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avell Primary and Nursery School

Behaviour Management Policy Written by: Date Written: Review Date:

Tracey Bocz September 2010 Summer 2012

This policy should be read in conjunction with the Cavell Primary and Nursery School statements on Child Protection, Positive Handling (Norfolk Steps). The overall objectives for this policy are: •

Protect children from hurting or endangering themselves, others or property

Protect all pupils against any form of physical intervention which is unnecessary, inappropriate, excessive or unlawful;

Assist staff in managing challenging behaviour in pupils and maintaining a positive school environment and

Minimise the risk of any accusation of improper conduct towards a pupil by any member of staff.

Contents Aims Rights and Entitlements of Pupils Discipline within School Acceptable Standards of Behaviour Rewards

Appropriate Managements of Unacceptable Behaviour Reprimands & Sanctions Behaviour Management Programmes Legal Position Controls Screening, Searching and Confiscation

Physical Restraint Guidelines for Physical Restraint Procedures for Physical Restraint Recording/Monitoring Physical Restraint 1


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Behaviour Management Policy Complaints Bullying and Harassment

References Appendix: A.I A.II A.III

Responsibility & Duty of Care Reprimands & Sanctions Section 550A of The Education Act

1. Aims At Cavell Primary and Nursery School we aim to o Provide a happy, secure and purposeful environment where warm, friendly and caring relationships can be fostered and where the quality of teaching and learning reflects the needs of the individual pupil; o Create the conditions for an orderly community so that effective learning and social development can take place; o Enable each pupil to develop an appreciation of basic moral values, a sense of selfdiscipline, self control and an acceptance of responsibility for their own actions; o Enhance self esteem; o Encourage pupils to recognise and respect each individual’s rights; o Encourage appropriate behaviour and co-operation; o Ensure that the management of pupils is consistent, fair and reasonable; o Treat everyone as equal and positively discourage inequality, prejudice, intolerance and injustice.

2. Rights and Entitlements of Pupils All pupils have a right to o Feel valued by staff; o Experience a teaching and learning environment which is supportive and where pupils’ efforts are recognised and encouraged; o Feel safe in an environment which caters for their intellectual, physical, emotional, social and spiritual needs; o A school which recognises the individual’s rights and responsibilities and where respect for others is important and encouraged; and o Express their feelings in an open, honest and polite way. 2


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Behaviour Management Policy 3. Discipline within School The school’s philosophy and practice is underpinned by the teaching of Norfolk Steps, positive handling strategies. All staff are Steps trained. (please see Steps policy attached) Cavell Primary and Nursery School staff will aim to o Know the pupils as individuals; o Be fair and consistent; o Create a positive atmosphere; o Encourage courteous behaviour; o Criticize the behaviour, not the person; o Praise appropriate behaviour and work; o Plan lessons to maintain the pupils’ interest and make learning fun; o Minimise the opportunities for disruption by arranging the classroom carefully, giving thought to pupil grouping; o Match the pupil’s ability to the work given; o Be aware of body language, tone of voice etc; o Give clear explanations of the behaviour expected in the school and classroom; o Continually observe class and individual behaviour; o Analyse own classroom managements performance, and learn from it.

4. Acceptable Standards of Behaviour The School will promote and reinforce all acceptable behaviour. Pupils will be encouraged to o Show concern, care and respect for others; o Recognise the right of others to learn; and o Accept responsibility for their actions (within the individual pupil’s ability) eg. learn strategies of self control. Staff will o Follow the guidelines and principles of Steps o Provide acceptable role models; o Establish positive relationships; o Be consistent, firm and fair; o Maintain an environment which is supportive and conductive to learning and which keeps pupils interested and on task; o Celebrate individual strengths and achievement; o Ensure all pupils experience success o Accept pupils as individuals; and o Demonstrate a duty of care in line with the Cavell Primary and Nursery School Health and Safety Policy. 3


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Behaviour Management Policy Parents o Are expected to support the school ethos (home school agreement); o Have a duty to ensure their daughter/son attends school regularly so work and behaviour patterns can be established and maintained; will ensure close communication with school is maintained. o Will be informed when their child’s behaviour is causing serious concern; o Will be encouraged to speak in the first instance to their child’s class teacher about their concerns, and, if appropriate to make an appointment to speak to the Headteacher.

5. Rewards At Cavell Primary and Nursery School we aim to create a positive environment. We recognise that pupils achieve more and are more highly motivated when staff commend and reward success rather than focus on failures and shortcomings. The positive benefits of praise and reward are recognised by all staff and will be included in behaviour managements programmes. Praise will be given formally and informally, in public or in private, to groups or individuals, and for work and/or behaviour, as well as particular achievements. Within each class the staff have the flexibility to reward pupils in the most appropriate way. This will vary considerably according to individual criteria – e.g. staying in at playtime will be a reward for some pupils and an effective sanction for others. Appropriate rewards recognised as good practice at Cavell Primary and Nursery School include: o Praise and encouragement; o Celebration in assembly of individual or group achievement; o Certificates, which can be included in pupil’s books; o Being given the opportunity to show their achievement to other significant adults and pupils; o Small, appropriate material rewards, including stickers or special toys; o Privileges e.g. choice of activities; o Points, tokens and class and department award schemes; o Special responsibilities within class or the school; o Planned reinforcement activities; Please note: o In some circumstances food (not school dinners or milk) can be used as a reward; and o A reward once given should not be taken away, but may be withheld for a short period of time.

6. Appropriate Management of Unacceptable Behaviour Remember – It is the behaviour which is unacceptable not the child. 4


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Behaviour Management Policy a) Reprimands and Sanctions It may be necessary to apply a reprimand or sanction in order to modify unacceptable behaviour. At Cavell Primary and Nursery School we aim to use sanctions, which are appropriate to the developmental age of the pupils and appropriate to their behaviour. Reprimands and sanctions should be used sparingly and appropriately in order to deter disruptive behaviour and provide clear boundaries regarding what is and is not acceptable behaviour. The adult responsible for the pupil(s) will deal with the majority of unacceptable behaviour. There are a range of intervention strategies used in Cavell Primary and Nursery School – the method of intervention selected should always depend on, and be in keeping with the circumstances, the age and level of understanding of the pupil, and the potential risks involved. Clear verbal/signed instructions and warnings of the consequences of ignoring them should precede any intervention. Remind the pupil of what behaviour is expected (focus on the desirable behaviour, make it clear what is wanted). Reprimands are frequently sufficient but sometimes it will be necessary to apply sanctions and occasional physical intervention. In all cases it is fundamental that the intervention is accomplished in such a manner that respect for the individual is maintained. Further details on Reprimands and Sanctions can be found as Appendix I b) Behaviour Management Plans For pupils where there is a pattern in their challenging behaviour, which may, or may not require restraint, a specific ‘Pupil Support Plan’ is written in consultation with staff and parents. Involving the parents in discussion from the onset ensures they are fully aware of the actions that may be taken if their child is involved in an incident. At Cavell Primary and Nursery School our Pupil Support Plans will focus upon encouraging and reinforcing desirable behaviour. Class teacher, parent(s) and SENco, prior to it being brought into effect, will agree and sign a child’s Pupil Support plan will reviewed, with the parents, at least every six months. When levels of behaviour make it necessary for positive handling techniques (Steps) to be used frequently it must be after recorded as part of the ongoing planning and assessment process. In certain situations, where a pupil is giving particular cause for concern, specialist help may be sought and/or a multidisciplinary meeting, including the Headteacher and the parents, may be convened. It is the class teacher’s responsibility to ensure all teachers and teaching assistants and midday supervisory assistants are made aware of any Behaviour Plan which is in place to ensure a unified approach and consistent handling. 5


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Behaviour Management Policy Information relating to a Behaviour Management Plan must be treated as confidential. Supply staff will be made aware of Behaviour Management Plan for children within the group they are working. In some instances it will be necessary to share some information with escorts and drivers. Parents should not see a Plan for a child other than their own. Staff should consult with the child’s class teacher if a plan is difficult to follow in some situations. c ) The Legal Position In an extreme situation the Headteacher may be required to follow the Norfolk County Guidelines if exclusion is necessary. A copy of these guidelines is kept in the Headteacher’s office. Exclusion As a caring school we explore every approach with regard to handling and de-escalating difficult situations. As a last resort ‘Team Teach’ strategies and principles may be used in order to protect the child, other children, adults or property. This confirms to The Education Act 1997 (Section 550A). Also refer to “Summary of Section 550A – The Education Act 1996 and the schools policy on Positive Handling (Team Teach) d) Screening, Searching and Confiscation School staff can search a pupil for any item if the pupil agrees. Headteachers and staff have statutory powers to search pupil or their possessions, without their consent, where they have reasonable grounds for suspecting that a pupil may have prohibited items. Prohibited items are: • Knives or weapons • Alcohol • Illegal drugs • Stolen items • Tobacco and cigarette papers • Fireworks • Pornographic images • Any article that a member of staff reasonably suspects has been, or is likely to be used 1. To commit an offence 2. To cause personal injury to, or damage to the property of any person (including the pupil) Schools are not required to have formal written consent from the pupil for this sort of search. It is enough for the teacher to ask the pupil to turn out his or her pockets or if the teacher can look in 6


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Behaviour Management Policy the pupils bag and for the pupil to agree. If the pupil refuses the teacher can apply an appropriate punishment as set out in this policy. A pupil refusing to co-operate with such a search raises the same kind of issues as where a pupil refuses to abide by the behaviour policy. In such cases the school can apply an appropriate disciplinary policy. Searching without consent What the law says Pupils can be search without consent when there is a suspicion that they are in possession of • Knives or weapons, alcohol, illegal drugs and stolen items. • Tobacco and cigarette papers, fireworks and pornographic images • Any article that a member of staff reasonably suspects has been or is likely to be used to commit and offence, or cause personal injury of damage to property • Any items banned specifically by school rules which have been identified in the behaviour policy. Who can search without permission of pupil Where a pupil denies permission to be searched and staff reasonably suspects that the pupil is in possession of a prohibited item, a search may be conducted by either the Headteacher, a Deputy Headteacher or Inclusions Manager in the presence of another member of staff. The person primarily conducting the search must be the same sex as the pupil being searched and these must be a witness to the search (preferably also the same sex as the pupil). There is limited exception to this rule. Staff may carry out a search of a pupil of the opposite sex and without a witness present only is they reasonably believe that there is a risk of serious harm if a search is not conducted immediately. Establishing Grounds for a search Staff can only undertake a search without consent if they have reasonable grounds for suspecting that a pupil may have in his or her possession a prohibited item. The staff must decide in each particular case what constitutes reasonable grounds for suspicion. For example they may have a report from the general public or have overheard other pupils talking about the item. When conducting a search staff will consider the pupils expectation of privacy

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Behaviour Management Policy The powers to allow school staff to search regardless of whether the pupil is found after the search to have the item. This includes circumstances where staff suspect a pupil of having items such as illegal drugs or stolen property which is later found not to be illegal or stolen. School staff can view CCTV footage in order to make a decision as to whether to conduct a search for an item. During the Search Extent of the search – clothes, possessions, desks and trays What the law says: • • • •

The person conducting the search may not require the pupil to remove any clothing other than outer clothing. ‘Outer clothing’ means clothing that is not worn next to the skin or immediately over a garment that is being worn as underwear. Outer clothing includes hats, shoes and boots, gloves and scarfs. ‘Possessions’ means any goods over which the pupil has or appears to have control – this includes desks, trays and bags. A pupil’s possessions can only be searched in the presence of the pupil and another member of staff, except where there is risk that serious harm will be caused to a person if the search is not conducted immediately and where it is not reasonably practicable to summon another member of staff. The power of search without consent enable a personal search, involving the removal of outer clothing and searching of pockets, but not an intimate search, going further than that can only be conducted by a person with more extensive powers e.g a police officer.

Use of force • Members’ of staff can use such force as is reasonable given the circumstance when conducting a search for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence. Confiscation The school staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline. The school may use their discretion to confiscate, retain and/or destroy any item found as a result of a ‘with consent’ search as long as it is reasonable in the circumstances. Where any article is thought to be a weapon it must be passed to the police.

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Behaviour Management Policy The law protects members of staff from liability in any proceedings brought against them for any loss of or damage to any item they have confiscated, provided that they act lawfully. Items found as a result of a ‘with consent’ search Staff can seize anything that they have reasonable grounds of suspecting is a prohibited item. When staff conducting a search find alcohol, tobacco or cigarette papers, they may retain or dispose of this. It will not under any circumstances be returned to the pupil. Where staff find controlled drugs, these must be delivered to the police as soon as possible but may be disposed of if the person thinks there is good reason to do so. Where staff find other substances which are no believed to be controlled drugs, these can be confiscated where they are believed to be harmful or detrimental to good order and discipline. Where stolen items are found, they must be delivered to the police as soon as is practicable, but may be returned to the owner if possible. If a member of staff finds a pornographic image, they may dispose of the image unless its possession constitutes a specified offence (i.e. it is extreme or child pornography) in which case it must be delivered to the police as soon as reasonably practicable. Images found on a mobile phone or other electronic device can be deleted unless it is necessary to pass them to the police. Where an article that has been (or could be) used to commit an offence or to cause personal injury or damage to property is found it may be delivered to the police or returned to the owner. It may also be retained or disposed of. Where a member of staff finds an item which is banned under the school rules they should take into account all relevant circumstances and use their professional judgement to decide whether to return it to its owner, retain it or dispose of it. Any weapons or items which are evidence of an offence must be passed to the police as soon as possible. Statutory guidance on the disposal of controlled drugs and stolen items 1) It is up to teachers to decide whether there is a good reason not to deliver stolen items or controlled drugs to the police. In determining what is a “good reason” for not delivering controlled drugs or stolen items to the police the member of staff must have regard to the following guidance issued by the Secretary of State 2) In determining what is a ‘good reason’ for not delivering controlled drugs or stolen items to the police, the member of staff should take into account all relevant circumstances and use their professional judgement to determine whether they can safely dispose of a seized article.

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Behaviour Management Policy Screening • • •

School can require pupils to undergo screening by walk through or hand held metal detectors (arch or wand) even if they do not suspect them of having a weapon and without the consent of the pupil. School statutory power to make rules on pupil behaviour and their duty as an employer to manage the safety of staff, pupils and visitors enables them to impose a requirement that pupils undergo screening. Any member of school staff can screen pupils. 1. If the pupil refuses to be screen the school may refuse to have the pupil on the premises. 2. If the pupil fails to comply and the school does not let the pupil in, the school will consider the pupil’s absence unauthorised.

Telling parents and dealing with complaints 1) Schools are not required to inform parents before a search takes place or to seek their consent to search their child. 2) There is no legal requirement to make or keep a record of a search. 3) Schools should inform the individual pupil’s parents or guardians where alcohol, illegal drugs or potentially harmful substances are found, though there is no legal requirement to do so. 4) Complaints about screening or searching should be dealt with through the normal school complaints procedure.

d) Controls A calm and considered approach is needed to any potential or real behaviour problem. To prevent assault or other aggressive behaviours staff can only: o Physically interpose between pupils o Block a pupil’s path o Hold or guide a pupil by the arm (friendly hold) o Shepherd a pupil away using open hands (“caring C’s”) o Encourage an action by physical prompting e.g. guiding by the elbow (“friendly hold”) o In extreme circumstances – use more restrictive holds consistent with the concept of ‘reasonable force’ and in line with the ‘Team Teach’ approach to managing challenging behaviour. In order to maintain a caring environment within the school as a staff we feel no other methods of physical control should be used. 10


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Behaviour Management Policy Also refer to the ‘Cavell Primary and Nursery School Policies for Team Teach and for Manual Handling of Pupils’

Physical Restraint Physical Restraint is a procedure for establishing control over an unsafe crisis situation and used as a last resort when other preventative methods have failed. Physical Restraint is the intentional use of reasonable force to restrict the movement of a pupil, usually against his/her will. The use of restraint to control an assault, prevent destruction of property or to minimise injury is not intended to reduce a behavioural difficulty and should not be confused with a behaviour management plan. Cavell Primary and Nursery School uses Team Teach positive handling techniques to deal with this issue. Please also see policy for positive handling (Team Teach). a) Guidelines for Physical Restraint Physical Restraint must only be used o Rarely; o As a last resort; o Where any other course of action would be likely to fail; o When staff have good grounds for believing that immediate action is necessary; o When all other courses of action with regard to control have been tried or the situation has developed so rapidly and to a degree that restraint has to be employed as the only justifiable response. Physical Restraint is never used to o Punish; o Cause or threaten hurt; o Oppress, threaten, intimidate or bully. b) Procedures for Physical Restraint The procedures to be followed for physical restraint are general for all pupils and specify that; o Physical restraint should be a considered act which is never entered into lightly and should only be used as a last resort after de-escalation techniques have been tried; o Physical restraint must not be used when a less severe response could effectively resolve the situation; 11


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Behaviour Management Policy o Where possible the pupil should be given a clear warning – the offer of an alternative ‘escape’ route from the situation by calming down must be the option throughout the incident; o The pupil must be reassured that he/she will not be hurt and that they will be helped once they have calmed own to resume their activities in an acceptable manner; o The decisions about the level of restraint and the degree of force to be used will depend on the behaviour and the context but once a member of staff, having assessed the situation, judges that they need to intervene he/she should do so quickly, smoothly, confidently and successfully; o The minimum force needed to control the situation must always be used and for the shortest possible time. Particular care must be taken to follow approved ‘Team Teach’ methods of restraint to avoid inflicting pain or injury; o It is recommended that two members of staff are present during physical restraint – if a situation escalates additional support should be sought from the senior management team or another class; o Temporary and other staff who have not completed the ‘Team Teach’ training should avoid being involved in physical restraint of pupils if trained staff are available. This does not remove their ‘Duty of Care’ and they may be asked to assist a trained staff member. The methods of restraint approved for use in Cavell Primary and Nursery School will always be pupil specific and follow the handling techniques of the ‘Team Teach Approach to Managing Challenging Behaviour’. (See Positive Handling (Team Teach) policy) All permanent teaching staff and teaching assistants are trained, as soon as possible after being appointed to the school, in the use of the ‘Team Teach’ Approach to managing challenging behaviour. On-going refresher courses will be held and new staff will be trained. All staff have a duty of care to the pupils and to themselves. (Please refer to the ‘Duty of Care’ document – Appendix I) c) Recording/Monitoring of Physical Restraint It is important that a detailed, written report is provided as soon as possible, of any occasion (except minor or trivial incidents) where reasonable force is used. It may help prevent misunderstanding or misrepresentation of the incident, and will be helpful should there be a complaint. Please note: when using ‘Team Teach’ techniques, all graded holds except friendly hold and caring C’s, must be recorded. After each incident of physical restraint a Pupil Incident Form (CPNS PIR 1) must be completed by the member of staff involved. Where any injury has occurred the appropriate Accident Form (CPNS 12


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Behaviour Management Policy PIR 5) should also be completed. Accurate recording is essential to provide a permanent record of the event surrounding the use of physical restraint. This will: Assist in monitoring agreed behaviour management programmes;  Provide protection for staff who may be required to give a detailed account of their actions (see section below);  Help to prevent inappropriate use of physical restraint with pupils;  Assist in monitoring the use of agreed ‘Team Teach’ procedures;  Indicate the need for management action in response to repetitive behaviour;  Form part of the risk assessment procedure. All forms are included in the positive handling (Team Teach) policy.

8. Complaints Complaints from parents will be minimised if parents are:o Involved with the development of ‘Behaviour Management Programmes’; o Informed when there has been an incident involving restraint, which has occurred outside the behaviour programme schedule. This will not prevent all complaints, however, and a dispute about the use of reasonable force by a member of staff might lead to an investigation, either under disciplinary procedures or by the Police and Social Services under Child Protection procedures. In those circumstances it will be for the disciplinary panel or court to decide whether to use the degree of force was reasonable in all the circumstances. In that event, however, the panel, or court would have regard for and take account of Spooner Row Primary School’s policy on positive handling (incorporated in this document) and the staff training provided, whether they had been followed; and the needs to prevent injury, damage or disruption in considering all the circumstances of the case.

9. Bullying, Racial Discrimination and Harassment: This policy will assist in preventing any form of bullying, racial discrimination or harassment in school. Staff are committed to regular training and updating on issues relating to behaviour management, bullying, racial discrimination and harassment will be part of that training. The school actively promotes learning through good practice and role models. This includes the best behaviour and conduct of everyone in the school, pupils and adults alike. This is reflected in our school aims and put into practice through our RE, Assembly, PSHE and Citizenship curriculum Any incidents of bullying, racial discrimination or harassment are brought directly to the attention of the headteacher.

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Behaviour Management Policy 10. References: This policy has been written with reference to the following documents: o Norfolk LEA Policy on the positive management of aggressive and violent behaviour – 1998 o Legal issues arising from the care, control and safety of children with learning disabilities who also present severe challenging behaviour – Prof. C Lyon – Mental Health Foundation 1994 o A policy framework to guide the use of physical interventions (restraint) with adults and children with learning disabilities and/or autism – Harris et al. BILD 1997 o Section 550A of the Education Act 1996: The use of force to control or restrain pupils (DfEE circular 10/98) o Cavell Primary and Nursery School ‘Responsibility & Duty of Care – Statement’ for Headteacher, Teachers and Assistants o Cavell Primary and Nursery School policy on ‘Behaviour’ has been incorporated into this policy o Cavell Primary and Nursery School policy for ‘Physical Handling of Pupils’ o ‘TEAM TEACH’ Approach to the Management of Challenging Behaviour – Instructors Manual o Child Discrimination Act 2002 o SEN Code of Practice 2001 o Removing Barriers to Achievement 2004 and Disability Discrimination Act 2004 o Every Child Matters 2005Associated Resources o Link to Use of Reasonable Force – advice for head teachers, staff and governing bodies o http://www.education.gov.uk/schools/pupilsupport/behaviour/f0077153/use-of-reasonableforce-advice-for-school-leaders-staff-and-governing-bodies o Link to Behaviour and Discipline in Schools – guidance for governing bodies o http://www.education.gov.uk/schools/pupilsupport/behaviour/g0076647/guidance-forgoverning-bodies-on-behaviour-and-discipline o Link to Behaviour and Discipline in Schools – advice for head teachers and school staff o http://www.education.gov.uk/schools/pupilsupport/behaviour/f0076803/advice-forheadteachers-and-school-staff-on-behaviour-and-discipline o Link to Information Commissioner for advice on the Data Protection Act o http://www.ico.gov.uk/for_organisations/data_protection.aspx

APPENDIX I

CPNS October 2010

Reprimands are only effective if used sparingly. Frequent use becomes nagging and repeated use of reprimands for recurring behaviour without moving to sanctions is ineffective. For reprimands to be effective, staff should ensure that:o o

It is correctly targeted; The behaviour is criticised and not the pupil; it is more appropriate to state the desired behaviour

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Behaviour Management Policy o o o o o o

It is clear, firm and assertive; The pupil is treated with respect by the adult; The reprimand is applied consistently; The reprimand is accompanied by non-verbal cues to increase impact and ensure understanding; Idle threats are not used. If a reprimand embodies an implied threat it must be carried out. If it cannot be carried out it should not be made; Quiet and private reprimands are often more effective than loud, public interventions.

Sanctions may be necessary when a reprimand is ineffective or the unacceptable behaviour is of a more serious nature. The appropriate use of sanctions can deter disruptive behaviour; provide pupils with clear boundaries regarding what is and is not acceptable behaviour; and enable pupils to acquire their own value boundaries. The inappropriate use of sanctions will either have no effect or actually encourage the pupil to behave in an unacceptable manner. Sanctions used at Cavell Primary and Nursery School include loss of privileges through ‘Behaviour Recovery’ (e.g. break-time); making reparation; re-doing an unacceptable piece of work or completing work during free or play time; working away from the rest of the class (whilst still under the supervision of the teacher). For full appendix of behaviour schedule for the children see appendix 2. For persistent disruptive behaviour the pupil may be removed from the activity and classroom area, under the supervision of an adult, for a designated period of time and with clear explanation of what has to be done in order to return the activity. For serious or persistent disruptive behaviour the pupil may be taken to a member of the senior management team. Sanctions should:o Be planned and their possible consequences thought through; o Be delivered in a calm manner and not in retaliation; o Always be used in a consistent and predictable manner; o If appropriate i.e. fit the misdemeanour, it should be designed to allow the pupil to make reparation for the harm he/she may have done; o Be aimed at the unacceptable behaviour, not the pupil; o Always be delivered as soon as possible after the behaviour it is intended to discourage. Sanctions should not be carried forward from one day to the next. Our children should be allowed to make a fresh start every day.

Whole School Behaviour Recovery (BR) (Year 2 upwards)

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Behaviour Management Policy Each classroom to have a display as below but big enough to fit photographs of children onto the blue central line.

Behaving correctly up to end of day (2 raffle tickets)

Behaving correctly up to lunchtime * (1 raffle tickets)

All children start here every morning

Verbal warning given already Still not behaving correctly Time-out in another class Behaviour Recovery * (or for afternoon session if starting at blue after lunch) o An example list of behaviours is displayed alongside each chart in each classroom. o Wherever a child ends up at the end of the day needs to be left on the chart, which will inform the first discussion of the next day – not a reprimand but a reflection of how things could have been handled differently – treated as a positive bit of reinforcement. Then all children move to the centre line. Professional judgement is needed on this – if it ends up being the same child day after day then an end of day 1:1 discussion may be best o Children will automatically be moved up to silver and gold if there has been no need to warn them for poor behaviour (always doing the right thing) Children can still get house/team points for exceptional behaviour/work. If children have been moved into the 2 pink categories or the time out then they can be moved up at lunch through a quiet review with them and they are able to get to silver if they receive no warnings by the end of the afternoon o Once a child reaches the Time Out (red area) they automatically will be in the next available Behaviour Recovery(BR) Session. o If a child reaches BR then a ticket will be filled in by the adult teaching the class and placed in a box in assistant headteachers office, ready for the BR Duty person to collect and act as a register. o BR will take place between 12.30 and 1.00 everyday in designated classroom. The Duty Person will send text message to parent and fill in postcard which will also contain a reply slip to acknowledge receipt of postcard. The text will simply inform the parents of the attendance in BR – the card will give more detailed information about the reason behind attendance. o Children who have ended the day on gold all week will receive a readymade congratulations postcard. Children names of those in gold all week will be written in a list by the teacher 16


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Behaviour Management Policy and displayed on a laminated card on the outside of the classroom door. All classes should keep a daily/weekly record of those reaching gold. o Each Friday every class will take out ten tickets from their pot. On Monday morning a child from each class will bring those ten tickets and put them into the large drum in the hall. o Every half term a number of tickets will be pulled out of the drum in the hall and rewards will be given. Corporal Punishment The trust placed in us by parents is strengthened by their knowledge that we actively support and demonstrate positive behaviour management. Staff and Governors of Cavell Primary and Nursery School will never condone the use of corporal punishment (actual or threatened). This constitutes gross misconduct.

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