Worsborough Common Primary and

Rising Stars Childrens Centre

Behaviour policy
Reviewed Sept 17
CONTENTS

1. Aims and expectations

2. Rights and responsibilities

3. Role of the adults within school

4. Role of the Parent

5. Role of the pupil

6. Rewards

7. Sanctions

8. Anti-Bullying and Cyberbullying

9. Outside agencies

10. Fixed Term and Permanent Exclusions

11. Monitoring and Reviewing.

Aims and expectations

It is our primary aim that every member of the school community feels valued and
respected and is treated fairly.

We are a caring community whose values are built on mutual trust and respect for
all.
We aim to encourage good manners, honesty respect and tolerance for others.
The school behaviour policy is designed to support the way in which all members of
the school can live and work together in a supportive way.

It aims to promote the establishment of an environment where everyone feels

happy, safe and secure, make a positive contribution and become responsible,
independent members of the school and wider community.

The school has a number of rules that we expect everyone to follow but the primary
aim of the behaviour policy is not a system to enforce rules but to reward good
behaviour which we believe will develop an ethos of kindness and cooperation.
This policy is designed to promote appropriate behaviour and positive relationships
so that everyone can work together in an effective and considerate way.

We treat all children fairly and are consistent in our approach. We expect the highest
standards from all the children and all of the people who work in our school.

Parents and school staff all make a contribution and success comes when there is
respect, trust and honesty between all parties and the acknowledgement and
importance of each other's roles within school.

It is our aim to maintain close working relationships with parents/carers ensuring

that good communication and understanding benefit the children in their life at
school.

Rights and Responsibilities

Everyone at Worsborough Common Primary School has the right to:

Be Safe
Be Healthy
Enjoy and Achieve
Make a positive contribution
Achieve Economic Well Being

The role of adults within school

It is the responsibility of all adults within school to treat each other with respect and
to model good behaviour.

All school staff will use the behaviour policy consistently and be responsible for
reporting any behaviour incidents to the appropriate person, recording the incident
using the schools incident reporting sheets.

Teachers and teaching assistants will be responsible for implementing the policy
within their classrooms and all school staff takes responsibility for the
implementation of the behaviour policy and managing pupils behaviour within
school

Consistent inappropriate behaviour may need additional intervention, the class

teacher will seek help and advice from the SENCO, Wellbeing Principal, and Learning
Mentor and /or Head teacher.

The SENCO and Wellbeing Principal will work together to provide strategies to help
the child improve their behaviour and will liaise with external agencies and parents
where necessary.

Individual behaviour targets may be set between the Nurture Team, class team and
the child to improve their behaviour, which are reviewed regularly.

The Head teacher will be responsible, under the School Standards and Framework
Act 1998, for ensuring that the behaviour policy is used consistently throughout
school.

The Head teacher or, in the heads absence, a member of the Leadership Team will
be responsible for issuing fixed term and permanent exclusions to children for
serious acts of anti-social behaviour. The Head teacher is also responsible for
reporting issues relating to this policy to the School Governors.

The school governing body has the responsibility to support the Head teacher
In implementing and reviewing the effectiveness of the Behaviour Policy.

Lunchtime Supervision
SMS's are employed in school to supervise the lunch time period they receive regular
training and discussions with the Well Being Principal & Learning Mentor, who is
responsible for their line management.

The Learning Mentor will liaise on a daily basis with the senior SMSA who will keep
her notified of any problems that occur.

SMS'S are expected to consistently apply the schools behaviour policy.

The Role of the Parent

Parents also play a huge role in the successful implementation of the schools
behaviour policy.

The policy is fully explained to parents on admission and appears on the school
website and regular updates are sent out via the newsletter. Parents are also invited
into school to discuss any concerns they have regarding their childs behaviour with
either the class teacher or a member of the Leadership Team.

During transition into school parents and pupils are asked to sign a home /school
agreement which also highlights expectations around behaviour, homework and
working collaboratively between home and school.

We expect parents to behave appropriately and model good behaviour in school.

Inappropriate behaviour from adults toward others, either verbally or physically will
not be tolerated and appropriate action will be implemented to maintain the safety
and wellbeing of everyone. This could result in parents receiving a code of conduct
letter from the head teacher, a fine or a ban from premises and may also include
involving the Police.

We also expect parents to support their childs learning and to cooperate with the
school, as set out in the home school agreement. We work hard to build a supportive
dialogue between home and school and have an open door policy for parents to
discuss any issues they are experiencing with their child/ren both at home and at
school.

We offer advice and support by way of Parenting Classes run by our Wellbeing
Principal and Nurture Team.

The Role of the Pupil

Learners should demonstrate sensitivity to the needs of others, irrespective of their

differing abilities, their physical strengths, or characteristics, their gender, race or
age.
Children are encouraged to set a good example to others encouraging good
behaviour in other learners. They learn to resolve conflicts by peaceful means
without resorting to physical or verbal abuse.

Learners are encouraged to show good manners and respect for all people in school
and consideration for others when moving around school.

Learners need to show respect for other people s work and property.

Learners are encouraged to work productively without time wasting and

acknowledge through their behaviour the right of each individual to do the same.

Learners are expected to follow our Golden Rules:

Move around school quietly and properly.

I always try my best.
I listen when someone else is talking
Always respect people and property.
I keep myself and others safe.
I am always kind and thoughtful.

Rewards

At Worsborough Common Primary School, we encourage and reward good

behaviour in the following ways:

Encouraging good behaviour

We have high expectations of behaviour around school.

We treat everyone with Unconditional Positive Regard
We use the Thrive nurture approach throughout school to enable all
members of our school community to feel safe.
We have school rules displayed around school and on the outdoor play areas.
We use positive descriptive praise readily.
We role model behaviour and ways we would like to be treat by others.
We use Circle time as a means to discuss behaviour.
We use restorative approaches to manage conflict resolution
We develop the childrens moral, spiritual education through assemblies and
the RE/PHSCE curriculum.
We follow the Barnsley PSHCE scheme to ensure a whole school approach
We create a calm, positive atmosphere throughout school, with well-
displayed classrooms and communal areas.
We deliver quality first teaching, which is well planned and interesting,
providing the children with challenging but achievable tasks.
We promote responsibility in year 5/6 by providing opportunities for them to
train as play leaders and take on extra duties such as milk and fruit monitors.
 We also encourage our children to take responsibility for their learning by
appointing Lead Learners who act as advocates for their peers and are
involved in making decisions about what they learn.
We also have an Eco Council who take responsibility for making our school
sustainable.
Children also have the opportunity to become Junior Road safety officers and
Junior Wardens and take on extra responsibility in the community.
We use E - Cadets to help our children understand the importance of using IT
equipment appropriately and highlight possible dangers of inappropriate use.

Rewarding Good Behaviour

We encourage all members of our school community to have unconditional positive

regard for one another and encourage everyone to use positive descriptive praise
throughout school.
We reward Good behaviour by using;
Do Jo Points & certificates
Bronze / Silver / Gold Prizes
Proudofmyselfie blog page
Weekly Smarties Pants certificates in whole school and family assembly.
Pupils achievements are recognised by other members of staff.
Wow moments /Notes home to parents
Blog of the week
Parents Blogger of the week
Reading challenge awards
Telephone call to parents
Talking to parents and encouraging them to praise their children

Consequences

The school employs a number of sanctions to enforce the school rules and to ensure
a safe positive learning environment for everyone.

At the beginning of each academic year the teacher discusses the school rules with
their children. These rules are displayed in each class to remind children of the
behaviour expected of them in school.

We use a traffic light system in our classrooms to manage classroom behaviour.

Each child starts off in the teachers box, if inappropriate behaviour is used a warning
is issued and a reminder of expectation in the classroom.
If the behaviour persists the child is given another warning & moved to Amber,
after which an in class intervention is issued, this may mean the child is asked to
move seats, take time out of the room, removal of something, kept back for 5 mins
or any other intervention the member of staff chooses to fit the behaviour.
All Amber incidents are recorded on CPOMS and SLT and nurture team are alerted.
Amber behaviours are monitored closely by the SLT team.
If during the same lesson the child's behaviour continues to cause concern a member
of the Nurture Team / Leadership Team will be called for. That person will judge
whether the child is able to be re integrated into class and will support the child with
this process or whether the child needs more time out.

If the child is removed the aim will be to reintegrate them at the start of the next
lesson and will return to below red in order to avoid consequences if choosing to
make the right choices on their return to class.

If further inappropriate or disruptive behaviour occurs during that lesson, then a firm
reminder is given.
If this behaviour continues then the child moves to Red and a member of the
Leadership team will remove the child for the remainder of the day.

Parents will be informed and invited into school to discuss their child's behaviour
and will be asked to bring them through main reception the next morning to assess
whether or not they are able to return to class. They will also miss break time.

If in the same day, but at a later part of the day, after having Amber in class
intervention, the child displays further inappropriate behaviour they will be given a
reminder of expectations followed by a firm warning then moved to black before
red.

If behaviour persists then the child is moved to red and will miss a playtime.

Children who reach Red lose the next break time and are recorded on CPOMS.
Phase leads will monitor behaviour.
If a child has been on RED twice in one week the phase leads will inform the nurture
team who will then contact parents to discuss and offer an early help assessment
EHA.

If a child reaches Red three times in the same week the phase lead will contact
parents and discuss their behaviour. Individual Behaviour Plans will be agreed and
interventions put into place. The Nurture team will support this process.

If that child reaches Red in the week following the conversation with the phase lead
and parents and after school detention may be given, (KS 1 20 mins, Y3/4 30 mins,
Y5/Y6 60 mins) to complete any missed learning time or to reflect on the choices
they have made throughout the day, parents will be notified of any decision to apply
this sanction and each case will be dealt with individually.

A second after school detention will be issued if behaviour persists and the Head
teacher will contact parents to arrange an appointment to review the IBP. Nurture
Team will support this process.
The next stage would be Internal exclusion, where school would look to refer to
outside agencies for further support.
Following this a second internal exclusion where a review of provision would take
place and finally if behaviour persists past this point a fixed term exclusion may be
issued. Parents will be kept informed throughout the process and have the
opportunity to appeal the exclusion if they wish,

Every effort will be made to work with both children and parents to make positive
changes to the child's behaviour and the decision to exclude will only be made
where it is felt that all alternative avenues have been explored and where it is
absolutely necessary.

The governing body will be involved in this process and fully support the decision of
the head teacher where such decisions are made.

Where childrens inappropriate behaviour results in them being unable to attend

planned school trips/visits due to them posing a threat to the safety of themselves or
others i.e. absconding, refusal to follow directions from staff or aggression towards
others, parents will not be offered refunds for any monies paid and will accept this is
a consequence of their childs behaviour in school. Each case will be decided upon
individually according to circumstances and the parents will be informed as soon as
possible.

Where a child is unable to attend such trips/visits, as a consequence of their

behaviour, alternative educational activities will be planned in school. Children are
still expected to attended school and parents have a legal responsibility to make sure
they do as set out under our attendance policy and in line with Government
requirements.

Inappropriate behaviour at break times will be dealt with by the person on duty and
appropriate sanctions given depending on the nature of the incident, this could also
mean having to miss a playtime, exclusion from certain activities or having to
complete work for the duration of the break.

All children who remain in the box will be given 5 extra dojo points at the end of
each day.

There is a Red Missing playtime spot in every classroom where children who are
making wrong choices at break times will be recorded. These children will also be
added to CPOMS and the nurture team will monitor the children who are
finding these unstructured times particularly difficult to manage and will be
provided with alternative recourses to help them to make the right choices, i.e.
nurture provision, library areas, and games areas. Where such provision is provided
their photos will be displayed in the areas they are allowed to access so that all staff
are aware of this.
 Lunchtime supervisors SMS'S and sports coaches are employed to supervise the
children at lunchtime and will follow the same procedures as break times. They will
work with the children and provide them with opportunities to build friendships and
social skills.

Children and adults will work together and provide each other with mutual respect.
All adults in school will behave in a manner that provides a positive role model to our
pupils.

Any concerns around an adults conduct or manner towards a pupil or another

member of staff will be reported to the SLT immediately.

ANTI-BULLYING
Aim
At Worsborough Common Primary School, we aim to create an environment where all
members of the school community feel safe, respected and valued and where bullying
cannot flourish.

Objectives
Pupils, parents, carers and teachers will recognize that bullying and harassment are
unacceptable. They will develop personal skills and supportive policies and practices to
ensure it will not flourish within school and community.

Pupils, parents, carers and teachers will work together to create a safe learning
environment, based on mutual respect, tolerance and a respect for diversity. Bullying is a
form of anti-social behaviour that is unacceptable at our school. If bullying does occur, all
pupils should be able to tell and know that the incidents will be dealt with promptly and
effectively.

What is bullying?
There are five recognized features of bullying it is deliberate, hurtful behaviour
It is repeated over a period of time.
It is difficult for those being bullied to defend themselves
It is difficult for those who bully to learn new social behaviours
Those who bully have and exercise power inappropriately over others

Bullying can take many forms, but the main types are:
Physical hitting, kicking, taking belongings

Verbal name calling, insulting, threats or intimidation, making offensive remarks

Social spreading nasty stories about someone, exclusion from social groups, being made
the subject of malicious rumours.
Cyber tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted
using text messaging, email, instant messaging or any other type of digital technology e.g.
social networking sites Facebook, snapchat, twitter.

This also includes the use of any social media by both pupils or adults to discriminate against
or cause any harm verbally or otherwise to either pupils or adults associated with
Worsborough Common Primary School.

Homophobic prejudice against lesbian, gay, transgender or bisexual people, using

offensive homophobic language and name calling.

Disability prejudice against pupils and staff if they have a physical or mental disability
using discriminatory language and actions.

Racial Prejudice against pupils and staff from ethnic minorities such as name calling or
using racist language, racist graffiti, not being given equal opportunities and offensive
literature

All forms of bullying can be damaging to the development of both the person being bullied
and the person bullying.
What are the effects of bullying on those being bullied?
Young people who are being bullied are being denied the opportunity to reach their full
potential. Effects may be long term and include:
Absenteeism
Fall in academic performance
Poor self esteem
Health problems
Isolation and failure to develop socially
Depression and suicide
Relationship difficulties

Bullying by race, gender, sexual orientation or disability

Racist bullying is likely to hurt not only the pupil but also other pupils from the same group
and their families. All racist incidents will be dealt with promptly, firmly, consistently and
systematically recorded.
All staff will deal with incidents involving racism, harassment and name calling wherever
they occur
Pupils will be encouraged to report all incidents involving racism, discrimination and
harassment
All racist incidents and complaints of racial discrimination and harassment against staff or
pupils will be formally recorded and recorded to the authority.
Incidents and their resolution are regularly reported to governors
Immediate action will be taken to remove any racist graffiti from school property.

Bullying by gender, sexual orientation and disability will also be dealt with promptly, firmly,
consistently and systematically recorded.

Under new Government legislation PREVENT (2015) schools now have a duty to report any
incidents involving radicalisation or extremism.

The head teacher also has the power to stop, search and confiscate any pupils they believe
to be carrying weapons or any other items they believe will cause harm to others.

Procedures
All incidents of suspected bullying will be taken seriously
All incidents will be investigated thoroughly
All decision will be made as to whether it was a bullying incident
Action will be taken as quickly as possible
Support will be provided for the pupil who has been bullied
School will take steps to help the bully/bullies change their behaviour
In serious cases parents will be informed and asked to come to a meeting to discuss
the problem.
Prevention
Through PSHCE, Thrive, nurture assembly and involvement in Anti-bullying week annually,
aspects of personal, emotional and social behaviour will be taught so children can:
Recognise bullying behaviour
Know that they should speak out
Have the confidence to do so if they are being bullied
Know who to speak to
Feel confident that they will be listened to and supported
Make them fully aware that bullying is a serious breach of the school rules and will not be
tolerated

Role of staff
Role Model appropriate behaviour at all times.
Be available. Make it known you are ready to listen and provide immediate support
Investigate every incident as soon as possible. Interview all parties individually first to avoid
intimidation and produce an accurate report.
If bullying has occurred record every incident
Follow up with action recorded on sheet
Seek advice if necessary
Monitor to ensure repeated bullying does not take place

Working with parents

If parents, contact school to report their child is being bullied their concerns will always be
taken seriously.
We will:
Recognise that parents may be angry or upset
Keep an open mind. Bullying can be difficult to detect, so a lack of staff awareness does not
mean no bullying occurred
Remain calm and understanding
Make clear our school does care and something will be done
Explain the school policy and make sure procedures are followed
Seek support from outside agencies where necessary

Recording and reporting bullying incidents

Bullying incidents will be systematically recorded and used to identify patterns of behaviour.
By taking the positive action of recording incidents of bullying we are giving a clear message
to parents, staff and the wider community that we take these incidents seriously and can
become essential evidence if there is a dispute between the parties about how an incident
of bullying has been handled.
The school leadership Team will be responsible for dealing with all bullying incidents and will
report such incidents to the Head teacher.
All bullying incidents will also be discussed as part of the agenda under Health, Safety and
safeguarding at weekly Leadership meetings, where strategies will be discussed to deal with
each individual case and all cases will be reported to Governors as part of the Head Teacher
Report.

Outside agencies

Where necessary outside agencies such as Behaviour Support Services, Educational

Psychologists, Family Intervention Services, school health, health visitors, police,
CAMHS and contracted play therapists will be involved in the management of a
childs behaviour.
Parents are invited into school to discuss their childs behaviour with these agencies.
Parenting Contracts may be issued at this time.

Fixed Term and Permanent Exclusions

In occasional cases the Head teacher may feel that they have to exclude a child,
however such decisions are not taken lightly and will be determined on an individual
basis.

A child may be excluded from school for one or more fixed periods, for up to 45 days
in one school year. The Head teacher may also exclude a child permanently. It is also
possible for the Head teacher to convert fixed term exclusion into a permanent
exclusion, if circumstances warrant this.

If the Head teacher excludes a child s/he will inform parents immediately giving a
clear reason. The head teacher will then inform the Local Education authority and
the governing body of the decision. Parents may appeal the decision if they disagree
with the head teachers decision. The appeal will be heard by the governing body
that will make a decision as to whether or not to reinstate the pupil.

Monitoring and Reviewing

The Head Teacher is responsible for reviewing the effectiveness of this policy on a
regular basis.

The Head teacher reported to the Governing Body on its effectiveness and if
necessary makes recommendations for further improvements.

All significant incidents of behaviour will be recorded on the schools significant

incident log and individual childs conversation log. Parents will be contacted and
updated regularly. Where necessary school will provide children with individual
behaviour plan (IBP) s to help manage their behaviour and assessed using the Thrive
approach to meet their personal social, emotional and behavioural needs. Actions
plans will be developed collaboratively between child, parents, nurture team and
class team which will highlight areas for development and produce strategies and
interventions to help the child to work through their difficulties.

Where it is deemed necessary children will be restrained using the TEAM TEACH
approach to keep themselves and others safe and to allow them to make the right
choices.

Personal Handling plans (PHP) will be put into place for children who are deemed
necessary in consultation with parents, however we have a duty of care to keep all
individuals safe from harm, therefore Team Teach strategies will be applied to any
pupils deemed to be putting themselves or others at risk of harm.