CODE OF CONDUCT
The aim of the school is to recognise good behaviour and to promote the continuation of such behaviour. We aim to provide and maintain a positive and happy working environment for all our children. In order to do this we have placed an emphasis on recognising and rewarding good behaviour and work. We take steps to ensure that children conduct themselves in a manner which:
- Is conducive to their own academic development and personal well-being.
- Shows care and respect for the rights and property of others, children and adult.
- Enables sharing and displays care of material and equipment.
- Takes account of the needs of others and shows a growing willingness to act as a member of a group.
To this end both reward stickers and courtesy points are awarded to individuals and groups of pupils. These reflect an emphasis on politeness, displaying good manners and a positive attitude towards others within our school.
The courtesy points are collected by each class and weekly totals are calculated. Each week the winning class is awarded the courtesy cup and the achievement recognised on a display.
All classes use Golden time as a reward system. Pupils begin with full Golden Time but time can be lost for repeated poor behaviour.
Each staff member has awareness of the Class Behaviour Checklist, Appendix B. This serves as a day to day reminder about school procedures. Children are regularly consulted and involved in deciding class rules as part of Investors in Pupils.
Achievement stickers and certificates are also awarded, see rewards and sanctions.
We will reward positive attitudes in the following ways:
- Overt verbal praise.
- Stickers for good personal achievement (see sticker sheet for examples)
- Allow work to be shown to another adult, especially phase leaders.
- Celebrating work with another adult, especially the Head teacher.
- In Key stage 1 ten stickers will earn a special certificate which will be presented in Good Work Assembly. The stickers will be collected on a personal bookmark.
- In Key stage 2, beanies are given. 10 beanies = 1 star on the star chart. 5 stars = a prize such as a special pencil, pen etc. Y6 use 5 stars as less beanies are given to older pupils.
- KS2 also hold beanie raffles and give out golden tickets to promote positive behaviour.
- All classes will personalise selected rewards, such as table points, to suit their class.
- Giving specific privileges e.g. an enjoyable task.
- All classes use Golden time as a reward system. Pupils begin with full Golden Time but time can be lost for repeated poor behaviour.
- Good Work Assembly once a fortnight for up to three chosen children. Postcards sent directly to parents on the opposite week to GWA.
(The suggestions above should be used by ALL those working in school).
It is intended that the following are seen as guidelines for dealing with unacceptable physical or verbal behaviour including bullying. Individual judgements should be made as to the severity or persistence of the behaviour and appropriate action taken. Also please refer to Appendix A, Sanctions, which is displayed in every classroom.
Rewards i.e. stickers once given should not be removed. However, unacceptable behaviour will result in one of the following:
- Verbal warning, indicating the unacceptable behaviour. (It is important that it is the behaviour that is seen as unacceptable and not the child.)
- Exclusion from certain activities e.g. play and or lunchtime, clubs, choosing time etc.
- Pupil sent to the Phase Leader, Deputy Head for serious/persistent misconduct.
- Head teacher to contact the parent by letter in the first instance.
* ‘Time Out’ – removal from lunch will result in having name entered in the ‘Time Out Book’ and if it happens 3 times in any half-term parents will be contacted and a child may be put on report. The report system involves the child speaking to their teacher after each session and liaising with SMT about their behaviour throughout the day.
- A Positive Handling Plan may be written to provide advice about which strategies the child responds well to and the key person for sanction. Children may also be put on report – where they ‘check in’ with an adult before each playtime
- Pupils may be placed on report. Please see above for details
- Pupils who require extra support are put on the behavioural register.
- At the concern stage their behaviour is monitored by the class teacher.
- Under certain circumstances we may adapt systems as appropriate for specific individuals or groups of pupils.
At School Action child has some type of behaviour programme, this may take the form of a target sheet or diary and discussions will have taken place with parents who will be encouraged to take daily interest and reward positive behaviour. Challenging behaviour will be recorded and risk assessments carried out as appropriate.
- At School Action Plus of the register outside agencies will be involved via the Education, Psychological and Behavioural Service Children at this stage or in danger of exclusion will have a P.S.P. – Pastoral Support Plan and may have a fixed term exclusion from school as part of their sanctions.
- Children with a Statement will have some adult support in order to focus their behaviour and to minimise the educational effect of their difficulties. This may include individual programmes set up between the pupil and the TA. focusing in positive behaviours as much as possible.
- Pupils who are individual programmes should have their behaviour monitored by the class teacher in the first instance as their parents are by necessity already involved.
It is the Policy of the Inmans Primary School to try to deal with all behavioural issues in an active, positive way, employing a wide range of strategies, including specifically designed individual programmes, internal exclusion, to avoid such issues reaching the point of exclusion (included in the body of this policy).
However should the need for exclusion arise, following a sustained period of unacceptable behaviour or a single case of an extremely dangerous and/or violent act, the school will adopt the following recommended approach.
The child will be excluded, initially for a fixed period of 1- 3 days.
Parents/guardians will be notified immediately by telephone and asked to remove their child from the school.
They will be given a formal letter outlining the reason for exclusion, the exclusion process and details of procedures they may wish to adopt e.g. appeals procedure.
The Chairman of Governors will be notified at the time exclusion is decided, as will the appropriate agencies of East Riding County Council e.g. EWO
The school will also work to put in place a support plan for the pupil on his/her return be this fully after the 3 days or in stages.
The package will include input from staff at the school, parents, Educational, Psychological and Behavioural Support Team, EWO and, if deemed appropriate, the child.
Should it be decided for whatever reason that the matter needs to be put in the hands of another agency i.e. the incident leads to the discovery that there is a Child Protection issue, the school will continue to monitor the situation and work closely with that agency.
It is hoped that in most cases following an exclusion, the child will be able to return to school and that the support programme will promote in him/her a more positive attitude and a subsequent improvement in behaviour
The decision to exclude a pupil will be taken in the following circumstances:
In response to a serious breach of the school’s Behaviour Policy;
If allowing the pupil to remain in school would seriously harm the education or welfare of the pupils or others in the School. Exclusion is an extreme sanction and is only administered by the Head (or, in the absence of the Head, the Deputy Head who is acting in that role). Exclusion, whether fixed term or permanent may be used for any of the following, all of which constitute examples of unacceptable behaviour.
- Verbal abuse to Staff and others
- Verbal abuse to pupils
- Physical abuse to/attack on Staff
- Physical abuse to/attack on pupils
- Indecent behaviour
- Damage to property
- Serious actual or threatened violence against another pupil or a member of Staff
- Carrying an offensive weapon
- Unacceptable behaviour which has previously been reported and for which School sanctions and other interventions have not been successful in modifying the pupil’s behaviour
This is not an exhaustive list and there may be other situations where the Head makes the judgment that exclusion is an appropriate sanction.
Most exclusions are of a fixed term nature and are of short duration (usually between one and three days). The DfE regulations allow the Head to exclude a pupil for one or more fixed periods not exceeding 45 school days in any one school year.
The Governors have established arrangements to review promptly all permanent exclusions from the School and all fixed term exclusions that would lead to a student being excluded for over 15 days in a school term or missing statutory testing (Key Stage 2 SATs).
Following exclusion parents are contacted immediately where possible. A letter will be sent by post giving details of the exclusion and the date the exclusion ends. Parents have a right to make representations to the Governing Body and the LA as directed in the letter.
A return to School meeting will be held following the expiry of the fixed term exclusion and this will involve a member of the Senior Management Team, SENco Class teacher and other staff where appropriate.
It is School practice to have a readmission meeting with the parents on return to school, the Pastoral Support Plan will be reviewed. This needs to be agreed with the School, pupil and parents.
Internal exclusion from peers and year group with support staff is sometimes used as a means to reintegrate a pupil who has served an external exclusion.
During the course of a fixed term exclusion where the pupil is to be at home, parents are advised that the student is not allowed on the School premises, and that daytime supervision is their responsibility, as parents/guardians.