupil misses a lesson, they must complete the work they have also missed. This can either be done once they
are calm enough or at playtime or lunchtime.
If pupils receive reward time as part of their Individual Behaviour Plan, this cannot be given immediately following
misbehaviour or if they have been removed from class. The message should be clear and consistent that the
reward is for displaying the correct behaviour. Reward Time can be carried forward to the next day, but no
further.
Provision and support is different to reward time. These categories should be clearly identified on the Individual
Behaviour Plan.
Some children may display behaviours that takes them immediately to Internal Isolation, as it is so extreme. In these
situations, the Headteacher, Deputy or Assistant Headteacher should be made aware of the situation so support can be
put in place.
OCCASIONS WHEN THIS POLICY DOES NOT APPLY:
All school staff are expected to use the whole school Behaviour Policy, including TAs and non-teaching support staff,
student teachers and PPA staff. However, there are occasions when this Behaviour Policy does not apply:
PLAYTIMES:
In KS1 and KS2 there is a timetabled 15 minutes break each morning with a duty rota.
If you feel your class is ready for a break at a different time, you can do this but the class teacher will need to supervise
the children.
This cannot be done on a day when the class teacher is on duty as it will leave the playground under ratio.
Incident at playtime should be dealt with by the staff on duty. If a consequence is necessary for an incident that occurs
during playtime it should be missing some or all of the next playtime or lunchtime. Usual consequences DO NOT APPLY AT
PLAYTIME.
Any incident involving fighting or play-fighting will result in the children involved missing 3 consecutive play/lunch times.
LUNCHTIMES:
Incidents at lunchtime will be dealt with by the staff on duty at lunchtime, the Wellbeing Manager and/or a member of
SLT on duty, if required. All of whom with be on the playground or in the dinner hall or corridors for the full duration of
each lunchtime.
Incidents will be logged in the Behaviour Book, kept by the Wellbeing lead, who will follow up and incidents if needed.
Usual consequences DO NOT APPLY AT LUNCHTIME. If a child is involved in an incident, they should be made to miss 5
minutes of their lunch time immediately (if there is still time) or the next lunchtime if necessary.
If a child is involved in more than one incident, it will result in the loss of the lunchtime.
If a child is involved in rough play, play fighting or actual fighting, they will miss three consecutive breaks (i.e. playtime
Tuesday, Lunchtime Tuesday, playtime Wednesday).
Children misusing the equipment outside will not be allowed to use it for the rest of the week. Persistent misuse of
equipment will result in a half termly ban on the use of equipment.
9SERIOUS INCIDENTS:
Any violent incident or fight must be recorded in the Green Book and should be signed off by a Senior Leader.
If a serious incident occurs at lunchtime, it should be recorded in the Behaviour Book which should support the LSA to
complete the relevant paper work as soon after the incident as possible.
If a pupil is violent towards a member of staff, this must be recorded on an INJURY TO STAFF FORM.
This should be completed by the member of staff, alongside their Line Manager. The completed form should then be
handed to the Office Manager.
EQUALITY INCIDENTS:
The following incidents are not tolerated in our school:
Bullying
Racism
Homophobia
Gender inequality
Transphobia
Disablism
Any incidents which fall into any of the above categories should be recorded on CPOMs and will be picked up by the Office
Manager who will inform SLT regularly. The Attendance and Wellbeing Manager will also be alerted by CPOMs and will
follow up the incident.
All of the above incidents should also be recorded on the Equality & Bullying Log.
The following procedure will apply for dealing with equality incidents:
First incident: Restorative approaches used to rebuild the relationship between children.
Perpetrator to be educated using the appropriate resources for the category of incident.
Second incident: Phone call home to perpetrator.
Third incident: Internal exclusion (between half and full day dependent on age/stage). Meeting with Parents and
a Letter home)
Forth incident: Fixed term exclusion for 1 day. Reintegration meeting to be attended if possible by PCSO.
If this cannot happen, contact PCSO to conduct a home visit.
All staff can access high-quality information/support:
LGBTQI Stonewall: https://www.stonewall.org.uk/
Bullying Bullying Online www.bullying.co.uk/advice-for-schools/
Diversity All Together
10EXCLUSIONS:
Exclusions are used as a last resort. However, there may be occasions when an exclusion is used as a sanction. A Fixed
Term Exclusion (FTE) will be given as a sanction when:
1. A pupils swears directly at a member of staff.
2. Pupils are fighting and one or both are committing acts of violence.
3. A pupil is continually non-compliant.
4. When the health and safety of the child, other pupils or staff is compromised.
All pupils who have a Fixed Term Exclusion will be subject to a Behaviour Plan unless the incident can genuinely be classed
as a one-off incident.
Before the child can return to school after a Fixed Term Exclusion, the parents/carers must attend a re-integration
meeting with a member of the SLT (usually the Headteacher) or in exceptional circumstances, the Pastoral Team.
Permanent exclusions are avoided through identifying appropriate support for the child from outside agencies. However,
a permanent exclusion may be necessary if:
1. The total number of days of previous Fixed Term Exclusions culminate in the maximum of 45 days within an
academic year.
2. It is the result of a serious isolated incident for which there was little or no prior warning, these would include:
a. Extreme violence
b. Sexual assault
c. Bringing weapons into school
To attempt to avoid Permanent Exclusion two additional avenues can be explored:
Step Out placement at the PRU – 12 week shared placement whilst the child remains on roll at school
Partner School Exclusion – a short exclusion of one day where the child by prior arrangement attends a partner
school.
SEARCHING PUPILS:
School staff can search a pupil for any item if the pupil agree or not.
Headteachers and staff authorised by them have a statutory power to search pupils or their possessions, without consent,
where they have reasonable grounds for suspecting that the pupil may have a prohibited item.
Prohibited items are:
knives or weapons
alcohol
illegal drugs
stolen items
tobacco and cigarette papers
lighters or matches
fireworks
pornographic images
any article that the member of staff 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).
The Headteacher and authorised staff can also search for any item banned by the school rules which has been identified in
the rules as an item which may be searched for.
CONFISCATION
School staff can seize any prohibited item found as a result of a search. They can also seize any item, they consider
harmful or detrimental to school discipline.
11Further information on how to conduct screening or searching activities can be found in the DfE Guidance:
Searching, screening and confiscation: Advice for Headteachers, school staff and governing bodies. (January 2018)
MALICIOUS ALLEGATIONS AGAINST STAFF:
If a pupil makes an allegation against a member of staff, this will be thoroughly investigated and, where appropriate,
referred to the LADO.
If the allegation is found to be malicious, support for the pupil will be put in place through the Attendance and Wellbeing
Manager and, if appropriate, a sanction may be given.
Support for the member of staff can be given through the Employee Health and Care Team if needed.
PARENTS & CARER BEHAVIOUR:
First and foremost, school is a safe place where children come to learn. With this in mind, parents and carers are expected
to behave in a way that support these aims.
Parents and carers are welcome in school and are encouraged to discuss any concerns they may have with staff.
Specifically, we expect that parents and carers:
Speak to staff in a calm, non-aggressive manner, without raising their voice or swearing.
If possible, speak to staff in a private environment, away from other parents or pupils.
Never approach another child’s parents or confront them about their behaviour.
Never threaten other parents, staff or children.
If a parent or carer or any other adult does behave in a way that is deemed inappropriate, the school will take further
action. Initially this will be a warning to the adult concerned. If the behaviour persists, the Trust, LA and Police will be
informed and legal proceedings will be initiated, which may result in a ban from school promises or a fine.
Any member of staff deeming an adult’s behaviour to be inappropriate should inform a member of SLT immediately who
will assist with the situation.
LEGAL DUTIES:
The school has a legal duty under the Equality Act (2010) and those in respect of safeguarding and supporting all children,
particularly those with SEND.
This policy should be supplemented with guidance from the SEND Code of Practice (2015) and other documents which
promote the safeguarding of children, such as Keeping Children Safe in Education (2018)
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