Aycliffe Community Primary School Behaviour Policy
Aycliffe Community Primary School is a community where children’s rights are learned, taught, practised, respected, protected and promoted. Pupils and the school community learn about children’s rights by putting them into practice every day.
• Article 28: Every child has the right to an education. Discipline in schools must respect children’s dignity and their rights.
• Article 29: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
• Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
• Article 13: Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.
• Article 17: Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them.
All Staff at our school have a shared responsibility to ensure the implementation of the behaviour policy. All staff recognise and reinforce good learning. All staff use our sequential sanctions to support effective classroom management. All staff support the development of learning behaviour through positive relationships throughout the school.
Aycliffe Community Primary School aims to make a difference by developing positive relationships and promoting learning behaviours in all pupils. We aim to achieve this through a whole school approach to promoting effective learning and providing pupils with systems that ensure containment and reciprocity. We encourage children to take risks with their learning, challenge themselves through their choice of activity, engage with the curriculum and take personal responsibility for their development. Our school focuses on learning and ensuring pupils are ready to learn.
Every pupil in our school is entitled to 30 minutes golden time each week in return for following the School Charter agreed with the pupils. The school actively seeks to make golden time special for all pupils and the Pupil Panels is engaged in evaluating and developing golden time. Each teacher provides a special golden time activity for 8 pupils across the school that have maintained good learning behaviours throughout the week. In addition to golden time the pupil’s good learning behaviours are recognised through star points and certificates. Pupils can also receive headteacher stickers for good learning behaviours. During our weekly celebration assembly pupils also receive certificates recognising their achievements.
The headteacher leads the day-to-day operation of our school’s behaviour policy. The Senior Leadership Team is responsible for the development of our school’s policy. The SLT meetings provide an opportunity to problem solve and develop strategies to meet the needs of vulnerable pupils. Our Family Liaison Officer is central to the involvement of parents and families in developing children’s learning behaviour. The school uses the curriculum to support the teaching of emotional development, with a focus on developing positive relationships within the school.
The school has a teaching and learning policy that sets an expectation of good and moving towards outstanding teaching in all lessons. This demonstrates the school’s commitment to the achievement of all pupils. This can only be achieved through effective pupil learning behaviours and good classroom management skills. High expectations of manners and courtesy are set within the school.
To support classroom management the school has a clear system of sequential sanctions teachers can use to address inappropriate learning behaviours that might arise during a lesson. These sanctions are reinforced regularly and the first sanction is highlighted as the most important as pupils can change their behaviours immediately so they and others can learn effectively.
Sanction 1: The pupil is given a clear warning to change their behaviour at the moment it occurs
Sanction 2: If the behaviour continues the pupil will lose 5 minutes of golden time, reinforced on a visual display
Sanction 3: If the behaviour continues the pupil would be asked to work out of the lesson with a member of the Senior Leadership Team
The school does not countenance the use of any verbal or physical aggression or the use of inappropriate language.
• Pupils who use verbal or physical aggression will be internally excluded for the rest of the school day and their parents will be asked to collect them from the school office
• Pupils who use inappropriate language will be asked to tell their parents the language they have used in a phone call shortly after the incident
Exclusions are used as a sanction in line with the guidance from the DfE and Kent LA. The additional sanctions would address extreme behaviours that require individual responses.
Sanction A: Internal Exclusion, involving the pupil working in school but away from the class
Sanction B: Fixed Term Exclusion or Lunchtime Exclusion
Sanction C: Managed Move
Sanction D: Permanent Exclusion
Aycliffe Community Primary School is committed to developing an anti-bullying culture where no bullying will be tolerated.
Our school ensures that pupils are aware that all bullying concerns will be dealt with sensitively and effectively; that pupils feel safe to learn; and that pupils abide by the behaviour policy.
We ensure that all parents know who to contact if they are worried about bullying and know where to access independent advice about bullying. We report back to parents regarding their concerns on bullying and deals promptly with complaints.
Bullying is behaviour by an individual or a group, usually repeated over time, that intentionally hurts another individual either physically or emotionally. This includes the same inappropriate and harmful behaviours expressed via digital devises such as the sending of inappropriate messages by phone, text, Instant Messenger, through web-sites and social networking sites, and sending offensive or degrading images by phone or via the internet. Bullying could happen to anyone and may include bullying related to race, religion or culture; bullying related to learning difficulties or disability; bullying related to appearance or health conditions; bullying related to sexual orientation; bullying of young carers or looked after children or otherwise related to home circumstances; sexist, sexual and transphobic bullying.
The children are encouraged to use the three ‘STOPs’ so that they know what to do about bullying.
Bullying is Several Times On Purpose
Children need to Start Telling Other People
We are all responsible in saying STOP to bullying
Pupils are encouraged to use the worry boxes in each classroom to raise any concerns with teachers.
Pupils who bully will receive a sanction appropriate to the school’s behavior policy.
Additionally, the school will use a variety of techniques to resolve the issues between those who bully and those who have been bullied. The school uses collaborative problem solving to support pupils as described in the school’s behavior policy. This would include actively providing systematic opportunities to develop pupils’ social and emotional skills, including their resilience. The school’s Family Liaison Officer works with pupils providing different interventions for pupils.
Our school considers all opportunities for addressing bullying including through the curriculum, through displays, through peer support and through the Pupil Panels. The school promotes STOP regularly in assemblies. We train all staff to identify bullying and follow school policy and procedures on bullying, including recording incidents of bullying.
Aycliffe Community Primary School works with all parents and the local community to address issues beyond the school gates that give rise to bullying
A small number of pupils need additional provision to ensure they develop good learning behaviours. We recognise these children need to be taught skills and understanding in order to learn good approaches to solving problems in situations which they find difficult.
All staff identify situations when these pupils are experiencing difficulty and log the difficulty and identifying skills or understanding the child needs to be taught. All staff, sometimes with the support of our school SENCo, then collaboratively problem solve these situations or problems with the pupil.
Collaborative problem solving has four stages, all of which are equally important. While it is clear that collaborative problem solving is a proactive strategy that can be used once the child is calm. Collaborative problem solving could take place at an individual, group or class level.
Stage 1: Ensure the child is feeling contained and has reciprocity within the structured problem solving.
Stage 2: The child and the adult identify the problem they are experiencing within a situation. The problem for the adult and the child within a situation are very likely to be different and are equally respected. The child and adult should acknowledge the problems, thus ensuring the child takes responsibility for their behaviour in this situation.
Stage 3: The child and adult agree a mutually agreeable solution to the problem. The child is asked to suggest a solution first then the adult. If the child does not agree to a solution it is not a solution. If the adult does not agree to a solution it is not a solution. An adult might need to consider whether restorative elements are needed within a solution for some behaviour.
Stage 4: The solution is taught, reinforced and monitored with the child
Our school actively creates safe spaces for vulnerable pupils. The school offers a luchtime ipad club run by the school’s FLO for pupils who would like to be part of a small group and have time to talk. Pupils are supported at all playtimes by teaching assistants who lead play activities.
As part of the continuing professional development within the school staff are given training and support on promoting effective learning.
The school actively seeks support from different agencies when it requires additional advice to support collaborative problem solving strategies. The school uses early intervention through the common assessment framework, specialist teaching service, and outreach from specialist provisions or Educational Psychologists as required. The school’s behaviour policy is shared with all agencies the school works with to ensure all stakeholders understand the school’s collaborative problem solving approaches.
The school understands the central importance of good working relationships with parents to support all children and this is especially important when changing a pupil’s approach to learning. The school holds fortnightly meetings for pupils and parents working within a Pastoral Support Plan to ensure the school and parents are working collaboratively. Some parents of children with special educational needs also engage with the school through termly structured conversations.
On transition into and out of our school vulnerable pupils are given extra support and guidance. This might take the form of familiarizing the pupils with the expectations of their new school by forming a relationship with an adult, having additional visits or transition work with our Family Liaison Officer. The school aims to acquire and share information that enables the planning of provision for a successful transition.
We recognise that all pupils are equal regardless of cultural or ethnic background, religion, social circumstances, gender, sexual orientation, ability and disability. The curriculum and whole ethos of the school demonstrates that diversity is understood, is welcomed and appreciated within the school. Equal opportunities means that all children have the right to a broad and balanced curriculum with which all pupils can engage and achieve.
John Dexter June 2016