Behaviour Policy

Behaviour Policy Whole School

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# M A KI N G A DI F FE R E N CE

DATE REVIEW DATE

August 2024 June 2025

Owner Version Number: Working Date:

Headteachers Ver08

Legal Sign-off by:

N/A

Legal Sign-off date:

N/A

Type of Policy: Authorised by Exec: Effective date of Policy:

Headteachers

Circulation:

2024-25 Website, Internal, Parent Portal, Staff Handbook

CONTENTS 1

AIMS........................................................................................................................ 3

2

RESPONSIBILITY, REVIEW AND DEVELOPMENT ................................................... 3

3

RATIONALE AND APPROACH.............................................................................. 4

4

SENIOR LEADER EXPECTATIONS .......................................................................... 5

5

STAFF EXPECTATIONS ............................................................................................ 6

6

PARENT EXPECTATIONS ........................................................................................ 7

7

STUDENT EXPECTATIONS ....................................................................................... 7

8

BEHAVIOUR MANAGEMENT ................................................................................ 8

9

SAFEGUARDING .................................................................................................... 9

10 ANTI-BULLYING .................................................................................................... 11 11 CYBERBULLYING .................................................................................................. 13

12 AI USAGE.............................................................................................................. 15 13 BEHAVIOUR FOR LEARNING PROCEDURES FOR: PRIMARY AND JUMEIRAH................................................................................... 16 SECONDARY ........................................................................................................ 23

AIMS 1.1

This policy aims to: 1.1.1

Provide a consistent approach to behaviour management.

1.1.2

Define what we consider to be both acceptable and unacceptable behaviour(s).

1.1.3

Outline how all members of the JESS community are expected to behave.

1.1.4

Summarise the roles and responsibilities of different people in the school community with regards to behaviour management.

1.1.5

Outline our systems and processes in relation to rewards and consequences.

RESPONSIBILITY, REVIEW AND DEVELOPMENT 2.1

The Board of Governors and Director are responsible for approving this policy.

Collectively, they are responsible for monitoring this behaviour policy’s effectiveness and holding the Headteachers to account for its implementation.

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2.2

The Headteachers of Primary and Secondary are responsible for reviewing and implementing this behaviour policy. The Headteachers will ensure that the school environment encourages positive behaviour and that staff deal effectively with behaviour choices and will monitor how staff implement this policy to ensure rewards and consequences are applied consistently.

2.3

This policy will be reviewed and developed by the Assistant Headteachers/Deputy Headteacher(s) of both Primary and Secondary on an annual basis or more frequently if circumstances require this. They will then make appropriate recommendations for amendments to the School’s Executive and Board of Governors.

RATIONALE AND APPROACH 3.1

JESS sets high expectations for behaviour that align with and support the development of our core values (see below).

3.2

Clearly communicated expectations, guidelines and consistent methods of managing behaviour form the basis of our philosophy for promoting positive behaviour.

3.3

Positive behaviour is an essential condition for effective learning and teaching and at JESS this is actively promoted through:

3.4

3.3.1

the School’s core values;

3.3.2

the School’s wellbeing curriculum;

3.3.3

the IB Learner Profile;

3.3.4

the Moral, Social and Cultural Studies curriculum.

At JESS, we believe that: 3.4.1

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All staff and students have the right to work in a safe, orderly and supportive environment, which is conducive to learning and where they feel respected and valued.

3.4.2

It is the role of the staff to encourage individuals to become more responsible and accountable for their actions, attitudes and values and accept the consequences of their actions.

3.4.3

Students should aim to be intrinsically motivated to effectively manage their own behaviour though, at times, some may require additional guidance and support.

3.4.4

All members of the JESS community should always aim to live the School’s core values whilst aiming to contribute to the maintenance of a caring and considerate school culture.

3.4.5

The school’s approach to behavioural choices are restorative and educational in nature.

3.4.6

Commendations and praise are key means though which the School positively reinforces good habits and behaviours for learning.

3.4.7

Furthermore, we believe that recognition of a student’s adherence to the JESS core values helps support the School’s endeavours to create a positive learning environment.

3.4.8

JESS supports a restorative approach to all breaches of our Behaviour Policy and Behaviour for Learning processes and deals with them in such a way that the rights of all individuals involved are protected and supported. Where it is necessary for a sanction to be imposed, it will be done in an unbiased manner with the circumstances surrounding the breach being considered alongside the interests of the individual and the school community. The age of the student, their educational needs, and any special circumstances will also be considered.

3.4.9

JESS will always aim to work with all relevant stakeholders in terms of addressing breaches to the School’s Behaviour Policy however, we reserve the right to exercise autonomy in terms of the implementation of our policy and/or processes (as required).

SENIOR LEADER EXPECTATIONS 4.1

Be visibly present around school, role-modelling positive behaviour and insisting on high standards.

4.2

Share good practice and act as a support in terms of implementing all aspects of the School’s Behaviour Policy and processes.

4.3

Role-model good remedial and intervention strategies among staff and students.

4.4

Celebrate staff and students’ efforts and achievements.

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4.5

Support staff in managing students with more complex or entrenched negative behaviours.

4.6

Use behaviour data (recorded on iSAMS) to target and assess school-wide behaviour policy, practice and processes.

4.7

Regularly review provision for students who fall outside the expected range of positive behaviours.

4.8

Ensure staff training needs are identified and adequate provision is present throughout the calendar year to ensure staff are fully cognisant of the School’s approach and processes.

STAFF EXPECTATIONS 5.1

Staff are responsible for the welfare, behaviour, and appearance of the students and setting the tone for positive behaviour within the school site.

5.2

Staff should develop a positive relationship with students, which may include, but not be limited to: 5.2.1

Greeting students in the morning/at the start of lessons;

5.2.2

Establishing clear routines and insisting on their adherence;

5.2.3

Communicating expectations of behaviour in ways other than verbally;

5.2.4

Highlighting and promoting good behaviour;

5.2.5

Using positive reinforcement to address poor behaviour choices and realign them to the School’s core values.

5.3

Staff should not allow the behaviour of an individual to have a detrimental effect on the groups’ learning.

5.4

Staff always remain professional and never resort to the use of unnecessary or inappropriate force, language or behaviour.

5.5

Staff should model and promote the JESS Core Values (Commitment, Respect, Excellence, Care, Integrity and Curiosity) at the beginning of, and throughout, the school year. These will form the basis of the expectations for all students’ behaviour.

5.6

Staff should aim to be good listeners, taking into account the thoughts and feelings of all students and addressing concerns as they arise either in their own capacities or through the support of other colleagues as the situation demands.

5.7

Staff should contribute to a positive culture where all people can feel valued and flourish.

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5.8

Staff should take responsibility for addressing all poor behaviour choices they see or become aware of.

5.9

Staff should cultivate an environment that embraces diversity, self-expression and acceptance of difference.

PARENT EXPECTATIONS 6.1

Fully support the JESS Behaviour Policy and Behaviour for Learning Processes.

6.2

Ensure students arrive punctually, in correct uniform and fully equipped for School.

6.3

Encourage full attendance and inform the School as soon as possible of any absence(s).

6.4

Attend Parent-Teacher Conferences and Information Evenings.

STUDENT EXPECTATIONS 7.1

Behave in a manner that upholds the JESS Core Values and does not bring the School’s reputation into disrepute.

7.2

Treat others with respect and dignity, always behaving with kindness and courtesy to allow all to be valued both in school, online and in the wider community.

7.3

Demonstrate inclusivity, understanding and acceptance of differences whether these be related to age, race, culture, gender, or beliefs.

7.4

Engage in positive language and behaviours which do not cause offence, physical/emotional injury, or intimidation to another person.

7.5

Demonstrate respect for the learning environment to ensure our learning spaces are free from unacceptable behaviour, including (though not limited to) disruption, discrimination, harassment in any form, bullying, vilification, victimisation, and violence.

7.6

Maintain academic integrity in all academic tasks, assessments and examinations while striving to achieve personal excellence.

7.7

Be punctual and always prepared for all lessons (or sessions).

7.8

Complete tasks and adhere to all deadlines.

7.9

Maintain a safe, healthy, and supportive school culture by refraining from involvement in any form of prohibited and illegal activities such as (though not limited to) alcohol, drugs, smoking, vaping, gambling, theft, weapons and arson.

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7.10

Use social and other electronic forms of media, digital platforms, mobile phones/devices appropriately and responsibly, refraining from using such mediums to vilify, intimidate, isolate, or bully another student, staff member or member of the broader School or general community (as per the School’s Anti-bullying and Cyberbullying Policy). Further details can be found in the School’s Digital Learning booklets.

7.11

Refrain from recording and/or posting images/video of students and staff either on or off school grounds without their express consent.

7.12

Model and encourage others to respect both personal and school property by refraining from (though not limited to) littering, vandalism, graffiti, theft, damage, or destruction.

7.13

Wear the school uniform with pride and in alignment with the School’s expectations both within and beyond the classroom (including the wider community).

7.14

Positively represent JESS in all settings such as when travelling to and from school, on excursions, fixtures, camps, tours, residentials, competitions or other school events.

BEHAVIOUR MANAGEMENT 8.1

Throughout JESS, consistency of behaviour management is achieved by staff knowledge and consistent practice of both whole school policy and behaviour procedures for both Primary and Secondary.

8.2

Any personalised behaviour procedures should be consistent across a Year Group and comply with the rationale and expectations of both the JESS Behaviour Policy and the Primary and Secondary behaviour procedures.

8.3

Golden time is not used to promote or reward expected behaviour.

8.4

JESS recognises that effective behaviour management is achieved through a collaboration between the School and the parents. This is achieved through the sharing of the School’s Behaviour Policy and Behaviours for Learning Processes but more so through the inclusion of all parents in supporting good behaviour in school (be it through good role-modelling, supporting school processes or involvement in any remedial/restorative actions).

8.5

The School recognises that good behaviour management is best demonstrated when staff: 8.5.1

Deliberately and consistently recognise students doing the right thing and praise them in front of others.

8.5.2

Know their classes well and develop positive relationships with all students and families.

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8.6

8.7

8.5.3

Foster and build a culture of mutual respect.

8.5.4

Remain calm and professional in terms of their own conduct.

8.5.5

Demonstrate unconditional care and compassion.

Positive Praise and Feedback 8.6.1

In addition, we believe that positive praise and feedback plays a critical role in shaping all outcomes at JESS and should be consistent in its usage whether given for academic achievement or behaviour and conduct.

8.6.2

All feedback should be specific to help students understand the effectiveness of their choices, ultimately supporting the ability of JESS children to be “intrigued by mistakes, enjoy effort, and keep on learning” (Carol Dweck, How You Can Fulfil Your Potential).

Reflection 8.7.1

Reflection forms a core tenet of the School’s approach to addressing all behavioural issues be it reflection in action (while doing something) or on action (after it has been done).

8.7.2

We believe that active consideration of one’s actions within the broader context of school and in relation to others will help ensure good behaviour and build good habits for learning.

8.7.3

Students will be expected to take responsibility for the impact of their choices. Through positive and restorative conferencing, students will be given the opportunity to reflect on the impact of their actions and find ways to restore relationships or improve their conduct, approaches or attitudes as required.

SAFEGUARDING 9.1

JESS recognises that changes in behaviour may be an indicator that a student is in need of help, support or protection. The School will consider whether a student’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. Where this may be the case, the School will follow the Child Protection and Safeguarding Policy, and consider whether pastoral support, an early help intervention or a referral to external support is appropriate.

9.2

Please refer to the JESS Child Protection and Safeguarding Policy for more information.

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9.3

Positive Handling 9.3.1

9.3.2

9.3.3

In some circumstances, staff may need to use reasonable force to restrain a student to prevent them: a)

Causing disorder;

b)

Hurting themselves or others;

c)

Damaging property.

Incidents of physical restraint must: a)

Always be used as a last resort;

b)

Be applied using the minimum amount of force and for the minimum amount of time possible;

c)

Be used in a way that maintains the safety and dignity of all concerned;

d)

Not be used as a form of punishment;

e)

Be recorded and reported to parents.

Searching and Confiscation Headteachers (including Deputy and Assistant Headteachers) and staff authorised by them are permitted to search students’ possessions, without consent, where they have reasonable grounds for suspecting that the student may have a prohibited item.

9.3.4

9.4

Prohibited items include: a)

knives or weapons;

b)

alcohol;

c)

illegal drugs;

d)

stolen items;

e)

tobacco, cigarettes and vapes;

f)

fireworks;

g)

illicit material;

h)

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, reputation or dignity of, any person (including the student).

Digital Devices intended for School Use (laptop, surface, iPad etc) 9.4.1

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Staff have permission to search and gather evidence of misuse (both physically and remotely) when said device has been used inappropriately on the school

site. This includes usage information and school accounts (email, OneDrive etc).

9.5

Personal Devices (phones, smartwatches etc) 9.5.1

Senior School Leaders have permission to search a student’s personal device when they have reasonable suspicion that misuse has occurred. In these instances, the Senior Leader must contact the parent to request permission to conduct said search.

9.5.2

Where permission is granted, staff should check said device in the presence of the student and one other member of staff.

9.5.3

In the event a parent refuses permission, the School can request the support of external authorities to conduct said search.

ANTI-BULLYING 10.1

Rationale and Approach 10.1.1 JESS aims to ensure that all students learn in a mutually supportive, caring and safe environment without fear of being bullied. Bullying is an anti-social behaviour and is recognised as deliberate, hurtful behaviour which is repeated over a period of time.

10.1.2 JESS identifies six forms of bullying behaviour: Types of Bullying

Definition

Emotional

ostracising, tormenting, spreading rumours, gesturing, being unfriendly.

Verbal

name-calling, teasing, insulting, writing notes, making threats or spreading rumours, including online or through electronic media

Racial

Racial taunts, gestures, use of racially insensitive symbols

Sexual

Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching

Cyberbullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Physical

hitting, kicking, spitting, removing belongings, damaging property

10.1.3 The School can issue behaviour sanctions to students for online misbehaviour when: 11 | P a g e

a)

It poses a threat or causes harm to another student;

b)

It could have repercussions for the orderly running of the school;

c)

It adversely affects the reputation of the school;

d)

The student is identifiable as a member of the school.

10.1.4 Sanctions will only be given out on school premises or elsewhere when the student is under the authorised care of a staff member (e.g. on a school trip, fixture etc).

10.2

Staff Expectations 10.2.1 Staff work to sustain an environment which inherently assumes a culture of mutual self-respect within which bullying is not tolerated.

10.2.2 Close day-to-day working relationships between staff and students should facilitate relaxed and open contact where such disclosures can readily take place.

10.2.3 Staff should promote awareness of the nature of bullying through the curriculum (e.g. in PSHE/Mindbeat, tutorials, assemblies, circle times and subject areas where appropriate) to prevent such behaviour.

10.2.4 All staff should consistently follow the bullying report process (Error! Reference s ource not found.) for Primary and Secondary.

10.3

Management of anti-bullying 10.3.1 Bullying behaviour is not tolerated at JESS and any reports of bullying behaviour will always be taken seriously, following the bullying report process which is closely linked to our behaviour for learning process.

10.3.2 Confidentiality and sensitivity are essential in all reported cases of bullying behaviour.

10.3.3 Staff will act as a voice for students of determination who, due to the nature of their learning needs, are unable to advocate for themselves.

10.3.4 Where a student of determination is the perpetrator, staff must sensitively determine whether they are acting knowingly and wilfully and assign consequences accordingly.

10.3.5 The consequences assigned to a student of determination will be considered in line with their individual profile.

10.3.6 JESS acknowledges that bullying behaviour can be difficult to detect, so a lack of staff awareness does not mean bullying has not occurred.

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10.3.7 The Senior Leadership Team have a responsibility to ensure staff are kept up to date with current bullying trends, identification and support for students displaying bullying behaviour and victims through appropriate training. Create paper system similar to safeguarding.

10.3.8 Students will be regularly informed that as well as their Class Teachers/Form Teacher/Subject Teacher. The following staff will be available for discussion if any issue is bothering them: Jumeirah Headteacher

Primary Headteacher

Secondary Headteacher

Deputy Headteachers

Deputy Headteachers

Deputy Headteachers

Designated Safeguarding Person(s)

Designated Safeguarding Person(s)

Designated Safeguarding Person(s) Head of Year/ Assistant Head of Year

10.3.9

Class Teacher

Class Teacher

Form Tutor

School Nurse

School Nurse

School Nurse

School Counsellor

School Counsellor

School Counsellor

Together with the appropriate SLT member, a plan of action designed to support the victim and reform choices of the student demonstrating bullying behaviour will be issued and implemented.

10.3.10 In any case of bullying the student should continue to be monitored after action has been taken.

CYBERBULLYING 11.1

JESS defines cyberbullying as any form of bullying (as indicated above) carried out through the medium of any digital technologies.

11.2

JESS promotes and insists on the maintenance and creation of positive online behaviour and culture.

11.3

JESS has carefully considered its approach to online safety and provides a consistent online safety message to all members of the school community, through a variety of media and activities that promote whole school input.

11.4

A planned, online safety education programme takes place and is fully embedded in all aspects of the curriculum in all years and in other school activities, including

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extended provision. Students understand the risks associated with the use of mobile technology and are encouraged to be responsible users, both in school and beyond.

11.5

The culture of JESS encourages all members of the School and its wider community to be vigilant in reporting issues, in the confidence that issues will be dealt with quickly and sensitively, through the School’s escalation processes.

11.6

All students are made aware of the impact of cyberbullying and the ways it differs from other bullying behaviour - including the risks of misinterpretation of comments posted.

11.7

Students are made aware that some cyberbullying activities could be criminal offences. Students and staff understand that the School may take action and intervene, where appropriate, in online incidents that take place beyond the school.

11.8

Students and parents must sign the Student Bring Your Own Device (BYOD) Acceptable Use Agreement (applicable to Years 3 to 13) which asks students to agree that they will not use their device to intimidate, bully or otherwise harass other people and will report offensive or inappropriate content/images to their teacher in the event that the situation occurs.

11.9

Mechanisms are in place to monitor and intervene when issues arise and there are clearly known and understood systems for reporting online safety incidents.

11.10 Restrictions and filters are in place on all student devices during the school day. JESS will take all reasonable steps to block access to unsuitable internet sites, including social networking sites, chat rooms and individual website owners/forums and message board hosts. JESS has control of the filter and so can respond immediately to the emergence of new sites.

11.11 JESS is able to conduct a search of internet use records and this is made known to students as a disincentive for misuse of school equipment and systems.

11.12 Teachers may investigate a student's device and school account(s) if it is believed to be involved in cyberbullying.

11.13 JESS reinforces statutory guidelines about the use of social network sites e.g.

Facebook, X, Instagram, Snapchat, TikTok etc.

11.14 Strategies are regularly reviewed in the light of current practice and changes in technology and JESS is rigorous in monitoring and applying an appropriate and differentiated range of strategies.

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AI USAGE 12.1

Impersonation(s): JESS maintains a zero-tolerance approach to the use of AI tools or software to create deepfakes or any product that impersonates another without their explicit permission or consent.

12.2

False Representation: JESS maintains a zero-tolerance approach to using AI tools or software in a manner that impinges on the dignity of any person or institution be it through causing offense to their culture, ethnicity, gender, race, person or similar. The same applies to anyone using AI tools to misrepresent someone be it in word, action or image (e.g. create a fake video or image of them engaging in inappropriate actions or in a compromised state).

12.3

Harm: JESS maintains a zero-tolerance approach to anyone using AI tools or software to defame, besmear the reputation of or invite ridicule of and violence against any person or institution.

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BEHAVIOUR FOR LEARNING PROCEDURES FOR PRIMARY AND JUMEIRAH 13.1

CHILD FRIENDLY VERSION OF “BEHAVIOUR FOR LEARNING PROCEDURES”

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BEHAVIOUR FOR LEARNING PROCEDURES – PRIMARY AND JUMEIRAH

Behaviour Displayed

Extraordinary

What this might look like

Extraordinary behaviour over the course of an academic year. and demonstrating a consistently exemplary approach to the schools Core values.

Procedures Action Nomination for one of the Key end of year awards (E.g. Big 3 Award, Headteacher Awards, Coulson Courtesy Cup) Communication Contact with parents to recognise significance of nomination and/or win. Invite parents to the awarding ceremony/assembly Recording Name added to recognition boards in reception area or added to the cup/shield Action Nominated by staff member for recognition of exceptional behaviour (E.g. Effort Cup, Termly core value or subject award, Headteacher core values certificate)

Exceptional

Exceptional behaviour over the course of a month or academic term. Being deemed exceptional across any of the school values (above and beyond expectations)

Recording Recorded on iSAMS under Rewards and Conduct>Primary Pupil Award>Special Mention Action Nominated by teacher for recognition in weekly Key Stage or Year Group assembly (E.g. Special Mentions, Star of the Week, sticker or note from Senior Leaders and Class Teachers)

Excellent Students demonstrating excellence across any JESS value

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Communication Written communication with parents about the significance of the nomination and to praise the exceptional behaviour demonstrated. Positive comment on school report regarding behaviour. Student will receive the award at the given time of presentation.

Excellent behaviour during lessons or over the course of a week. Being deemed excellent across any of the school values

Communication Child awarded with cup and certificate. Celebratory note home to parents. Displays around the school.

Recording Recorded on iSAMS under Rewards and Conduct>Primary Pupil Award

Commitment: Showing dedication or perseverance in every undertaking.

Curiosity: Excited to learn, explore, ask questions, and conduct research beyond expectations.

Expected Students meet JESS values

Care: Act with empathy and compassion, such as opening doors for people, volunteering, and helping peers or teachers.

Action Positive praise from staff member which may also be recognised through house points or core value stickers Communication Not needed for expected behaviour. To promote expected behaviour, make use of visible recognition mechanisms (e.g. Recognition boards). Golden time is not used to reward expected behaviour at JESS. Recording House points are recorded and collected to be celebrated.

Respect: Embrace differences and celebrate our unique identities.

Excellence: Consistently demonstrate high achievement in any field or endeavor.

Integrity: Do the right thing, even when faced with difficult decisions.

Engagement and Preparedness: Frequently forgetting home learning, pencils, books, PE Kit. iPad is often not charged.

Slight Concern Not meeting JESS values

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Punctuality: Late from class after break times or specialist lessons.

Uniform/Dress Code: Forgetting to bring a hat for outdoor play, wearing incorrect shoes or not tying hair up. Some parental responsibility is expected if a child is not wearing the correct uniform.

Action In the first instance, the staff member dealing with the behaviour should challenge students through a redirecting conversation when they are not meeting expectations (See example scripts from Paul Dix below). An in-the-moment conversation between the child and staff member should be enough to redirect the child's behaviour. A conversation between the staff member dealing with the concern and the class teacher should always be had afterwards.

Where children do not meet JESS behaviour expectations, we never publicly name and shame children e.g. Names on boards, faces moved to rain clouds, losing Dojo points or similar.

Communication If there are 3 warnings/low-level misdemeanours within a day or lesson (Classified at a level above and beyond day-to-day behaviour norms.), a Think and Reflect form is completed and sent home to be discussed and signed by parents. A message on Seesaw should be sent to alert parents to this.

eSafety/Device Misuse (low level): Using devices to access games or websites unrelated to learning.

Sharing content with classmates that is unrelated to learning. Noncompliance with the AUP. Commerce: Engaging in buying/selling of goods and services on the school site. Such as trading toys or snacks, especially if it disrupts the school environment or takes advantage of others.

Inconsiderate Behaviour: E.g not tidying up after themselves, litter, interrupting, name-calling, not sharing, playing inappropriately.

Recording Behaviour is logged on iSAMS as a 'Slight Concern' once a Think and Reflect sheet has been issued. Notes on iSAMS include that a Think and Reflect form was issued and the nature of the behaviour.

Paul Dix script examples ‘I notice that you are shouting out. You are breaking our core value of not being respectful. Yesterday you didn’t shout out at all. Please stop now. Thank you for listening.’

‘I notice that you’re still shouting out. You are again breaking our school rule of not being respectful.

Yesterday you didn’t shout out at all, so I know you don’t need to. Please think carefully about your next step. You need to stay behind and speak to me for 2 minutes at the end of the lesson. If you don’t stop shouting out and I need to speak to you again you will miss 10 minutes of playtime to complete your learning. Thank you for listening.’

‘I notice that you’re still shouting out. You are again breaking our school rule and ignoring our core value of being respectful. So, you have chosen to miss playtime/lunchtime to complete your learning. Yesterday you didn’t shout out once, so I know you don’t need to. Thank you for listening.

STAFF MEMBER

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A repetition of 'Slight Concerns' - see above (2 more Think and reflect sheets within a 6 week period) or Safety: Behaving in a way that could cause harm to themselves or others (e.g. Not playing with equipment correctly, not following instructions or safety instructions).

Defiance: Refusal to follow instructions, disrupting the class, or walking out of the classroom without permission. This includes not following the rules around esafety and the use of a Yondr pouch.

Significant concern Significantly falling below JESS values

Action An in-the-moment conversation between student and staff member dealing with the concern.

This will help identify the poor behaviour choice they have displayed, the impact it has had, and the consequences that will follow. Restorative conversation initiated at the appropriate time Agree on a community service type-approach based on the behaviour choice and taking the needs of the victim into consideration to restore their relationships and wellbeing and to ensure the behaviour choice is not repeated.

Think and Reflect sheet is issued and sent home to parents. A conversation between the staff member dealing with the concern and the class teacher should always be had.

Offensive behaviour/manners: significant concerns might include repeated instances of name-calling, use of bad language, or actions that are grossly inappropriate such as hitting or bullying.

Communication Arrange a face-to-face meeting with parents, the class teacher, and the Year Group Leader (YGL). If the YGL is the class teacher, include another adult. Use Think and Reflect Forms as evidence. Check for extenuating home circumstances and consider Oasis or Counsellor support.

Integrity: Being dishonest or telling stories to get others in trouble. Copying work, lying about having completed learning, or cheating during aLSQ/Test.

During the meeting, conveyed that as per JESS behaviour expectations, there have been too many slight behaviour concerns have occurred in a short space of time or this incident is deemed as a significant concern. The JESS Behaviour Policy is shared (Primary Behaviour for Learning Procedures for Parents). Discuss that formal positive behaviour strategies may be put in place with choice and consequences (E.g. Positive behaviour chart). Aim and agree for consistency between home and school re: support and sanctions

Vandalism: Damaging of any school property, this could include drawing on tables or breaking small pieces of school equipment Anti-social Behaviour: Persistent exclusion of peers, bullying, intimidation, or spreading rumours (in person or online). It's particularly significant if it affects the sense of community or makes other children feel unsafe or unwelcome.

Recording Behaviour is logged on iSAMS as a 'Significant Concern' once a Think and Reflect form has been issued. Notes on iSAMS include information that a Think and Reflect sheet has been issued and the nature of the behaviour, as well as any notes from the parent meeting.

DHT Informed

STAFF MEMBER AND YGL 20 | P a g e

A repetition of 'Significant Concerns' - see above (1 more Think and reflect sheet within a 6 week period) or Aggression: Retaliatory or aggressive behaviours towards another member of the JESS community that results in harm (e.g., this could involve physical fights, hitting, or threatening others.)

Contraband: Possession of banned substances, devices or items Disrepute: Actions or behaviour, in or outside of JESS, which bring the school or members of the JESS community into disrepute. E.g. spreading rumours or engaging in conduct that reflects poorly on the school or its community. This could also involve inappropriate representation of the school during events or outings.

Serious concern

Theft: of low-cost items belonging to the school, staff or students.

Seriously failing to meet JESS values

Safety: Actions that compromise safety, that could trigger a serious response due to the potential for harm.

E-safety: Serious violation of the rules governing e-safety (e.g., sharing videos or images of others without permission, posting lewd or offensive material online etc).

Anti-social Behaviour: Demonstrating intimidating or anti-social behaviours within the JESS community or to members of the public during school time or whilst in JESS uniform/kit.

Truanting: Purposely missing a lesson or school event for which a student is registered, or their attendance is mandated.

Action In-the-moment conversation between student and staff member dealing with the behaviour to identify the serious behaviour choice displayed, the impact that it has had and the consequences that will follow. This is then escalated to a Senior member of staff to continue the conversation.

Agree on a community service action based on the behaviour and the victim’s needs to restore relationships and prevent recurrence. Issue a Think and Reflect sheet to parents. SLT should discuss the concern, and hold a restorative conversation at the right time.

Communication At this stage, the Deputy Headteacher will invite parents in to explain why their child is now at a serious concern level and what this means.

Discuss behaviour /action to date. Also discuss any potential SEND which may be a cause for the behaviour choices and next steps in this area. Share the childfriendly version of our Behaviour for Learning Procedures For repeated poor behaviour, use a Positive Behaviour tracking document.

Teachers sign it after each lesson, and the CT signs off daily. Inform parents. The DHT and CT decide the tracking duration. If a fifth Think and Reflect is issued, the child is sent home and escalated to a severe concern. Schedule a review meeting with parents.

In the event of a one-off serious concern the incident will be investigated and there may be sanctions such as internal suspension, missing ECAs, suspension of leadership and/privileges, community service. A behaviour contract may also be put in place (See Appendix 1 for Behaviour Contract template). KHDA may be informed at this stage.

Recording Log as a ‘Serious Concern’ on iSAMS after issuing a Think and Reflect sheet. Include the behavior details and notes from the parent meeting.

Headteacher is informed

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A repetition of 'Serious Concerns' - see above (1 more Think and reflect sheet within a 6 week period)

Action Staff member dealing with the behaviour concern brings the child(ren) to the Primary office to speak with the Headteacher

OR Inappropriate Material: Sharing or possessing extremely inappropriate material, especially of a sexual or violent nature, would be considered a severe issue at the primary school level Contraband: Bringing dangerous items like weapons or controlled substances into school would be seen as a severe safety risk

Communication Headteacher to arrange a meeting with the parent.

Explore and or implement further action including: - Short-term exclusion - Fixed-term external suspension - Expulsion from JESS A formal summary of the meeting is written and shared with parents.

Severe concern Severely failing to meet JESS values

Racism/Sexism: Racist or sexist behaviour (through word or action, in school or online) towards any member of the JESS community. Including repeated instances of name-calling, use of slurs, or exclusionary behaviour based on race or gender.

Director of School is informed who will inform board of directors if deemed necessary.

School to inform KHDA

Assault: A physical attack on a staff member by a primary school student, while rare, would be taken extremely seriously Theft: Stealing high-value items would be a severe concern and would typically result in serious consequences.

Recording Behaviour is logged on iSAMS as a ‘Severe Concern' once a Think and Reflect sheet has been issued. Notes on iSAMS include that a Think and Reflect sheet has been issued and the nature of the behaviour, as well as any notes from the parent meeting.

Aggression: Aggressive behaviour resulting in serious or permanent injury to others is alarming. In a primary school, this would trigger an immediate and serious response.

UAE Morals: Behaviour that significantly contravenes the morals and laws of the UAE, particularly in a way that could bring legal consequences or widespread disrepute, would be met with the most severe school-level consequences and likely legal implications.

HEADTEACHER

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Appendix 1 – Behaviour Contract Template

Behaviour Contract

I

__________________________________________________ (name of child)

hereby confirm that I have read and received an explanation and understand the following conditions.

Any violation of these conditions will be reported directly and immediately to <Name of Head> (Head of School) and <Name of DH> (Deputy Head of Junior School) 1. Explain first term 2. Explain second term I understand that if I violate this agreement and do not adhere to the expectations outlined above, I will be suspended for a period of XX day(s). Whilst suspended from school I will continue to engage with learning as much as possible. On returning to school after the period of suspension, I will meet with <Name of DH> (Deputy Head of Junior School) for a reintegration meeting.

This agreement will be reviewed in on the XXXXX where if all parties are happy with the changes in <name of child’s> behaviour then the contract will be terminated. A copy of this agreement will be kept on Wellbeing Manager for future reference.

Signed:_________________________________

(student)

Signed:_________________________________

(class teacher)

Signed by:_______________________________ (parent)

Signed by:_______________________________ (SLT)

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