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Behaviour

 

Grove Road Primary School

Behaviour Policy

 

 

Aims and Ethos

 

Our ethos statement: 

 

Our family school where all are equally valued.

 

Our school provides a caring environment where all children can feel safe and secure.  All are valued and included, regardless of race, religion, culture, ability, sexuality and gender.  Respect for others is strongly promoted at all times and reinforced through assemblies, PSHCE and role modelling.  Children are encouraged to be responsible for their personal choices and actions.

 

Responding to the behaviour of the children in the school is the responsibility of everyone who works here.  The emphasis is on encouraging positive behaviour and everyone looks for, praises and reinforces good behaviour.  Consistency of approach is essential with consideration given to individual children’s needs.  These needs are communicated to everyone working in the school.

 

We aim to enable our children to have:

 

  • Self respect, self discipline and self confidence
  • Respect for others and their property
  • Respect for the environment
  • Toleration and appreciation of the opinions of others and other cultures
  • Good manners and politeness
  • Pride in their work

 

In order to achieve this, we aim to:

 

  • Create an atmosphere conducive to effective teaching and learning
  • Establish a sense of order
  • Establish a sense of community
  • Develop pupils’ self esteem and respect for others
  • Develop self-discipline through heightened awareness of rights and responsibilities
  • Develop pupils’ independence
  • Develop pupils’ interpersonal and co-operation skills

 

Expectations

 

We have clear expectations of behaviour which are explained to the children at their own level at the beginning of each academic year and are displayed prominently around the school including on classroom walls (EYFS/KS1 display appropriate adaptations) and on our website.  These form our Code of Conduct:

 

  1. We are thoughtful, polite and kind to others.
  2. We treat everyone with respect and try to understand their point of view and feelings.
  3. We work hard, listen carefully, concentrate, join in and do our best.
  4. We move gently and calmly about the school.
  5. We speak in a calm voice, never shout in school, and know when to be silent.
  6. We keep our school clean and tidy.
  7. Coming to and from school and on trips, we show others how well we behave.

 

Behaviour Management Strategies

 

Our behaviour management strategies throughout the school create and support a positive learning environment which enables all children to:

  • Feel confident and secure
  • Be affirmed and encouraged
  • Be clear about the focus of their learning
  • Be able to succeed at tasks and learning experiences
  • Be spoken to positively about their present ability, present behaviour and future possibilities
  • Learn in groups as well as on their own

(adapted from Rogers 1991)

 

In order to achieve this, we have a clear system of rewards and sanctions in place.

 

Rewards

 

  • Merit Points are awarded by anyone working in the school to pupils who try hard with their work, are polite, helpful, thoughtful, kind or generally well behaved.  Children are encouraged to notice and recommend others for merit points. 

 

  • Attendance and punctuality is rewarded by the best classes receiving ‘Grovey’ our school mascot during Achievement Assembly which they can keep in their class for the week.  Attendance Certificates are also given termly to children who have 100% attendance.

 

  • Yellow Cards are awarded to pupils or classes by the SMSAs and our Peer Mediators for good choices at lunchtime.  These are celebrated in our Achievement Assembly, displayed in class and recognised by the class teacher.

 

  • Recognition is given to success of different kinds within each class and in assemblies.  Exceptional work or behaviour will be celebrated within the class and parents may be informed in ways that are appropriate.

 

  • The Head, Deputy and other members of staff are always willing to see and praise children for their work and/or good behaviour.

 

  • Special achievements are awarded with a Head Teacher’s Award at the discretion of the Headteacher.  This is celebrated in Achievement Assembly.

 

 

 

Above all, praise and encouragement is given when deserved.

 

 

 

 

 

 

Sanctions

 

Unacceptable Behaviour includes (these are indicators, not an exhaustive list):

 

Low level:

Distracting others

Speaking disrespectfully (but without using inappropriate language)

Not completing tasks to his/her best ability

Mild infringement of school Code of Conduct

Not completing homework (unless prevented from doing so by home environment)

Deliberate but minimal damage to property, eg broken pencils, rulers, etc

Delayed compliance

Moderate:

All of “Low level” to a more serious and/or consistent degree and:

Rudeness (using inappropriate language)

Use of moderate physical force, eg pushing, pinching

Offensive behaviour, eg spitting

Non compliance

Serious:

All of “Moderate” to a more serious and/or persistent degree and:

Any behaviour which causes a danger to themselves or others, eg hitting, kicking, biting, throwing objects, running out of school.

Aggression towards staff

Use of abusive language

Racism

Homophobia

Bullying (deliberate and persistent physical or verbal aggression or social exclusion – see  Bullying  section

Inappropriate sexual behaviour

Deliberate serious damage to property

Stealing

 

 

 

 

Sanctions are used such as (these are indicators, not an exhaustive list):

 

Low level: (applied by all staff including volunteers)

Non-verbal warning

Verbal warning with reminder

Option of choices with a consequence

Verbal reprimands and limited counselling by an adult as soon as the behaviour occurs.

Loss of privileges

“Red Card” given to pupil or class by SMSA, followed up by the class teacher and recorded in the SMSA incident book.

Moderate: (applied by teachers, TAs, SMSAs)

All of the “Low level” sanctions and:

“Time Out”

Report up the line of responsibility (see below) to an appropriate level.

Completion of “5 Ws sheet” (KS2), or “Think Sheet” (KS1), filed in Key Stage behaviour file.

Missed playtime – no attention given by the teacher

Work out of class

Meeting/contact with parents/carers

(Completion of Behaviour Incident Record by staff if requested)

Serious: (applied by Key Stage Leaders, Deputy Head or Headteacher)

All of the “Moderate” sanctions and:

Written report placed in Behaviour file, action taken and recorded.

Daily behaviour report to Headteacher.

Racist or bullying behaviour is reported and filed by the Head.  In these cases, appropriate support may be given to all children involved.

Fixed term or permanent exclusion (applied only by Headteacher, see Exclusions Requirements appendix).

In cases of endangerment to themselves or others, appropriate physical restraint may be used (see Inclusion Policy).

 

In the case of any of the above behaviours being persistent, consideration is given as to whether the child has a Special Educational Need and, through the SENCO, appropriate assessment is undertaken and support provided.

 

The line of responsibility for imposing sanctions is:

 

  1. Non-teaching staff (including volunteers)
  2. Teachers
  3. Key Stage Leaders
  4. Deputy Head
  5. Head

 

Peer on Peer (Bullying)

A school ethos like ours, based on respect, kindness and inclusion creates an environment in which a culture of bullying, will not thrive. We recognize however that bullying or harassment can occur in any community. We therefore accept our responsibility to deal effectively with any incident where anyone feels frightened by the persistent abusive behaviour of others.

 

Bullying can take the form of  verbal abuse, threats  and name calling;  persistent hitting, pushing, pinching and kicking; deliberate ignoring, exclusion and turning away;  spreading unkind rumours and gossip;  making nasty looks and threatening gestures; following and staring ; deliberately causing embarrassment or humiliation;  unkind laughing ; abusing belongings; insulting family members; use of racist, sexist or homophobic language; or making unkind remarks about work, dress or appearance.

 

Everyone in School has a personal responsibility to prevent bullying .

 

Our policy is :-

 

  • do not be a bully;

 

  • do not be bullied;

 

 

If you know someone is being bullied :-

 

  • don’t join in, don’t  laugh, don’t stand by;

 

  • do support the victim; do challenge the bully; do tell an adult.

 

We promote our anti bullying policy in Assembly, Circle Time, School Council, Class Council, Year 6 Peer Mediator training and in the PSHCE curriculum.

 

Victims of bullying must be confident that they will be believed and taken seriously. For this reason every adult in school is asked to be alert to signs of bullying. Staff are expected listen to complaints and investigate them thoroughly even if the incident appears trivial initially. Children are told to report bullying to a trusted adult in school, a trusted adult at home, or to another pupil. Pupils are told that they should report to an adult if a friend tells them about bullying.

 

Where bullying is suspected, both the victim and the bully will talk to an adult. The incident will be recorded in the behaviour files kept by the KS1 and KS2 leaders. If the incident is considered serious, the Key Stage Leader will be consulted at an early stage. Both the victim and the perpetrator will be given advice by the adult.

 

The victim must be reassured that they have done the right thing by telling and that we will not allow anyone to hurt them because they have reported the incident.

 

Victims will be encouraged to be assertive and challenge the bully by saying,  “I do not like it when you . . . because it makes me feel . . . I want you to stop.”  If they do not feel brave enough to do this they will be told that they must tell an adult if the bullying happens again straight away or after a respite. Sometimes an older child is asked to act as a buddy to the victim, keeping in touch with both victim and perpetrator and reporting back to teachers if there are further problems. The adult will follow up the incident with both victim and perpetrator to check that the behaviour does not resume after a short delay when the fuss had died down. The adult will consider the matter closed only when they are satisfied that the bullying has stopped.

 

Bullies will be expected to own up to the behaviour, show understanding of the hurt caused to the victim, and accept appropriate punishment. They will be expected to give a genuine apology to the victim and to seek to make amends by helping to make the victim feel safe again. Most important, the bully will be expected to change the behaviour so that there is no repeat of the bullying. The test of this is that the victim feels safe. The parent or carer of the perpetrator and victim may be informed about an incident at the discretion of the Key Stage Leader.

 

Where a child is found to be a persistent bully, action will be taken in accordance with the School’s behaviour policy.

 

 

Rights and Responsibilities of Pupils, Staff and Parents/Carers

 

Our Behaviour Policy supports the achievement of the five outcomes as set out in Every Child Matters (2005).

 

Right

(Every Child Matters outcomes)

Pupil’s responsibility

Staff’s responsibility

Parents’/Carers responsibility

To be safe

  • To know and follow the school Code of Conduct
  • To follow health and safety guidelines as and when given, eg on school trips, during practical activities.
  • To abide by the school’s e-safety policy.
  • To apply rewards and sanctions to ensure that the Code of Conduct is followed.
  • To give appropriate health and safety guidance appropriate to specific activities and to enable pupils to follow it.
  • To follow the school’s e-safety policy.

 

  • To know the school Code of Conduct and support their child in following it.
  • To make sure that their child is appropriately dressed and equipped for school.
  • To be aware of and support their child abiding by the school’s e-safety policy.

To enjoy and achieve

  • To know and follow the school Code of Conduct
  • To complete homework set to the best of their ability and hand it in on time.
  • To apply rewards and sanctions to ensure that the Code of Conduct is followed.
  • To set and mark regular homework.

 

  • To know the school Code of Conduct and support their child in following it.
  • To enable their child to complete homework to the best of their ability and hand it in on time.

To be healthy

  • To eat healthy food that is provided
  • To participate actively in PE
  • When appropriate, to provide healthy food.
  • To provide an appropriate PE curriculum.
  • To support their child to eat healthy food, eg by providing a healthy packed lunch if this is their choice of meal.
  • To provide their child with opportunities for exercise outside school.
  • To ensure that their child attends school with a full PE kit.
  • To ensure that their child does not wear jewellery to school.
  • To ensure that their child goes to bed at an appropriate time.

To make a positive contribution

  • To know and follow the school Code of Conduct
  • To apply rewards and sanctions to ensure that the Code of Conduct is followed.
  • To provide opportunities for pupils to get involved in their local community

 

  • To know the school Code of Conduct and support their child in following it.
  • To provide opportunities for pupils to get involved in their local community

 

 

To achieve economic well-being

  • To maintain good attendance and punctuality
  • To keep accurate records of attendance and follow up absences through the Administrator
  • To ensure that their child attends school regularly and on time

 

 

 

Physical Restraint

 

Grove Road Primary School adopts the advice from the Department for Education (2013) “Use of Reasonable Force” and “Ensuring Good Behaviour in Schools”.  In line with this advice, all school staff have the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.

 

 

 

Publication

 

The Code of Conduct is published and displayed throughout the school and on the website.  This full policy is also published on the school website.  The Code of Conduct forms part of our Parental/Carers and School Partnership Contract to be signed when a child starts attending the school.

 

Appendices:

  1. Exclusion requirements

 

 

 

 

Reviewed: February 2014

To be reviewed: February 2015

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 1

 

Exclusion requirements (from OFSTED Guidance September 2010):

Fixed term:

  • Work should be set and marked for the pupil from the first day of a fixed-term exclusion.
  • From and including the sixth day, schools are required to make full-time and suitable educational provision for pupils.  This may be within a partnership of schools, or may sometimes be in a pupil referral unit.  It should not be on the site of the excluding school unless the provision is also open to other schools.
  • For a pupil with a statement of special educational needs, suitable full-time provision must be appropriate to their special educational needs as set out on the statement.  Schools have a duty to ask parents to attend a reintegration interview after any fixed-term exclusion.

 

 

  • Grove Road Primary School,
  • Cromwell Road,
  • Hounslow, Middlesex, TW3 3QQ
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