Our school takes good behaviour very seriously. Our recent Ofsted report (2013) commended the school for its approach to behaviour, which it described as 'outstanding'.
Good Behaviour and Anti-Bullying Policy- September 2018
This policy has been written in line with the legal framework – ‘Behaviour and Discipline in Schools’ DFE 2016 (see Appendix 1).
At Collingwood , we aim to provide quality first teaching experiences and to form positive relationships with all children. We embrace diversity (zero tolerance is shown to any form of discrimination) and actively promote friendship skills. We expect pupils to exhibit good behaviour and positive attitudes to learning in order to ensure an appropriate learning environment for all. Staff set a positive example and abide by the Code of Conduct (see Appendix 2). We thank parents for behaving appropriately in and around school, setting a good example to children and supporting our behaviour systems.
Our code of conduct
A child is well behaved when he or she:
• Is kind and honest and uses ‘kind hands and feet’
• works hard (Is ready to learn)
• Follows the safety rules
• Is respectful and polite (eg- follows the quiet corridor code, listens in lessons and contributes appropriately)
• Looks after our school and everything in it
• Does not retaliate (hit back, call names) but seeks help from an adult
Firstly, recognition and praise encourage good behaviour and hard work (sweets are not given as rewards)
Extra rewards and privileges include;
- Stickers and certificates
- Dojo points
- Star Pupil of the week
- Attendance awards
- Self-manager and Golden time
- Special individual class awards
A positive and respectful ethos is transmitted holistically throughout the school by the use of clear and firm expectations. Staff use the principles of Assertive Discipline and Restorative Justice(see Appendices 3 and 4).
If pupils do not follow the code of conduct, there may be a sanction (privately applied) which varies according to circumstances. Parents will be informed at step 8 but this may take place earlier if appropriate .
- Non-verbal warning (reminder)
- Verbal warning (reminder)
- A move to a different area in the classroom(with work)
- A move to a different classroom or area in school (with work)
- A loss of privileges so that work can be completed eg- class game time/ breaktime/lunchtime
- A loss of breaktime/ lunchtime if issue relates to behaviour on the yard
- A loss of part of Golden or Self-Manager time
- A loss of all of Golden or Self-Manager time
- A loss of extra-curricular club time, special school event or visit if behaviour is deemed to be unsafe
- A positive behaviour chart or home-school diary may be used
- A Behaviour Change Plan may be implemented in consultation with parents, the pupil and all those working with the child (see Appendix 5)
- The child may be referred to a different local school for one or more days with support (a ‘referral to First Day Response’)
- If the child’s behaviour is deemed to be very serious and/or sustained, he or she may be excluded from school for a fixed term. School will provide work for the child to undertake at home and the Governing Body will be informed.
- A permanent exclusion may only take place following an emergency Governors’ committee meeting in line with legislation.
School follows the DFE guidance on the Use of Reasonable Force. This details that any member of school staff can use reasonable force to prevent pupils from hurting themselves or others, from damaging property or from causing disorder.
Children with SEND
In close consultation with the SENDCO, account is taken of underlying SEMH issues which may affect a child’s behaviour. Staff training is kept up to date and referrals will be made to relevant outside agencies when deemed appropriate. All possible measures will be put into place to ensure an appropriate learning environment for all.
Lunchtime supervisors receive training in the school’s policies and procedures and are subject to the same code of conduct as other staff. The expectation is that they are afforded the same level of respect as all other members of staff.
Definition of bullying ‘Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally’ (DFE 2011).
Bullying involves an imbalance of power between the perpetrator and the victim that can result in isolation and intimidation through the threat of violence, physically or online. Children should be supervised in their internet use. Bullying can include racist, sexist, disablist or homophobic taunts.
Through the PSHE curriculum, which pervades the culture of the school at all times, we actively promote friendship skills and give children the tools needed to increase their self-confidence, empathy, resilience and assertiveness to break this cycle and to resist any damage to self-esteem which can be caused by this. We are a ‘telling school’. It is recognised that children may fall into the trap of being a perpetrator for a number of underlying reasons and these are taken into account and support sought where appropriate.
If a complaint of bullying is made, care is taken to ensure that it fits with the definition, as arguments and clashes of personality do not fall into this category. These are dealt with through discussion, reconciliation and restorative justice.
If bullying does occur we take the following steps:
- We listen.
- We discuss options with the victim and sensitively formulate a plan which may involve a number of other children and parents are usually informed.
- The child who is the perpetrator may be subject to sanctions.
- We monitor the situation and support the victim over time to ensure the bullying stops.
1 – Behaviour and Discipline in Schools – DFE 2016
2 – Staff Code of Conduct
3 – Assertive Discipline
4 – Restorative Justice
5 – Behaviour Change Plan
6 – Exclusions
8 - SEND Policy