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Greenfields Primary School

Promoting Positive Behaviour Policy

June 2003 Reviewed Autumn 2007 Reviewed Jan 2014

Reviewed December 09 reviewed 2011

GREENFIELDS SCHOOL Anti-bullying policy framework Taking into account Safe to Learn: Embedding anti-bullying work in schools (DCSF, 2007)

Context Bullying takes place in schools as it does in other work places. The aim of the anti-bullying policy is to ensure that pupils in this school learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at this school. Bullying is defined as: Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Safe to Learn: Embedding anti-bullying work in schools (DCSF, 2007) Bullying can be related to: Race, religion or culture Special educational needs or disabilities Appearance or health conditions Sexual orientation, sexist or sexual bullying Young carers or looked-after children or otherwise related to home circumstances Verbal (name calling, sexist, racist and homophobic remarks, and other discriminatory language) Indirect (cyber bullying, spreading rumours, excluding someone from social groups) Bullying includes: Name-calling, taunting, mocking, making offensive comments, kicking hitting, pushing or taking belongings Inappropriate text messaging and emailing, sending offensive or degrading images by phone or via the internet Producing offensive graffiti Gossiping, excluding people from groups and spreading hurtful and untruthful rumours Although sometimes occurring between two individuals in isolation, bullying quite often takes place in the presence of others, for example, between pupils, between pupils and staff, or between staff; by individuals or groups, face to face, indirectly or using a range of methods. Pupils being bullied may demonstrate emotional and/or behaviour problems including signs of depression, physical problems such as headaches and stomach pains, taking unusual absences or clinging to adults. There may be evidence of changes in work patterns, lacking concentration or truanting from school. Pupils are encouraged to report bullying in this school by e.g. posters developed by pupils, through discussions in the curriculum/through Healthy Schools/Safer Schools work. 2

Parents are informed of the schools stance on anti-bullying, its definition of bullying and how parents and the school can work together through the prospectus, induction evenings, Healthy Schools/Safer Schools work and Parent Council. All school staff must be alert to the signs of bullying and act promptly, sensitively and effectively against it in accordance with the school policy. There is no hierarchy of bullying all forms of bullying should be taken equally seriously and dealt with appropriately. Legal Framework The Education and Inspections Act 2006 requires that head teachers must determine measures on behaviour and discipline that form the schools behaviour policy, acting in accordance with the governing bodys statement of principles in so doing. Measures, in this context, include rules, rewards, sanctions and behaviour management strategies. The policy determined by the head teacher must include measures to be taken with a view to encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. As bullying is part of the schools safeguarding duties to protect children, this policy needs to be read in conjunction with the schools Child Protection Policy. The DCSF guidance (paragraph 3) states that, Pupils must not be excluded from school for being bullied, even if the school believes they are doing so for the childs benefit. The legislation on exclusion in the Education Act 2002 makes clear that excludemeans exclude on disciplinary grounds. This policy is linked directly to the following policies:

Child Protection Policy Confidentiality Policy/statement Equal Opportunities (Race Equality, Disability Equality, SEN policies) PSHE policy

Roles and responsibilities The Role of the Governing Body Governors have the responsibility to ensure that the anti-bullying policy is in place, that it reflects schools values and practice and is reviewed annually. The governing body must make, and from time to time review, a written statement of general principles to guide the head teacher in determining measures to promote good behaviour. Governors are informed of, and monitor, the numbers of incidents and steps the head teacher and staff have taken to deal with these at Governors full meetings and Curriculum meetings. The aims of the schools anti-bullying strategies and intervention systems are to: Prevent, de-escalate and/or stop any continuation of harmful behaviour in line with the Behaviour Policy 3

React to bullying incidents in a reasonable, proportionate and consistent way Safeguard those pupils who have experienced bullying and those who have been involved in the act of bullying, and to trigger actions to support these pupils

The role of the head teacher and staff 1. Policy and procedures There is a senior member of staff who leads on anti-bullying: Name: Andrew Morris role: Head

All staff are made aware of this policy and its clear links to other key policies by way of staff training and induction of new staff

Behaviour and Discipline:

The Climate: As a school we must create a positive atmosphere for our children, teachers and other adults to work in. As a school we must actively promote behaviour we consider to be acceptable and appropriate; and to consistently seek to eliminate behaviour we consider to be inappropriate. Checklist for Positive Role Models and Behaviour: So what can we do as adults in school? There are a number of issues we can consider: What adult relationships do the children witness in school? They should be caring, kind, generous of spirit and consistent. What relationships exist within the classroom? They should be caring, supportive, sensitive and consistent. Does the child know that they are liked and valued? Does the child know that they will be helped if they cannot perform a task? Does the child know what the class rules are and why they exist? Are the rules consistently applied? Are there firmly established routines in the class? Children should not be expected to guess what a teacher expects. Does the child have enough space? Does the child have access to the equipment they need? Are the tasks at an appropriate level? Does the child know what to do if they finish the task? Are there tasks during the week that a child is good at?

Our Roles in School: Teachers Role: The teacher can help to develop an atmosphere of good behaviour within each classroom. Teachers and children need calm, busy and friendly classrooms in order to work efficiently. Teachers can help by effective planning and being able to relate to children. Teachers should encourage good behaviour and learning methods in a positive way. Teachers should deal firmly and calmly with inappropriate behaviour. Ways in which the Teacher can Influence Behaviour: 1. Organise the classroom effectively for the use of the people working in it. Create an efficient and welcoming environment for the children using displays of work, artefacts and plants. 2. Plan to present work which is stimulating and creates enthusiasm in pupils, and which is closely matched to their ability.

3. Encourage positive aspects of behaviour, reward the positive verbally and tangibly. 4. Negotiate class rules with the children, adhere closely to these rules, and explain the reasoning behind them. Frame the rules in a positive way. 5. Remember there are two sides to every story: - Use reprimands and punishments sparingly and consistently - Be firm but flexible; take into account the factors influencing behaviour. - Deal with the behaviour you or another adult has observed; be wary of acting on another childs word alone. - Reprimand the behaviour, explain why it is unacceptable, and avoid criticising the child. - Use, where possible, private reprimands, avoid public humiliation, sarcasm and idle threats. 6. Organise your classroom to be able to monitor and observe the children easily and to create space between groups of children, where possible. 7. Remember you are an important role model for the behaviour of the children in your class. The Childs Role: The ways in which children conduct themselves and the ways in which they work has a tremendous influence on the other children in a school.

We should try to encourage children to be positive role models for their peers.
Examples: 1. Children should be encouraged to be responsible for themselves and manage their own work and equipment within clear guidelines from the teacher. 2. Older children should have the opportunity to set good examples for younger children. For example paired reading. 3. Children should have the responsibility of ensuring their classroom is clean and tidy and materials are taken care of. 4. Children are trusted to perform responsible tasks for the benefit of the school, class and themselves. For example, telephone duty, coat monitors or jobs within small groups (collaborative grouping). 5. Children should set a good example when away from school on trips. 6. Encourage respect and politeness to visitors The Role of the Parent:

Good behaviour can be promoted by a partnership between parent, teacher and child.
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School should: Maintain good channels of communication with parents. Provide a welcoming environment for parents involving a framework for useful liaison with teachers.

Parents should: Be encouraged to provide firm and friendly guidance for their children, which promote attitudes on which the good behaviour at school is based. Send their children to school having had a nutritious and filling breakfast enabling the child to concentrate during the day. Dress their child sensibly and appropriately for school and the weather.

The Role of the School:

The school needs to maintain a positive atmosphere for all pupils, staff and other adults to work harmoniously and successfully.
The Ways in which the School will Promote Good Behaviour: 1. All members of staff need to accept responsibility for maintaining and promoting good behaviour throughout the school. Staff should accept responsibility for a consistent application of our school policy. 2. The use of our policy should develop from a mutual respect and trust between the children and adults within the school. 3. Teachers should display and promote the type of behaviour and standards of dress expected of the children in the policy. 4. Good behaviour should be promoted by praised and reward in different forms. 5. Good behaviour will be promoted by: Quality planning with work at the childs level A quality environment in which to learn A good relationship between school and parents 6. Unacceptable behaviour should be dealt with in a fair and consistent manner and reflect the nature of the misbehaviour. 7. Any punishment should be consistent and proportionate to the misbehaviour observed. Parents should be involved and informed about the punishments being used and the reasons for them. Parents will be involved when the teacher feels this is appropriate, at either an informal level early on or at a more formal meeting if behaviour persists.

Raising Self Esteem at Greenfields: Raising self esteem and confidence is the crucial factor in our school. It is of paramount importance that children self talk is positive and open to new learning. An atmosphere of challenge in a positive framework is what we seek to achieve. School is a positive and supportive learning environment. It is of great importance that children can become individual in a safe learning zone. We will always try to: Separate the person from the behaviour. Catch them being successful let them know it. Use the pupils names. Reward and celebrate success.

How can we build this Environment? We want to: Encourage personal responsibility through PSHE, Citizenship, having School Councillors, Helpers, Message Takers and Monitors. Praise given to children in all they succeed at. Tangible rewards such as stickers, cards, certificates, stamps and oral and written comments. Celebrate childrens success with an audience via ~ classrooms, commendation assembly, school assemblies and newsletters. Rewards and praise is never devalued by over use, nobody gets tired of being praised. Use reward systems in class with in built hierarchy of success, e.g. using school managers/assemblies to give praise a greater weight. Celebrate the whole breadth of the curriculum. We offer a wide range of extra-curricular activities where children can succeed. Offer a range of residential experiences where children can learn responsibility for working with others and about themselves. Share childrens achievements with parents. Discuss and work with parents to support childs progress and praise developments. Encourage peer group celebration of effort and success.

Code of Conduct: Around school: To be quiet when asked (i.e. in assembly). Walk in and around the school. Open doors for others. Be polite and courteous when speaking to people. Be particularly helpful and considerate towards younger children.

Out of school: When on a school visit or representing the school, always remember that the schools reputation depends on the way you behave. When on a school visit always remember to be aware of safety. 8

Class rules are negotiated and agreed upon and then displayed at the beginning of each year. The children are reminded of them when appropriate.

In the class base: Walk into the class reasonably quietly at the beginning of each session. Sit down in the appropriate place at the start of the morning and afternoon session. Put your hand up rather than shouting out when asking or answering question. Move around the room quietly to ensure no-one is hurt or disturbed unnecessarily. Always return resources and equipment to the correct place. Be considerate of other childrens needs and treat them with respect. Be welcoming and polite to visitors. Take pride in your work and in the work of others. Take care of your own and other childrens possession. The school signal to gain the childrens attention is that all adults will raise their hands in the air. The children will do the same and fall silent. Early years may use other more appropriate signals.

At playtime and lunchtime: Leave and enter the room reasonably quietly and sensibly. Always ask an adult if you wish to enter the building. Ensure all litter from tuck is put in the bin. Be considerate of others around you and use space sensibly so that others do not get hurt. Never fight or play fight. Always be courteous and respectful of all the adults working in the school.

Class Rules ~ Describing the Behaviours: Class and school rules should be few in number and framed positively. Describe the behaviours you want and not the behaviours you dont want. Reinforce positively when you get them. Be specific. Aim to praise on a ratio of four positive unconditional strokes to each negative. Separate the person from the problem behaviour. Catch them being good, catch them being successful ~ let them know it. .

Behaviour Strategies in school

Strategies in practice.
(EYFS practices outlined in separate policy see appendix 1) Reward Systems:

House Points system in each class. The school has 3 houses: Berwick, Hotspur and Hemsworth. The most individual class points are rewarded with Star of the Week and a class based reward. 9

There is a weekly House Points winner in assembly on Monday. House with the most points in a term wins the Mufti prize coming in their own clothes for a day. The annual winner is added to the House Trophy. Class Dojos are used throughout school and act as house points. They are to be added on to the house points chart at the end of the week. www.classdojo.com

Golden Time: 20 Minutes reward time, pupils choose the activities they would like to do. Commendations: assembly to commend good work, behaviour or politeness in class. Golden Book and certificates for achieving target cards in Maths. Reds: club rosettes for outstanding achievement and outstanding effort. Postcard of Praise: Half termly card sent to parents when their child has been a credit to them. Wonderwood: Child awarded in assembly and reasons shared on hall display PHSE related. Polite Person: Sticker and person appear on the newsletter The Bell. Lining up rewards: children best behaved at playtime; class receives 5 minutes extra break.

Class rewards: individual classes reward children via star charts and so on. E.g. Class raffle prizes. Also a range of awards for : Bike It, Reading Miles, Reading Rockets, Reading Away Tour and Read round Britain.

Sanctions: Expectations in the classroom are outlined in the childrens classroom charter displayed in each classroom. Teachers share these rules with the children and adapt them to class rules for individual classes.
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Whole school systems based on traffic lights: All children begin on the `Golden Mat` and will all be rewarded with 20 minutes choosing time as Golden Rules system indicates. Children remaining on the Golden Mat all week receive a class based reward. Applying the sanctions in the classroom is undertaken through the teachers professional decision and should reflect their knowledge of the class and individual pupils.

Green: Prior to green children are told that behaviour may lead to a warning. Continued unacceptable behaviour leads to pupil being placed on Green light. EYFS use a Cloud system following the same strategies:

Amber: Following further warnings about behaviour child is placed on the amber light.

Red: If the child has continued with the inappropriate behaviour they are placed on the red traffic light and will miss 5 minutes of Golden time. They return to the Green light but have 1 mark on their name. 4 red visits in a week mean the pupil misses Monday break with the Head teacher- Red Zone Break Child can earn time back in the week through good behaviour, but cannot return to Golden Mat for class rewards. Red Zone Break: Monday morning break with Head teacher reflect on inappropriate behaviour. Range of forms for children e.g. Think sheets Golden Rules apology letter Problem report 11

Golden Rules copy sheet Assembly rules copy sheet Visits to red traffic light. If pupil has received red warnings appropriate Timeout sanctions are used to promote good behaviour.

Parents informed informally of behaviour at any stage. In certain incidents children will be sent straight to the Head teacher. These incidents are those deemed as more serious and include: Physical violence to pupil or member of staff Swearing Bullying behaviours Serious issues such as those relating to racist or child protection issues.
Timeout: Following a red traffic light or at the teachers discretion: This sanction might be used to avoid red traffic light or other sanctions by moving the child to a timeout area for a short period of time. Timeout 1: Child will move to table/ area on their own for a specified period of time relative to their age.

Following 2 red traffic lights or behaviour deemed to warrant a brief class move:
Timeout 2: Child moves to another class base for a short period of time.

3 Reds or particularly unacceptable behaviour then:


Timeout 3: Child moves to key stage managers` classroom for a short period of time.

Further reds or incidents of very unacceptable behaviour:


Timeout 4: Child moves to Deputy Heads classroom for a short period of time Timeout 5: Child moves to Heads` office for a short period of time. If timeout and traffic light systems are not correcting unacceptable behaviour a child will move to a Golden Rules Chart( GoRC) 12

Children should not sit out breaks unsupervised e.g. outside staffroom. If the sanction is important enough for a child to miss break it is important for the teacher to supervise this sanction.
Golden Rules Charts: (GoRC) 1. Chart 1 Child and Head teacher; Child brings daily card to Head to monitor behaviour. Child chooses reward for good behaviour. Parent meeting arranged. 2. Chart 2 Home / School chart child brings chart to Head after each session and card goes home to be signed each week, School and parents negotiate appropriate reward. At these stages appropriate outside school support maybe used for example: Behaviour Support Team. Serious Sanctions: If pupils persist with unacceptable behaviour then more serious sanctions will be applied. Temporary and permanent exclusions. As a last and final sanction exclusions will be used in accordance with LEA Guidelines. {Appendix}

Other Sanctions:
At Lunchtime: Record incidents in Incident Book. Supervisors: Stand at fence for 10minutes Walk with supervisor for 10 minutes Red card / traffic light for class system. Sent to Head/Deputy Trips: Trips should not be removed as a sanction. If a childs behaviour is a safety concern for the trip after reading the risk assessment then the parent should be invited to attend with the pupil in the first instance. If the parent is unable to attend and no other arrangement can be made child will miss trip. The risks

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should be discussed with the Events and Visits co-ordinator; currently; Andrew Morris. Reward events in school can be removed if the pupils` behaviour has been very unacceptable. Sporting Events: Clubs and matches should not be removed as a sanction. If a pupil is disruptive or behaves badly in a club they will miss the following club week this may be taken into consideration when teams are picked. Children forgetting their PE kit should borrow kit or come out to watch the lesson and record what is happening. If the kit is missing for 3 weeks a letter is sent home to parents. Assembly: Children moved who are talking in assembly will move up to red on the traffic light on return to the class. Teacher or TA to collect class from assembly.

Exclusion: In some cases of serious misconduct it may be desirable to exclude a pupil temporarily from school for a time. Such a cooling down period should allow for a more considered approach to the future, but should also signal to other pupils that an offending pupil has been severely admonished. This will be the first element in dealing with cases of extreme misbehaviour. If this course of action does not lead to an improvement then school will exclude the pupil for a period of up to three days. Under these circumstances the Headteacher must have the backing of the Governors. The Area Education Officer must be informed. Notification in writing of the reasons for the exclusion need to be given to the parents. If the above fail to modify the behaviour, permanent exclusion will take place this decision will be taken by the school and approved by the governing body. The Area Education Officer must again be informed and once more parents notified in writing as to the reasons for permanent exclusion.

Once this decision is taken the A.E.O. will call a case conference and seek an alternative placement for the pupil. See exclusions guidelines in Appendix. Anti Bullying Policy: How Do We Deal With Bullying?

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Bullying may be distinguished from other unacceptable forms of aggression in that it involves dominance of one pupil by another, or a group of others, is pre-mediated and usually forms a pattern of behaviour rather than isolated incident. Many pupils experience bullying at some point. The fact that incidents have not been reported to staff does not mean they are not happening. Bullying or other forms of harassment can make pupils lives unhappy, can hinder their academic progress, and can sometimes push otherwise studious children into truancy. DfEE Circ 8/94, paragraph 55 The most productive measure to combat bullying is to develop an anti-bullying ethos throughout the school. This can be promoted within the classroom and in assemblies. The school is charged with the responsibility of promoting the childs spiritual, moral, cultural, mental and physical development. An anti-bullying campaign forms part of this. At the very start of this document the notion of childrens self esteem is discussed. Clearly children who feel good about themselves are less likely to bully, and children with high self esteem are more able to face up to the bully. Throughout the curriculum it is possible to explore issues such as: What is bullying? What causes people to bully each other? How does it feel to be bullied / to bully? What are the effects of bullying behaviour on bullied pupils; on pupils who bully? Others; on bystanders? What would our school (our society) be like if bullying behaviour was acceptable? Why should we try not to bully each other? What can we do to stop bullying? What moral dilemmas do we face when we are confronted with bullying behaviour? DfEE, Bullying dont suffer in silence, page 39

Children can take an active part in discouraging bullying: By not allowing someone to be deliberately left out of a group. By telling a member of staff what has happened. By not smiling or laughing when someone is being bullied. By encouraging the bullied pupil to join in with their activities or groups. By telling the bullying people to stop what they are doing. By showing the bullying pupil that they disapprove of his or her actions. How We Deal with Bullying: Record all reported incidents identified by parents, pupils or staff. Record the incident, talk to children involved, and explain the action that will be taken. Show the child being bullied they are being supported... Describe to the child involved the inappropriate behaviour and how best to improve this. Describe the action as bullying not the pupil as a bully. Record incident and children involved in School Bullytin which forms part of the Day Book. Add to Lunchtime Staff Bulletin. 15

Check daily for one week with pupil. Check following fortnight and at half term. Check with parent weekly at the end of half term. Clearly show on Bullytin your recording and any further incidents. Repeated bullying actions should be dealt with through the normal school sanctions. Keep parents informed of these actions. See School Sanctions list. Seek advice from Colleagues at any Stage. Involve Family Link Worker as appropriate.

Bullytin sheet example in Appendix 1 Date of Policy review: Date ratified by the governors October 07 Signed by: Head Teacher Governor Pupil(s) Parent(s)

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