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Date of approval: 18th March 2020

Date of next review: Spring 2021

Agreed by Whitchurch Primary School & Nursery Governing Body

Name

Chair of Governing Body

Neil Sherman

Chair of Standards Committee Kulabalasingham Sudhakar

Headteacher

Joanne Daswani

Behaviour Policy

Code: S17

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Safeguarding Statement At Whitchurch Primary School & Nursery we respect and value all children and are committed to providing a caring and safe environment for all our pupils. We recognise the important part we have to play in identifying children and young people at risk of abuse and neglect, and in securing appropriate support for them and their families. We understand that it is the responsibility of every adult, whether employed, entering the school on a voluntary basis, or invited to deliver services at Whitchurch, to recognise and report any concerns they may have or disclosures made to them by children. Equality Statement At Whitchurch Primary School & Nursery we ensure equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school irrespective of age, race, gender (re-assignment), disability, religion and belief, sexual orientation, marital/co- habiting status or socio-economic background. We develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. Aims At Whitchurch Primary School & Nursery we aim for our pupils to become independent learners, motivated by their natural curiosity about the world in which they live. We want them to enjoy life and be happy.

Our school staff have very high expectations and believe that outstanding behaviour provides the

foundation of a positive learning environment and contributes significantly to children’s happiness

and well-being. We recognise that children come to school from a wide range of backgrounds and social

circumstances. We are committed to treating each child as an individual whilst making every effort

to maintain a consistent approach to behaviour management across the school. Children are expected to show respect for their peers, adults, and school property. We work hard

to promote good manners and encourage children to show a caring attitude towards others and to

be responsible members of the school community.

At Whitchurch Primary School & Nursery our six values (Respect, Generosity, Resilience,

Responsibility, Honesty and Self-belief) are actively taught and promoted. These are underpinned

by the UNICEF Rights Respecting School Award particularly Articles 3; 12; 15 and 29:

Article 3: All organisations concerned with children should work towards what is best for the child.

Article 12: Every child has the right to have a say in all matters affecting them and to have their views taken seriously.

Article 15: Every child has the right to meet with other children and to join groups and organisations, as long as this does not stop other people from enjoying their rights.

Article 29: Education should develop each child’s talents and personality to the full.

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Expected standards of behaviour Children are expected to show consideration for others at all times and to adopt a polite manner

both towards their peers and towards adults. Every child should be able to work without undue

distraction from other children and to be a member of the school community without fear of mental

or physical acts of bullying by other children.

Children are expected to enter and leave their classroom in an orderly manner. When moving around

the school, children will be supervised by their class teacher or another adult who are expected to

have sight of all children when moving from one room to another. Running inside the school building

is dangerous and therefore inappropriate.

Adults within the school environment have a duty to provide positive role models in all areas of behaviour, including non-teaching staff and visitors to the school. Older pupils are encouraged to care for and support younger ones both inside and outside the school building, just as they would in the family home. At Whitchurch Primary School & Nursery we aim to have a positive, caring ethos and provide challenging, well planned educational opportunities. The goal is to produce caring, successful pupils with high self-regard and esteem as well as an awareness of appropriate behaviour in all social and academic contexts.

Positive behaviour is most likely to be achieved when:

there are clear expectations of appropriate standards of behaviour in class and around

school (including on the playground and before and after school);

staff consistently reward positive behaviour and support the understanding of

consequences for inappropriate behaviour;

staff emphasise and model positive behaviour choices and their impact on the well-being of

others and the quality of learning;

relationships in school are stable and positive;

there is mutual respect between children and peers and between children and adults.

Our approach to positive behaviour: Praise We regularly praise the children. We use verbal praise and silent gestures such as a smile, thumbs up or a nod. Well Done Postcards Well Done postcards for behaviour, outstanding work, effort or progress will be given out in Year Group assemblies. Golden Time In KS1 half an hour is given every Friday afternoon as an incentive for good behaviour for that week At the discretion of the teacher, time can be removed from individuals or whole classes Golden Time activities should have a clear structure and be adult led House points

Reward stickers / Star charts

Positions of responsibility given to the children.

Opportunities to share learning with other staff or children, for example in Achievement Assembly

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or sending children to a senior leader to celebrate good work.

Awards and certificates in Achievement Assemblies.

Communication with parents through Friday phone calls, or Home-link Book.

Attendance Excellent attendance postcards will be handed out during termly Year group assemblies for pupils with an attendance of 97% or above.

The Role of the Adults in School All adults have an important role to play in setting a good example to the children and in expecting

high standards of behaviour. Adults should make every effort to create and sustain a positive,

supportive and secure learning environment. Each child is encouraged to do their very best and to

develop positive attitudes towards schoolwork. Children are likely to behave well when lessons

are well prepared, stimulating and the activities are differentiated to ensure a good match

between content and ability. Good practice will include:

Quality first teaching with well-prepared lessons.

Matching content and activities to differing level s of ability.

Ensuring an attractive e. and tidy classroom environment with stimulating displays and resources that are readily available

Marking work promptly and providing ‘next steps’ feedback.

Adults modeling mutual respect and positive behaviour attitudes towards children and to their peers.

Our approach to inappropriate behaviour The majority of our children are well behaved, but we must address any inappropriate behaviour as swiftly as they occur. Children must be made aware that their behaviour choices may have consequences. Time outs/exclusions At certain times it may be necessary to give a child time out from the classroom. Being sent out of the classroom to another classroom is not always a punishment but may provide some ‘cooling down time’.

Children should be sent to a parallel class within the year group where they will reflect upon their behaviour and complete work where required.

Children should never be sent to stand outside the classroom or to any unsupervised area.

For more serious incidents children may need to be sent to the/a senior leader or in extreme cases be removed from the classroom by a senior leader.

An adult should always escort a child. Parents should always be informed of any persistent behaviour that requires intervention.

Other sanctions When children misbehave or act in a way that is not consistent with the school’s expectations, the following sanctions may be used:

The child will be reprimanded and reminded of the classroom/school expectations (Code of Conduct: Appendix A).

The child may miss playtime completing unfinished work, asked to write a letter of apology, or in KS2 fill out a Behaviour Reflection Sheet. Children may also be asked to help with a task such as washing up paint brushes, tidying books.

The child may be sent to the Year group leader or Deputy Headteacher who will record the

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incident on SIMS.

Parents may be consulted and patterns of behaviour discussed if the teacher thinks it necessary. The group leader or phase leader should be informed of this action.

A meeting with parents would aim to reach an agreement as to the nature of the problem and to decide on a co-operative home/school approach to correcting it, which may involve a daily or weekly report book being signed by staff and parents.

If a behaviour plan is deemed necessary, the Class Teacher, with the support from a senior member of staff, will arrange a time to discuss the plan with parents so that both home and school are working in partnership. The behaviour plan will be shared with those, who on a daily basis are in constant contact with the child, in order that strategies are fair and consistent.

In extreme cases a child may be excluded from school at lunchtimes, a fixed period or permanently. The School follows the guidelines for exclusions as defined by the DfE and the London Borough of Harrow, as outlined in the School’s Exclusion Policy.

The Chair of Governors and LBH are consulted with and informed of all exclusions whether fixed term or permanent. See Department for Education’s statutory guidance regarding exclusions: https://www.gov.uk/government/publications/school-exclusion

Escalation Where appropriate, incidents should be dealt by the member of staff supervising the child/children involved. If behaviour incidents are serious (or if an adult requires support) or if poor behaviour does not improve, the following hierarchy of support should be followed:

Class Teacher

Phase Leader / Year Group Leader

Deputy Headteacher

Headteacher All serious behaviour incidents should be recorded on SIMS. Progression of rewards and sanctions throughout the school

Rewards Sanctions

EYFS Nursery Behaviour chart linked to golden time

Stickers

Postcards home

Star of the Day

Reflection time in the classroom

EYFS Reception Behaviour chart linked to golden time.

Stickers

Postcards home

Marble Jar

Reflection time in the classroom

Sent to parallel classroom

KS1 Behaviour chart linked to golden/play time.

Stickers

Postcards home

Star of the Week

Worker of the Week

Reflection time in the classroom

Sent to parallel classroom

Missing some or all of golden/play time

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KS2 Stickers

Postcards home

Star of the Week

Marble Jars

Sent to parallel classroom

Missing break/lunch playtime

Use of the Behaviour Reflection Sheet

Other rewards are given at each teacher’s discretion

Physical Intervention All members of staff have the legal power to use reasonable force where necessary. Force is usually

used either to control or restrain. This can range from guiding a pupil to safety by the arm through

to more extreme circumstances such as breaking up a fight or where a student needs to be

restrained to prevent violence or injury. ‘Reasonable in the circumstances’ means using no more

force than is needed.

Schools generally use force to control pupils and to restrain them. Control means either passive

physical contact, such as standing between pupils or blocking a pupil's path, or active physical

contact such as leading a pupil by the arm out of a classroom. Restraint means to hold back

physically or to bring a pupil under control.

It is typically used in more extreme circumstances, for example when two pupils are fighting and

refuse to separate without physical intervention. School staff should always try to avoid acting in a

way that might cause injury, but in extreme cases it may not always be possible to avoid injuring

the pupil. Refer also to the school’s Safeguarding Policy.

Reasonable force can be used to prevent pupils from hurting himself or herself or other children/staff, from damaging property, or from causing disorder. If the use of force is necessary, reasonable adjustments for disabled children and children with special educational needs will be made. The use of force or restraint will be recorded and signed by a witness and the parent/carer will be informed of the incident. If possible, members of staff trained in the use of physical restraint should carry out physical restraint. The school will ensure that appropriate numbers of staff are restraint trained in any academic year with a rolling programme of renewal every two years.

See DfE Guidance: Use of reasonable force: Advice for head teachers, staff and governing bodies for more detailed advice: https://www.gov.uk/government/publications/use-of-reasonable-force-in-schools

Pastoral/mental health Support Children exhibiting behavior that causes further concern can be referred to the Pastoral Team, the School Counsellor, or in more serious case to the Helix. Bullying The school has a comprehensive Anti-Bullying Policy. This is available to parents from the school office and is on the school website. Bullying of any kind is not tolerated and will be treated very seriously. The school encourages caring attitudes and makes it clear that bullying is unacceptable. This is done through a planned programme of personal, social and health education, through school and class assemblies and through the recognition of cyber bullying in Computing. All staff including Welfare Assistants and Midday Supervisors

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regularly review any incidents of behaviour that give cause for concern about bullying and all reported incidents are followed up immediately.

Racist and Homophobic Incidents In line with our Equalities Statement we aim to create an environment in which individual differences are valued and respected. It is the duty of the school to investigate any incidents of racist or homophobic behaviour and to take steps to prevent future incidents from occurring. The school records incidents that are perceived to be racist or homophobic and reports them to the Local Authority according to current regulations. We do not accept children using any form of homophobic language. The first incident of racist or homophobic behavior will be followed up by the senior leader with a letter and/or meeting with parents. Any subsequent incidents may involve the Deputy Headteacher or Headteacher, with a meeting including the teacher, parents and Chair of Governors and may result in fixed-term or permanent exclusion. Monitoring Each class teacher is responsible for standards of behaviour in their class. The Senior Leadership Team will monitor the standards of behaviour across the school and will provide half termly reports to the Headteacher.

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Appendix A

Code of Conduct for Pupils

Try to understand how other people feel: remember that your behaviour will affect how they feel.

In class make it as easy as you can for everyone to learn and the teacher to teach. This means:

a) listening carefully to your teacher or other adults.

b) working quietly and co-operatively without distracting others.

Move quietly around the school, without running, shouting or barging.

Be ready to help others, by opening doors or standing back to let others through.

Be polite and helpful to everyone.

Keep our school clean and tidy, hang up coats and bags that may have fallen in the corridor or classroom, put litter in the bins, and clear up after lunch or other activities.

Be in the right place at the right time and keep to those areas of the school where you are supposed to be; go quickly back to class after breaks.

Respect other people’s property and always seek permission before touching it.

When coming to or from school, or when you are out of school on a visit or school journey, remember you represent and carry with you the good name of Whitchurch Primary School & Nursery.

Wear correct school uniform each day, and wear the proper kit for all P.E. activities.

Sweets, chewing gum, or other foods are not to be eaten during the school day without prior permission.

Fighting, kicking or bullying, whether real or play, is not allowed at any time.

At the end of break in the morning or at lunch times a whistle will be sounded which is the signal for all children to stop talking and stand still. At the second whistle walk quietly into school.

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Appendix B

Appendix C

Pupil Behaviour Reflection Sheet (Upper School)

Name: Class: Date:

What I did wrong

Why it was wrong?

Consequences for other people

Consequences for me

What I will do differently next time

Class Teacher comments: Have Parents/Carers been informed? Yes/No Signature of Class Teacher: Signature of child:

Appendix D Pupil Behaviour Reflection Sheet (Lower School)

Name: Class: Date:

What I did wrong

Why it was wrong

How did I feel

Tick or draw your own

What will I do

next time

Class Teacher comments: Have Parents/Carers been informed? Yes/No Signature of Class Teacher: Signature of child: