Positive Behaviour Policy

HOWARD

PRIMARY SCHOOL

 

 

 

 

Positive Behaviour Policy

Reviewed September 2015

A Code of Practice for Governors, Staff, Pupils and Parents

 

 

Mission Statement

 

At Howard Primary School we recognise each child as an individual. In order that each may work towards their personal best we aim to create a safe and caring atmosphere in which effective teaching and learning can take place.

This policy has been devised in conjunction with Governors, Staff, Pupils and Parents and should be read in conjunction with the School Policy Statement for Teaching and Learning as together they establish the general ethos of the school.

The Policy is part of the school’s overall Pastoral Care Policy and has links with other policies such as Child Protection, Anti-Bullying, PDMU and Special Needs,

This document provides the framework for the creation of a happy, secure and orderly environment in which children can learn and develop as caring and responsible individuals.

It is written for the benefit of the whole school community to help facilitate a positive whole school approach to behaviour management at Howard Primary School.

Aims

This behaviour policy aims to:

                     

Introduction to Behaviour Management

The Principal and Staff at this school believe firmly that effective learning cannot take place without a requisite standard of good behaviour. In the context of this school good behaviour is defined as conduct which assists the school to fulfil its function, namely the full development of the potential of all its pupils. Conversely bad behaviour would be defined as conduct which prevents this, either when an individual prevents his/her own development by behaving badly or when unacceptable conducts disrupts the development process for other members of the school community.

It therefore follows that good behaviour is that which conforms to the reasonable expectations and requirements of the school and is based upon mutual respect for the needs and aspirations of all in the school and upon care for its environment.

A Positive Approach

Whilst this policy outlines sanctions which may be imposed as necessary, we do not see discipline within our school as a series of rules and regulations. Rather, we view discipline in a positive way, where praise and reward are fundamental. It is our desire to cultivate in pupils an acceptance and recognition of their own decisions, their actions and consequences. We hope to train and guide children to behave in a socially acceptable way, whilst in the care of teachers and others in the education process.

Roles within our School Discipline Policy

 

We would expect the children who attend Howard Primary School to enjoy their education and to have their needs met. However, at the same time we wish to encourage children to realise that other children deserve and must enjoy the same treatment as they do. A child who is experiencing difficulty at school should inform his/her class teacher, the Principal or any other member of school staff.

Pupils have a Right to:

 

Pupils have a Responsibility to:

 

Standards of behaviour are well established in children before they come to school. Accepted standards of behaviour may vary from home to home and family to family. Behaviour which can be tolerated at home may not always be acceptable at school because of the large numbers involved in the school community.

We believe in the principle of partnership and therefore encourage parents and guardians to establish and maintain a relationship with the class teacher and principal.

Active co-operation with staff is absolutely essential if an acceptable standard of discipline is to be achieved.

The co-operation of parents is sought in relation to maintaining high standards of pupil attendance, punctuality, pupil appearance, wearing of school uniform caring for learning materials, (particularly those belonging to school) and supervision of homework.

Rights and Responsibilities of Parents and Guardians

Parents have a Right to expect:

Parents have a Responsibility to

 

A teacher’s role is to provide education for the children in his/her care.             ‘A climate which fosters effective learning, both within the classroom and about the school, is at the heart of the education process.’ (Promoting Positive Behaviour’p.6. Dept. of Ed. Publication)

When the teacher and pupil understand their different roles a positive, well ordered learning environment can be achieved. Children at different stages in education require instruction and guidance and our school rules form the framework of our expectations as teachers for the behaviour of the children in our care. Our rules will be clearly displayed in each classroom and commented on. At regular intervals, by teacher. Teachers will enforce acceptable behaviour in their class in a positive manner, having regard to the positive nature of the school policy, consulting with Senior Management and the Principal when necessary.

 

Rights and Responsibilities of Teacher

Teachers have a right to:

Teachers have a Responsibility to:

 

The Principal has a key role in formulating and reviewing the behaviour policy and establishing the ethos of the school. She must ensure that teachers, pupils and parents play a vital role in the life and organisation of the school.

The Principal must ensure that the rules of the school are administered fairly and consistently to all pupils. She should support her staff where appropriate and furnish the Board of Governors and Education Board (if necessary) with a report on the discipline within the school or on the behaviour of an individual pupil where necessary.

The Principal must also ensure that the school behaviour policy is processed in accordance with and alongside all other relevant school policies, i.e. SEN Policy, Pastoral Care Policy, Anti-Bullying Policy and Code of Practice, etc.

 

The Governors have legal responsibility for the school’s behaviour policy and it is their role to maintain a policy for the school which is current, being implemented positive in nature and reflective of the school ethos.

If or when a case of indiscipline should come before them they must act upon it, having considered the views of the principal, other interested parties and any reports forwarded to them.

Where appropriate, they should support the principal and her teaching staff.

Pupils’ code of Conduct

A very high standard of conduct, work and appearance is expected from each boy and girl who is a pupil at Howard Primary School. Respect for oneself and consideration for others are the ideals by which pupils should be guided in all their behaviour in school in the home and the wider community.

The code of conduct is very important in ensuring that each pupil can reach his/her full potential in Howard Primary School.

Attendance

Punctuality

Behaviour

Appearance

Movement around School

Property

 

 

Pupils are responsible for their own behaviour

Expected behaviour in:

The classroom

The Corridor

The Playground

In the playground, children should abide by the following rules:

The Dining Hall

In the dining hall children should abide by the following rules:

Ourselves and Others

 

Educational Visits

Pupils on school visits will be expected to abide by the aims of our school Behaviour Policy and school rules re behaviour.

In Addition, the Principal and staff will reserve the right to implement any rules which they deem necessary to ensure the safety and welfare of pupils and staff and achieve the aims and purpose to the visit.

These expectations will be discussed with all children each year.

 

 

 

School: Arrival or Departure by Car or on Foot

Responsibilities of parents and pupils

The safety or your child is our ultimate concern. Parents are therefore asked to comply with the following regulation:

Children should not attempt to leave the school grounds without permission of the Principal or Vice-Principal. If the management is in any doubt about the validity of a child leaving school during the day, the child will be prohibited from doing so. Management reserve the right to verify the identity of any individual collecting a child from school.

Parents should inform the Principal immediately if there are any access restriction orders places on individuals who may attempt to make contact with a child during school hours.

Praise and Reward

As stated, it is intended that discipline within our school should be a positive process and children will be encouraged and rewarded for progress and achievement. However, a combination of rewards and sanctions are necessary to encourage children to follow the rules in class and throughout the school. A healthy balance needs to be struck between these two and both should be clearly specified. The following list is not exhaustive but gives an indication of the value we hold in self-esteem and reward.

Rewards

In class

In School

Unacceptable Behaviour

At our school we classify unacceptable behaviour into 3 broad bands:

Level 1: Misbehaviour that can be effectively managed within the classroom environment by the teacher.

Level 2: More serious misbehaviour or persistence of Level 1 that is not so easily managed within a classroom environment. Class teacher may involve the parents, either formally or informally. SENCO (VP) and Principal will be notified.

Level 3: Very serious misbehaviour, or persistence of Level 2 behaviour. This may result in the formal involvement of Senior Management within the school along with parental involvement. Additionally, the involvement of outside agencies may be sought.

The following are examples of what constitutes Level 1, 2, 3, and sanctions and

strategies which may be used.

Sanctions will be constructive, applied with sensitivity and flexibility, where

possible, be related to the misdemeanour and will be specific to the offender

and not applied to the whole group.

 

Examples of unacceptable behaviour

Level 1

Level 2

Level 3

Arguing

Persistence of Level 1

Persistent occurrence – Level 2

Boisterous behaviour

Aggressive behaviour persistent /serious (e.g. Biting, hitting, nipping etc.)

Physical assault – teacher/adult/children

Talking at inappropriate

times

Refusal to work/general defiance

Wilful damage – property/school

Distracting other pupils

Consistent non-completion of homework

Verbal abuse to teachers/staff/peers

Disobeying instructions

Refusal to engage with an adult

Stealing – intent and persistent

Shouting out/leaving seat

Bad language/rude noises

Major disruption of class activity

Not being prepared for school

Persistent name-calling

Abuse/threatening behaviour/subtle bullying/overt bullying

Incidents of taking property of others

Name calling/teasing

Leaving school premises without permission

Lying

Damaging property

Dangerous refusal to obey instructions

Not completing homework

   

Not sharing

   

Making unkind remarks

   

Running in corridors

   

Telling tales

(Inappropriately)

   

Misuse of school equipment

Using a mobile phone without permission

Cyber bullying

 

Sanctions and Strategies

 

Level 1

Level 2

Level 3

A disapproving look

Time-out/cool-off in another room

Principal/Vice-Principal informed immediately

A signal to indicate behaviour must stop

Report to Senior Management

Formal discussion with Principal/Vice Principal and pupil

A verbal rebuke

Formal appointment with parents(Principal and Vice Principal informed prior to meeting to allow their attendance if deemed appropriate)

Formal appointment with Principal and Parents

Moved in class to another desk

Discussion with SENCO IEP may be implemented at this stage

IEP will be implemented and an action plan agreed

Time-out chair/cool –off

Entry in School ‘Discipline Book’ and teacher’s own class report book

Behaviour contract between school and child

Informal chat with parents

Daily report/withdrawal of privileges

Involvement of other agencies, e.g. EWP, BTM, Educational Psychology, Social Services, CCMS

Withdrawal of privileges/responsibilities

Home/school report sheet

Suspension

Reminder of class rules

Teacher may begin to record daily observations of behaviour (see Observation sheet)

Expulsion

Private discussion with child

Restitution (as deemed appropriate)

 

Standing at wall at break-time

Withdrawal from extra-curricular activities

 

Apology (either written or given verbally)

Break/lunch detention or removal of playtime privileges

 
 

Lunch time detention

 
 

Removal of phone until the end of the day. Parents informed.

 
 

Child is not permitted to use ICT equipment for a period of time

 
     

It should be noted that in applying sanction, behaviour modification and positive reinforcement strategies have been, and will continue to be implemented. In Howard Primary school we view Positive Behaviour and Discipline as complementary aspects which should be worked through together. Staff will always encourage children to take responsibility for their actions and draw the child’s attention to the fact that undesirable behaviour usually has a negative consequence on another person, the class, the school environment or themselves. Where possible, staff will try to link the sanction to the behaviour. Sanctions/discipline are not intended to punish pupils but to serve as a mechanism through which children learn that positive behaviour has positive consequences and negative behaviour has negative consequences.

Minor misdemeanours will be dealt with, as they occur, by the class teacher, who will decide on appropriate action. Incidents will be recorded (at teacher‘s discretion) in the Class Report Book

Issues arising at break or lunch times must be reported to the teacher following the recess.

The class teacher will deal with the vast majority of issues

If a pupil is habitually misbehaving, despite repeated and ongoing attempts to modify the behaviour, then the child will be referred to the Vice Principal. The child will be made aware of the possible consequences of continued misbehaviour. The Vice Principal will note details.

 

In cases of extreme, unacceptable behaviour, where the well-being of children, staff of the individual concerned is at risk, or property is being damaged, the Principal and Vice-Principal, in order to defuse the situation, reserve right to ask parents to remove a child from school immediately.

 

 


 

 

Bullying

 

Bullying is defined as:

‘Deliberately hurtful behaviour, repeated over a period of time, where it is difficult for the victim to defend him or herself’

(Dept. Of Ed. Publication: Pastoral Care in Schools)

At an individual level, it is an attack on a person’s right to feel safe in school.

It may involve: (this is not an exhaustive list)

Bullying is in contravention to children’s rights to all forms of violence, both physical and mental. It also infringes their right to education and to freedom from torture and inhumane and degrading treatment under the Human Rights Act 1998.

It can make the victim’s life miserable.

Under no circumstances will bulling be tolerated

 

Our Anti-Bullying Policy will be followed at all times.

Policy on Reasonable Force and Safe Handling

See relevant HPS Policy

Clarification of terms used above:

Time Out/Detention

The Principal will use discretion as to whether parents need to be informed if their child is given a period of time out/detention, depending on the seriousness of the misdemeanour. Following three detention/time out sessions in one term, parents will be informed and invited for interview.

Class Report Book

Each teacher has a class report book into which s/he enters notable events of indiscipline and immediate action taken. The purpose of this report is to compile a list is misdemeanours committed by this child. This book is passed to the Principal at the end of each week and further action taken if required.

It may be used at some stage in his/her primary school career to substantiate a report on unacceptable behaviour or in interviews with parents, other members of staff, Principal of EWO.

The Class Report Book will contain the following information.

Child’s Name:   _______________ D.O.B: ________ Admission Date: ________

Class Teacher

School Year

Incident Date

Nature of Incident

Action Taken

If a pupil’s behaviour gives cause for concern the following record sheet may be used for monitoring purposes. Parents will be asked to assist the school in monitoring the situation and modifying the behaviour. (See Appendix 1)

Pupil Behaviour Observation Sheet

 

Name of Pupil _____________________ Dates of Observation _____________

Class Teacher____________________

Time

Monday

Tuesday

Wednesday

Thursday

Friday

Morning

Session

 

 

         

Break-Time

 

 

         

Mid-day

Session

 

 

         

Lunch Time

 

 

         

Afternoon

Session

 

 

         

Principal’s

Comment

 

 

         

Parents’ comment

 

 

         

 

Formal Disciplinary Proceedings

Formal Disciplinary Proceedings consist of three formal verbal warnings, followed by three written warnings, leading, ultimately, to suspension.

If an IEP is already being implemented and serious incidents continue to occur, the class teacher, along with the Vice Principal and Principal will decide if a verbal warning should be given. If so, this will be given by the Principal and details will be recorded.

Parents will:

This procedure will be repeated for each verbal warning.

The Board of governors will be fully informed in such cases.

Should a child receive Three Verbal Warnings and all behaviour modification strategies have failed to produce positive responses, the school will consider moving to the next stage, which consists of Three Written Warnings. The class teacher, Vice Principal and Principal will, together, decide when such warnings are necessary.

The Chairman/Vice Chairman of the Board of Governors will be informed.

 

Parents will:

If, following the administration of three written warnings further incidents of unacceptable behaviour occur, advice from the Education Authority will be sought and a decision regarding the suspension of the pupil will be taken. The Board of Governors will be consulted and notified. The Education Authority’s Suspension and Expulsion procedures will be followed.

Initially, any exclusion will be for a temporary fixed term but, if necessary, permanent exclusion may be considered, again, in line with EA policy and guidelines.

The school Management reserve the right to bypass the imposition of sanctions and move directly to ‘Formal Disciplinary Proceedings’ for children considered to have seriously broken the school rules or misbehaved in a serious manner. If this occurs loss of privileges may include immediate withdrawal from school teams etc.

It is important to realise that such decisions are made in response to a problem caused by the pupil.

 

 

In cases of extreme, unacceptable behaviour, where the wellbeing of children, staff or the individual concerned is at risk, or property is being damaged, the Principal and Vice-Principal, in order to defuse the situation, reserve right to ask parents to remove a child from school immediately.

The Governors may, in cases of extreme unacceptable behaviour, by-pass the formal proceedings outlined previously and move directly to excluding a child from school.

 

 

 

 

 

 

 

 

 

 

 

 


 

 

Links with Other Parties:

 

Behaviour Policy and Parental Links

 

The support and co-operation of parents are very important elements in achieving the aims of our positive discipline policy. Parents need to be aware of how important the school views their role and responsibility in helping us achieve these aims.

Opportunities to build parental involvement will take many forms e.g., through the promotion of our rewards system, written communications, reports, informal notes in books, etc., by their child receiving certificates or prizes in class, or at assembly, trips and face-to-face meetings at formal parents meetings.

For those pupils who experience emotional or behaviour difficulties, the school will use the Code of Practice for managing this issue. The SENCO will work closely with the class teacher to assess the nature of the difficulty, draw up an action plan with relevant targets and liaise closely, either in an informal manner in the early stages, i.e., stage 1, or in a more formal meeting if the difficulties remain unresolved.

At all times through this process close communication between school and home should ensure that the needs of the child are paramount and are addressed quickly and efficiently.

Behaviour Policy and Special Needs

It is our intention to assist in any way pupils who may experience emotional or behavioural difficulties in our school.

Within our special needs policy all teachers are aware of the role they play in assessing, targeting and drawing up an individual plan for a pupil, depending on what stage of the Code of Practice the pupil is at.

When it becomes evident that further help will be required the SENCO will make a Stage 3 referral to the local Educational Psychology Office requesting outside support.

Behaviour Policy and links with Outside Agencies

In attempting to cater for all pupils it is sometimes necessary to call on the support of other professional support agencies from outside the school.

Working closely with the school in maintaining good home/school links is our local Education Welfare Office who can be contacted by our designated Child Protection Teacher, especially if child protection issues are involved.

At times some pupils may develop emotional or behavioural difficulties and may not respond to the range of strategies employed by the school. This may necessitate referral to our local Psychology office, initially, followed by referral to the Behaviour Management Team for individual support for that pupil or staff training for the whole school.

This a working document and will be reviewed on a regular basis.

References:

Dept. of Education Pastoral Care in School: Promoting Positive Behaviour. (June 2001)

Regional Policy Framework on Reasonable Force/Safe Handling (May 2004)

The Education (NI) Reform Order 1998

The School Improvement Programme – Promoting and Sustaining Good Behaviour: A Discipline Strategy for Schools (DENI 1998)

Child Protection Guidelines – Pastoral Care in Schools: Child Protection (DENI 1998)

Article 19 United Nations Convention on the Rights of the child (1992)

DE Circular 2016/27 Online Safety

DE Circular 2016/26 Effective Use of Mobile Digital Devices.

This policy is a working document and was reviewed by staff in March 2017.

Adopted by B.O.G at a meeting on _________________________

Signed         Principal:                                                              

 

                  Date                                                                    

Signed         Chair of Governors:                                                        

 

             Date