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Gorsey Bank Primary School

Behaviour and Anti-Bullying Policy

Reviewed: Autumn 2013 Next review: Autumn 2015

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Rationale Gorsey Bank Primary School wishes to provide a school environment that is safe and stimulating for the children in our care. In order to ensure that this is so, we have introduced a policy with set procedures to create a calm, secure and happy working environment for all. We have a Home School Agreement which the children and parents sign when they start school in Reception or at the time in which they join the school. This sets out, in general terms, how we expect our pupils to behave in school and on visits. All pupils are expected to behave according to the guidelines set out in the Home School Agreement. All staff and adults working in school sign a Code of Conduct which sets out how we expect adults in school to behave. An Acceptable Use Policy for ICT is also signed by all adults working or volunteering in school. Policy Aims To develop an inclusive Behaviour Policy, supported and followed by the whole school community, parents, teachers, children and governors To provide a behaviour management framework which should be modelled and adhered to by all school staff at all times. To foster a caring, family atmosphere, in which teaching and learning can take place in a safe and happy environment. Through the school curriculum, to teach moral values and attitudes. This will promote responsible behaviour, self-discipline, self-respect and respect for others. To reinforce good behaviour, by providing a range of rewards for children of all abilities. To make clear to children the distinction between minor misdemeanours and serious misbehaviour and the sanctions that will follow any misbehaviour. To resolve behavioural problems as they occur with the expectation of achieving an improvement in behaviour. To comply with Equality legislation regarding racist incidents and to ensure there is no discrimination against any individual or group as a result of their race, sex, sexual orientation or religion. To ensure that children understand bullying in any form is unacceptable and that reports of bullying will be taken seriously, recorded and acted upon. To involve parents and keep them informed of actions taken in response to an allegation. To carry out a full investigation following any report of bullying with detailed records kept of incidents, reports and allegations. To monitor incidents of serious misbehaviour and bullying.

Responsibilities It is the responsibility of the Assistant Head Teacher (AHT) with the support of individual staff members, to take the lead on behaviour issues in school. It is the AHTs responsibility to review this policy and any other behaviour related documents. The AHT also has a responsibility to attend local cluster meetings, share best practice and provide support and suggestions for all stakeholders as required. The AHT will ensure that every member of staff is aware of current legislation regarding behaviour management and handling of children. They will also ensure that every member of staff is aware of the procedures and practice as set out in this policy. Incentive Scheme Children can be rewarded for academic and non-academic achievements, for effort and for all aspects of good behaviour.

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Procedures (Linked to Rewards & Sanctions Flowchart) Rewards and Sanctions Rewards and Sanctions are reviewed periodically, taking into account any specific or general behavioural issues prevalent, alongside this policy. Rewards and Sanctions House Points- Academic Especially good effort Especially good presentation An exceptional piece of work (for that individual) House Points- Social Good behaviour when others are misbehaving Polite gestures (e.g. holding a door, standing aside) Demonstrating care, courtesy and consideration Initiating politeness (e.g. saying good morning) Exceptional politeness/social awareness Class Points Whole class doing what is expected Exceptionally good behaviour/effort/work from class

1-2 points 1-2 points 2-3 points

1 point 1 point 1-2 points 1-2 points 2-3 points

1 point 2 points

When a class reaches 50 class points, a class treat can be awarded (maximum of one term). KS1 extra break time, KS2 to be chosen by the children. Stickers/Certificates Awarded from Reception onwards as appropriate Diamond stickers in books for excellent work/effort Good Work certificates (in Key Stage Good Work assemblies) Star of the Week certificates (Reception to Y6) WOW Awards (Y5/6) Excellence Awards from the Head Teacher End of Year Awards and certificates e.g. Shining Stars Sanctions (these are hierarchical) 1. Verbal warning = name on the board 2. Tick next to name = miss play time and name in Class Behaviour Book: -take drink and snack straight outside, report to the teacher on duty and stand in front of the information screen in the Music Room window. -no interaction between the children missing play and the children playing out 3. Subsequent ticks on the same day or more than one missed play in the same week = sent to Sanction Time on designated day and name entered in SLT Behaviour Book 4. More than one Sanction Time = parents informed Names and ticks are to be deleted at the end of each day to allow for a fresh start. Exclusion Process In some cases of exceptionally poor behaviour, the exclusion process will be put in action. An internal exclusion would result in a pupil being educated and spending break in a different year group for a fixed period of time. Parents have the right to appeal to the Pupil Discipline Committee of the Board of Governors within five school days. An LA leaflet, which explains the process, is available from the school office.

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Rewards

Academic Behaviour
Especially good effort Especially good Presentation An exceptional piece of work for that individual

Social Behaviour
Good behaviour when other are misbehaving Polite gesture Demonstrating care, courtesy and consideration Initiating politeness Exceptional Politeness/social awareness

Class Behaviour
Excellent lining up Exceptionally good behaviour from whole class Exceptional work from whole class

Rewards
1-3 House Points KS1 - Name in Achievement Jar Platinum sticker in book

Rewards
1-3 House Points KS1 - Name in Achievement Jar

Rewards
1-2 Class Points

Stickers & Certificates


Star of the Week Good Work WOW Awards (Y5/6) HT Excellence Visits Diamond sticker in book End of year awards

Stickers & Certificates


Lunchtime supervisor stickers Star of the Week HT Excellence Visits End of year awards

Stickers & Certificates


50 Class Points KS1 - Extra Break Time KS2 - Class Treat Special mention in assembly & on information screens

Recorded Information
Class Happy Book Star of the Week HT Excellence Visit Record Friday Issue

Recorded Information
Class Happy Book Star of the Week displayed on information screens and in the entrance hall

Recorded Information
Class Happy Book Friday Issue

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Sanctions

Misbehaviour
Playtime incident Rough games Cheeky or disrespectful Name calling Swearing Silly behaviour

Repeated Misbehaviour
Repeatedly unkind towards others either physically or emotionally False allegations Repeatedly disrespectful Repeated swearing Disruption in class/playground

Persistent Misbehaviour
Persistent misbehaviour Persistent name calling Disrespect to staff Racist or sexist remarks Offensive language Tampering with school equipment Aggressive physical behaviour Persistent disruption in class Bullying (see bullying section)

Serious Misbehaviour
Stealing Persistent disrespect to staff Violence or intended violence Damaging other possessions Leading a group in persistent emotional abuse towards others Racist remarks Sexist remarks Repeated vandalism

Action
Listen to both sides Seek witness accounts Talk through incident Name on board Inform the Class Teacher Give a verbal warning

Action
Listen to both sides Seek witness accounts Talk through incident Inform the Class Teacher Consider Referral to LM Tick next to name on the board

Action
Discuss with the children how they should have managed their behaviour Class Teacher to inform parents Referral to LM

Action
Call parents into school for meeting with HT/CT & LM if appropriate Formal written warning sent to parents explaining next step which could be a fixed term exclusion

Consequence Apology Time out to consider their actions (miss 5 minutes of break or 15 minutes of lunch break)

Consequence Apology Time out to consider their actions (miss 5 minutes of break or 15 minutes of lunch break) Sanction Time

Consequence
Apology Time out to consider their actions (missed break & lunch break ) Sanction Time Agree targets between CT/pupil so pupil is clear about what they must do to improve their behaviour (IBP)

Consequence
Apology Time out to consider their actions (missed break & lunch break) Pupil to report to HT/DHT on a daily basis Daily contact with parents agreed

Recorded Information If behaviour is repeated record in Class Behaviour Book

Recorded Information Record in Class Behaviour Book Record in Sanction Time Book

Recorded Information
Record in Class Behaviour Book/Sanction Time Book IBP to be shared with parents Records of bullying allegation/incident

Recorded Information
Record in Class Behaviour Book/Sanction Time Book Behaviour charts kept as evidence Formal written warning

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Actions to secure effective behaviour Ensure the behaviour curriculum is seen as a priority (PSHCE curriculum) Set a good personal example Hold regular circle times and Class Council meetings All staff must take an active involvement in securing appropriate pupil behaviour If children bring an issue to staff we must take the childrens concerns seriously All incidents MUST be recorded in the Class Behaviour Book or SLT Sanction Time Book Staff must use the following flow chart to guide their reactions and responses Be aware of emerging patterns of unacceptable behaviour and take action Serious concerns MUST always be taken to a member of SLT.

Lunchtime Supervision At lunchtime, supervision is carried out by a team of Midday Assistants (MDAs). The MDAs report any behaviour incidents to the Play Leader who is responsible for Behaviour and Safety at lunchtime. The Play Leader will report more serious cases directly to Class Teachers or a member of SLT. The MDAs secure effective behaviour by working to the policies outlined in this document. They use an agreed procedure for dealing with incidents which includes: Being proactive and positive in behaviour management Restorative Juice Approach Reminding children to do the right thing in line with the Home School Agreement Writing down the names of children who deserve special commendation for their behaviour or who persist in doing the wrong thing Using stickers in the dining room to promote desired behaviour when eating e.g. good manners Reporting children to the Play Leader/Class Teachers so the children understand that all actions have consequences Modelling effective behaviour themselves Providing time to listen to disputes Reporting all serious misdemeanours to the Senior Leadership Team (Head, Deputy or Assistant Head) immediately The children should treat the MDAs with the respect due to all adults at Gorsey Bank. Verbal, racial or physical abuse is not tolerated and constitutes a serious misbehaviour, which must be reported immediately. When serious misbehaviour or repeated disobedience at lunchtime is brought to the attention of the SLT it will result in loss of privileges and playtimes. Parents will be informed in line with the Behaviour Policy. Parents/Carers Parents can help by recognising that an effective Behaviour and Anti-Bullying Policy requires close co-operation between parents, teachers and children. Parents should discuss the school rules with their child, emphasising that they support the rules. Care and Control of Children All staff have a responsibility to provide interesting, challenging and well-paced lessons that motivate and engage the interest of pupils. Staff should always promote good behaviour through praise and rewards. Staff should never chastise a child physically. If there is a need for sanctions, the Sanctions Flow chart must be used.

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Behaviour Book The following information must be recorded: The pupils/adults own words The date time and place of the incident The events which led up to the incident The incident itself Names and statements from witnesses Action taken as a result of the investigation into the incident

Challenging Behaviour Challenging behaviour can take the form of verbal abuse, physical abuse, assault, defiant refusal, and absconding. For children who need more individual behaviour management support the following strategies can be used: Chunking down tasks and activities Removing any form of distraction Agreeing very clear timetables and task charts Rewarding good behaviour when the child DOES NOT EXPECT IT Devising a mood monitor Devised small attainable targets for the child in the form of an Individual Behaviour Plan Rewards of stars/smiley faces on work, on charts and in special books Use of certificates, special stickers for such things as listening, being kind, and so on Commenting on a childs good behaviour to other children/other classes Showing achievements in assembly Involving parents at an early stage Discuss the issues with the Learning Mentor, Welfare Assistant SENCO, or SLT Seek support from external agencies; Education Psychologist, CAMHS, Social Worker Physical Restraint If a child attacks another child or adult violently and refuses to calm down, then physical restraint is necessary. Staff must adhere to the guidelines set out in the DfE publication Use of Reasonable Force 2011. Physical Restraint is defined as the use of force by a member of staff with the intention of restricting a childs movement against their will. Physical Intervention and Physical Restraint should only be used as a last resort to support a child in a time of crisis. Methods such as defusing conflict, non-physical calming to manage the situation should always be tried first. Other staff should always be present when dealing with situations that require the use of physical restraint. Physical restraint must: Involve the minimum force necessary Only be applied until the child is calm Not be used as a punishment or to inflict pain Be administered calmly and not in response to anger or frustration Be the result of professional judgement Take into account the age and abilities of the child Be in the best interests of the child Physical restraint should only be considered as an option if: This is the only way to de-escalate a situation when calming and defusing strategies have failed.

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

The response is in the paramount interests of the child or another child. Not intervening would lead to more dangerous consequences.

Situations in which physical restraint may be required as a response: Where there is risk of injury to young people Where there is risk of significant damage to property Where a child is behaving in a way that is compromising good order and discipline. However, adults should not intervene when it is not safe to do so, or put themselves at risk of personal injury. Professional judgement, knowledge of the child (eg culture, individual sensitivities, previous experience of abuse), and likely consequences of not intervening should all be taken into account. Other staff should be called if necessary where a situation requires the use of physical restraint. Reporting In all incidents where physical restraint has been used the following actions must be taken: Headteacher informed. Headteacher informs parents or carers. Staff involved must complete a written record of incident within 12 hours Incidents recorded in Class Behaviour Book BULLYING Definition Bullying is behaviour by an individual or a group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. (DfE Preventing and tackling bullying) The staff, parents and children of Gorsey Bank Primary School work together, to create a happy, caring and safe learning environment. Bullying, whether verbal, physical or indirect, is not tolerated. It is everyones responsibility to try to prevent occurrences of bullying and to deal with any incidents quickly and effectively. Under the Children Act of 1989 a bullying incident should be addressed as a child protection concern when there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm. Bullying Directed Towards Race, Gender, Sexual Orientation or Disability At Gorsey Bank we will not tolerate bullying against anyone because of their or her race, gender, sexual orientation or disability. The school will take preventative action to reduce the likelihood of bullying incidents of this nature occurring. Stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability. Racial Bullying/Harassment Racial bullying will not be tolerated in Gorsey Bank and will be treated severely. If a child receives verbal abuse, physical threats or attacks, or if a pupil brings racist literature into school, incites others to behave in a racist way or writes racist insults, a full investigation will be carried out and incidents will be recorded on Local Authority forms. Gorsey Bank has a duty to develop childrens understanding of ethnic diversity issues and explore racial tolerance in PSHCE lessons and in

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Religious Education lessons. Gorsey Bank guarantees confidentiality and support for those being bullied. Racial incidents are reported to the Governing Body and LA as required. Sexual/ Sexual Orientation Bullying Sexual bullying has an impact on both genders. Sexual bullying is characterised by abusive namecalling, comments about appearance, attractiveness and emerging puberty, inappropriate and uninvited touching, sexual innuendoes and propositions (i.e. sexual harassment), and, in its extreme form, sexual assault or rape. A sexual assault will lead to the exclusion of the perpetrator from Gorsey Bank Primary School. Sexual bullying can also be related to sexual orientation. Children do not have to be homosexual or bi-sexual to experience such bullying. Gorsey Bank strategies to deal with sexual bullying include: Recording incidents in a separate incident book Developing understanding of gender relations Awareness by staff that homophobic bullying can occur Challenging homophobic language and explore pupils understanding they might not understand the impact Exploring sexism and sexual bullying in PSHCE lessons Using single-sex groups to discuss sensitive issues Ensuring the school site is well supervised, especially in areas where children might be vulnerable Implementing appropriate discipline procedures as appropriate.

Special Education Needs or Disabilities Pupils with special educational needs or disabilities might not be able to articulate experiences as fluently as other children. However, they are often at greater risk of being bullied, both directly and indirectly, and usually about their specific disability. Gorsey Bank Primary makes sure the behaviour of staff does not trigger bullying unintentionally. They should avoid undue attention towards SEN children compared with others, and should not make comments based on pupils appearance or perceived character. We try to make classroom activities and lessons sensitive to such childrens needs. We teach assertiveness and other social skills and teach victims to say No or to get help. If the bullying is serious, Gorsey Bank undertakes a full investigation, including a full discussion with witnesses, recording incidents in the incident book and contacting parents. Discipline procedures are implemented. More able, Gifted and Talented High attainers, gifted or talented pupils can also be affected by bullying. Teachers should treat this as seriously as any other type of bullying. Bullying off the School Premises Gorsey Bank Primary School is not directly responsible for bullying off the school premises; however, if either the victim and or the bully are from Gorsey Bank and the incident is reported to a member of staff, an investigation will be carried out. Where possible, we will support pupils who have been bullied, especially on their way to or from school, by pupils from another school or by other persons. The following steps should be taken: Talk to the pupil(s) and parents involved from the other school. Talk to the Head Teacher of another school whose pupils are bullying off school premises. Talk to the Police about problems on the local streets. Talk to pupils about how to avoid or handle bullying situations.

Gorsey Bank Primary School POLICY FOR SCHOOL BEHAVIOUR & ANTI-BULLYING

Cyber-bullying The rapid development of, and widespread access to, technology has provided a new medium for virtual bullying. Cyber bullying can happen at any time of day and has a potentially bigger audience. In cases of cyber-bullying we would seek advice from Childnet International in order to resolve the issue as quickly as possible. Strategy for Dealing with Bullying Prevention is the best strategy for dealing with bullying. To this end we talk to the children about differences in lessons and through dedicated events, projects and assemblies. Emphasis is placed on the right way to behave from the moment children start in Reception at Gorsey Bank. Values of respect for staff and other pupils, an understanding of the value of education and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest. In response to an allegation of bullying, the following procedure must be followed, with staff making a full investigation, keeping detailed records and applying sanctions as necessary in line with the Sanctions flowchart.

Bullying
Allegation made/Concern raised Keep detailed records of everything

Assessment of the situation Discuss the nature of the bullying with the victim Identify the bully/bullies and any witnesses. Interview witnesses recoding all facts. Discuss the incident(s) with the alleged bully/ies. Inform parents of the victim and next step Inform potential perpetrators parents of next step Discussion between Leaning Mentor and Class Teacher Make it clear that this is only an investigation at this stage.

Allegation of bullying is accepted Make it understood that bullying is not acceptable Apply sanctions in line with the Sanctions Flowchart Provide support for the victim (Learning Mentor) Learning Mentor to work with the accused to prevent further incident, this will include a Behaviour Support Programme

Allegation of bullying is denied Investigate further Observe playtimes and lunchtimes Inform midday assistants and ask them to monitor Inform any other staff who are involved and ask them to monitor the pupils involved If there is evidence of new incidents repeat the Assessment of the situation phase again.

Follow Up

Inform victims parents of the next steps Inform accused parents of the next steps
Monitor pupils to ensure there are no further incidents. Class Teacher to meet with the Learning Mentor

Follow Up
Inform victims parents of the outcomes of the observations Inform accused parents of the outcomes of the observations Class Teacher to meet with the pupils regularly to discuss any incidents or relations issues.

Class Teacher to meet with the pupils regularly to discuss any incidents or relations issues.

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