Notice Board

Welcome to Bugthorpe C of E Primary School
bugthorpe@eastriding.gov.uk 01759 368247

Behaviour policy

BUGTHORPE CE PRIMARY SCHOOL BEHAVIOUR POLICY

 Work hard, Have fun, Make a difference.

 At Bugthorpe Church of England Primary School, our aim is to provide a high quality education in a safe and stimulating indoor and outdoor environment.  We want every child to experience a happy, successful and memorable primary education.  They do this by learning life skills, developing self confidence, independence, and building positive relationships rooted in Christian values.

 Rationale:

We believe that high-quality teaching promotes effective learning and good behaviour. Our emphasis is on recognising and celebrating effort and success, so that all pupils feel valued. We teach pupils to take responsibility for their own actions, to accept the consequences of their choices and to treat other people, as they would like to be treated themselves.  We adopt a zero tolerance approach to bullying by anyone in school, and any incidents are dealt with promptly and firmly.

 Aims:

  • To promote self-discipline and responsibility for one’s own actions, consideration for others, and a whole-school team spirit.
  • To establish a clear code of acceptable behaviour, supported by appropriate strategies that provide rewards and sanctions.
  • To generate a whole-school approach for exemplary behaviour, so that any adult in school praises and rewards using a Green Card.
  • To establish a whole-school approach that manages unacceptable behaviour if it arises.
  • To work with parents and encourage co-operation and shared responsibility when managing difficult behaviour.

 Staff responsibilities:

  • To treat all children fairly and with respect.
  • To raise children’s self-esteem by helping them recognise their individual qualities.
  • To provide a challenging, interesting and relevant curriculum which matches the needs of the pupils.
  • To use rules, rewards and sanctions clearly and consistently.
  • To adhere to the procedures identified within the school’s Behaviour Policy.

 Pupil responsibilities:

  • To act in a way that is a credit to themselves, their family and their school.
  • To avoid doing anything which could harm themselves or others.
  • To follow the school rules at all times (see Appendix).

  Parent responsibilities:

  • To support the ethos of the school.
  • To support the school’s policies and guidelines on behaviour, anti-bullying, disability equality and race equality.

 Governor responsibilities:

  • To monitor the effectiveness of the Behaviour Policy and policies on anti-bullying, disability equality and race equality.
  • To support the Headteacher and staff in maintaining high standards of discipline.
  • To put measures in place to protect staff and pupils against acts of physical violence.
  • To provide a Special Committee in the case of any Pupil Disciplinary Hearing.

 Pastoral Care:

All staff share the responsibility for the pastoral care and welfare of our pupils. We share information about the children in our care so that we can provide appropriate support and guidance, whilst retaining confidentiality as appropriate. Strategies, which support the pastoral care of pupils, include:

  • Regular conversations to pass on knowledge about individual pupils
  • Monitoring the use of the Friendship Bench (tbc with the School Council)
  • TLC as required from teachers and support staff
  • Sharing of information which gives cause for concern, via the SENCO
  • A range of positive behaviour reinforcement (see below)
  • Close liaison with external agencies as appropriate

 Positive behaviour reinforcement:

We encourage and reward good behaviour, work and conduct by selecting appropriately from the following strategies:

  • Praising the child.
  • Passing on positive comments to parents.
  • With smiles and encouraging words.
  • Using stickers stars, marking feedback, stamps and certificates.
  • By ensuring that every child has work displayed at school.
  • With merit and reader bug stickers in Good Work Assemblies.
  • Use of ‘Golden time’ in the infant and middle class.
  • Use of specific privileges in the top class.
  • Through ‘Headteacher Awards.’
  • With the award of a Green Card for observing exemplary consideration towards another child.

 Sanctions for minor “one off” misdemeanours (such as lack of respect towards another child, hesitation when requested to do something, distracting another child from working, shouting out an answer instead of the agreed behaviour or deliberately leaving someone out):

  • These are be dealt with directly by the member of staff present.
  • An initial response is usually an age-appropriate verbal or non-verbal indication of disapproval.
  • A warning is used to remind the child that if the situation continues their behaviour will warrant the issue of a card.

 Sanctions for repeated or more serious verbal misconduct (if an apology and improvement in behaviour does not immediately follow one of the above behaviours):

  • For repeated, or more serious verbal misconduct, the member of staff issues a Yellow Card. The Headteacher keeps the Yellow Card on file.
  • Once 3 Yellow Cards are issued to a child within the same academic year, this is converted to a Red Card. Red Cards are also issued for the more serious behaviours listed below and are kept on file by the Headteacher.  If a child gets a Red Card, they need time to consider their actions and how to avoid repeating them, this takes the form of a missed playtime.  If 3 Red Cards are issued in one year, the Headteacher meets with the parents to discuss the specific behaviours identified. The parents will be asked to support the school with an appropriate sanction at home, making it clear to the child that home and school work together.
  • If further cards beyond 3 Red Cards are issued within an academic year, the Headteacher meets with the parents again to acknowledge that the situation has become more serious. In addition to a home sanction, a Behaviour Plan is drawn up to target the specific problems being experienced in school. This will be reviewed and if there is no improvement, the pupil may be moved onto the SEN Register at School Action. If the child is already on the register at School Action, they may be moved to School Action Plus so that additional agencies can become involved to offer support to home and school.
  • Fixed-term exclusion or lunchtime withdrawal is occasionally used as a sanction for serious misconduct. In such cases, Local Authority guidance for exclusions is followed and parents are informed at the earliest opportunity.

 Examples of behaviour that warrants a Red Card:

  • Deliberately hurting another child (kicking/punching/biting etc)
  • Aggressive behaviour towards another child
  • A temper tantrum
  • Name calling – including racial comments (separate procedures are also followed in the case of a Racial incident)
  • Answering back after a warning
  • Swearing / rude hand gestures
  • Refusing to do as they have been asked by an adult
  • Behaviour which puts themselves in danger e.g. climbing walls (tbc by the School Council)

 Examples of behaviour that warrants immediate Headteacher involvement:

  • Aggression towards a member of staff (verbal or physical)
  • Open defiance
  • Vandalism
  • Fighting
  • Found in possession of a dangerous item
  • Dangerous behaviour of any kind
  • Running away / out of the learning area
  • Misbehaviour on one of our school buses.

Physical Restraint:

No corporal punishment is allowed within school. However, there may be rare occasions when a member of staff needs to restrain a pupil to prevent them from causing harm to themselves or others. There may also be occasions when a member of staff needs to hold onto a child in order to bring them to a safe place. In all such cases, staff will use great care and will follow the guidance set out in the Local Authority ‘Use of Physical Restraint’ Policy.