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Behaviour Policy

Adopted: 12/11/2019     

Staff Lead: Mr A Joyce     Governor Committee: Curriculum & School Improvement (CSI)

At Sturminster Marshall First School we are a hard working school and expect high standards from our pupils in terms of work and behaviour. We are strongly committed to equal opportunities and believe that every member of the school community has the right to be able to realise his / her full potential in a secure, safe and happy environment. Each child has the right to expect support and action if their happiness or safety is threatened. Because we see education as a partnership between home and school, we have written this policy so that all of our community – teachers, parents, carers, pupils and the governors can work together to improve behaviour, attitude and standards of work.

“Good behaviour and good discipline are essential if effective teaching and learning is to take place.”

BEHAVIOUR POLICY - STATEMENT OF PRINCIPLES

We believe that ensuring desired standards of behaviour in all aspects of school life is necessary, in order to bring about effective teaching and learning. The Behaviour Policy is a key part of the process to create and maintain an inclusive, caring learning environment, through a set of clear principles and procedures, agreed by and applied by all involved in the school community.

Principles

  • The school is proactive and not just reactive in this area of school life.
  • Discipline, rewards and sanctions focus on the behaviour and not the person.
  • The methods used to achieve good discipline reflect the overall aims of the school and follow best practice.
  • The school’s policies and procedures are designed to:
    • - bring about high standards of pupil behaviour;
    • - promote self-esteem, self-discipline, a proper regard for authority and positive relationships;
    • - enable all pupils, regardless of gender, race or special educational needs, to work to the best of their ability;
    • - prevent all forms of bullying among pupils.
  • Pupils will be set a good example and, wherever possible, be given rewards and praise. They will be encouraged

        and be expected to:

  • - always try their best;
  • - exercise appropriate self-discipline;
  • - accept responsibility for the consequences of their own actions;
  • - show appropriate respect for the feelings and needs of others;
  • - show appropriate care for their school and the wider community.
  • The school works to establish a positive, purposeful and relaxed atmosphere, based on mutual respect amongst all those who make up the school community. This in turn provides a safe environment, free from disruption, violence, bullying and any form of harassment.
  • There is a strong emphasis on the recognition and reinforcement of positive attitudes and genuine effort whilst working to minimise poor and unhelpful behaviour or performance.
  • There is a healthy balance of rewards and sanctions and every attempt is made to apply these consistently. The school rules, rewards and sanctions system will be communicated and explained to pupils regularly.
  • The school’s policies are clearly explained, easily understood, consistently and fairly applied and can be seen to be reasonable, sensitive and effective.
  • Discipline is the concern of everyone connected with the school – staff, pupils, parents and governors.
  • Everyone involved in the maintenance of good discipline within the school shares common expectations about acceptable standards of behaviour and how to maintain them. All members of staff are expected to enforce agreed standards of behaviour and to maintain them using the defined rewards and sanctions system, which will promote a culture of praise and encouragement in which all students can achieve.
  • Job descriptions set out the responsibilities of members of staff in encouraging and maintaining good standards of pupil behaviour, including modelling these themselves in and out of school time.
  • Parents are involved in establishing the principles for the Behaviour Policy. They are expected to support the school in the recognition of good and unacceptable behaviour and be involved in the maintenance of good discipline.
  • There will be a regular review of the implementation of the school’s policy and procedures.

THE ROLE OF THE GOVERNING BODY

Governing bodies are expected to play a key role in influencing the ethos of the school – its general atmosphere and philosophy and, therefore, its standing in the community it serves. This influence carries with it a responsibility to support the head teacher and staff in maintaining high standards of discipline.

The governing body has specific responsibilities in the application of the exclusion procedures and is expected to monitor the number of exclusions taking place.

THE ROLE OF THE HEADTEACHER

  • The head teacher has the prime responsibility for promoting good behaviour and discipline at the school and is

        required to produce a written behaviour and discipline policy.

  • The head teacher is required to put in place measures to be taken with a view to:
  • - promoting among the pupils self-discipline and a proper regard for authority through the schools high quality PSHE curriculum.
  • - encouraging and securing good behaviour on the part of the pupils;
  • - generally monitoring and regulating the conduct of the pupils through observation, school council and behaviour logs.
  • The head teacher is required to ensure the maintenance of good order and discipline at all times during and outside the school day, including break times and lunch times, whenever the pupils are engaged in authorised

        school activities, be it on or off the school premises.

  • The head teacher is required to take the lead in:
    • - defining the expectations of the school in relation to standards of behaviour through a clear policy.
    • - ensuring that these standards are consistently and fairly applied throughout the school.
  • The head teacher is required to ensure that the sanctions carried under the discipline policy are in proportion to the offence and enable the pupil to make the offence and enable the pupil to make reparation, where appropriate. 
  • The head teacher is required to determine measures to prevent all forms of bullying, including sexual and racial harassment, among pupils.

THE ROLE OF THE CLASS TEACHER

Class teachers play an essential role in ensuring the good conduct of pupils. They are issued with job descriptions that set out their key areas of responsibility and the actions required discharging those responsibilities.

being aware of, understanding and implementing school policies and guidelines on pastoral care and discipline;

seeking to know every child in the class as an individual through a thorough knowledge of the pupil’s records and through regular contact and interaction;

monitoring and, when required, taking action to maintain acceptable standards of conduct and appearance of the pupils in the class;

working effectively with other adults from both inside and outside the school so as to ensure the best possible support and guidance for the pupils in the class;

maintaining clear, detailed pupil behaviour, welfare and other records and ensuring that relevant information is properly recorded and made available to those who need to know; contributing to the development and monitoring of whole-school policies.

THE ROLE OF SUPPORT STAFF

Support staff are an extremely important part of the school and implementing the behaviour policy in school. Support staff are expected to contribute to the maintenance of high standards of pupil conduct. These members of staff – Office, Premises, Teaching Assistants, Lunchtime Supervisors, – all have contact with pupils and should expect the same level of respect and behaviour from them as teachers do. In particular:

  • Support staff should expect and enforce polite and respectful methods of address by the pupils and the standards of behaviour that are usual in Lessons and around the school.
  • Support staff should intervene if they see examples of bullying or inappropriate behaviour and do their best to establish the basic facts before passing the matter on to the appropriate class teacher, Assistant Head or Head   teacher.
  • Support staff should refer matters of concern to the teacher, the SENCO, SLT or the Head Teacher depending on the circumstances.

Sturminster Marshall First School Guidance on Behaviour

The following is for the guidance of all members of staff so that there is a common understanding regarding acceptable behaviour and good manners.

General

  • a) Exchanges between staff and pupils and pupils and pupils should be conducted in a way that meets general rules of politeness. Children should be reprimanded if, for example, they fail to use the teacher’s name, they speak to an adult in a disrespectful manner, they push through doorways and so on. If necessary, they should be reminded of the need to show gratitude, for example by thanking staff at the end of trips, visits etc. The conduct of the staff in their dealings with each other and with the children should be an example of the behaviour expected.
  • b) Rudeness, insolence or disobedience of orders should not be tolerated and should be checked immediately. Repeated rudeness or disobedience is an extremely serious offence and should be reported to the class teacher and, if necessary, the head teacher.
  • c) Bullying, be it verbal or physical, is a very serious matter and should be dealt with in accordance with the school’s Anti-Bullying Policy.
  • d) Any racist or bad language by the children or comments should be firmly checked by the member of staff and the inappropriateness of such remarks explained to the child(ren) involved.
  • e) Deliberate abuse of this kind is a form of bullying and should be treated as such. The school is required to record all incidents involving racial abuse. (see the school’s Equal Opportunities Policy).

Corridors and Classrooms

  • a) The school is, in general, a quiet place of work. Noise should always be kept to the minimum necessary for the work being done.
  • b) Classes should be trained to keep noise to the minimum when moving around the school in corridors or along paths, or when they are on the field or playground during lesson times.
  • c) Teachers should take positive action to stop behaviour by the pupils that is a danger to themselves or others. Running in corridors or anywhere around the school is forbidden.
  • d) Good order is greatly helped if teachers and support staff are in their rooms or on the playground at break times, ready to receive their classes and ready for work to begin.
  • e) Routines for the orderly entrance to and exit from classrooms should be enforced.
  • f) Coats should be hung on the pegs in the corridors.
  • g) Adequate time should be allowed at the end of the lesson for clearing up. Chairs should be put under desks, books and other equipment tidied away and rubbish put in bins. At the end of the day, lights should be switched off. Windows and doors should be shut to conserve heat in winter.
  • h) Staff responsible for classrooms should see that their rooms are kept in good order.
  • i) Children should not be allowed to leave the room during lesson time except when absolutely necessary e.g. toilet breaks etc.
  • j) The teacher, being legally in charge of the children, should also only leave the room when absolutely necessary.
  • k) Children are expected to use the toilets designated during breaks and lunchtimes in a sensible manner.

Assembly

  1. a) Teachers must bring the children to the hall, ensuring that the class they are with is quiet at all times.
  1. b) The teacher must accompany children into the hall. Teachers are responsible for ensuring that the children in their class walk in with minimal noise.
  2. c) Teachers should be vigilant for children talking or misbehaving in assembly and take appropriate action to restore proper behaviour. Children who misbehave in assembly should be reported to their class teacher.
  3. d) All members of staff are responsible for ensuring that children leave the hall sensibly and walk back to their classrooms.

Break Duty

  • a) Duty staff should always be at their place of duty promptly.
  1. b) Children should be outside during breaks, unless at a supervised activity or if it is a wet break. Staff should only allow children to stay in rooms when the member of staff is prepared to remain with them.
  2. c) The staff on duty must play an active part in supervising the children, encouraging playground games and staff are not to congregate in groups. Staff should be spread out around the playground to ensure coverage and supervision of all children.

Care of Property

  • a) Children must be encouraged to look after all items of school property. Deliberate damage or defacement of textbooks, furniture, ICT equipment, displays, etc. is a very serious offence and should be reported to the Class Teacher or Head teacher.
  • b) Children must be encouraged to look after their personal property. Children should be discouraged from bringing valuables to school. All items of electronic equipment are banned from school, unless a teacher has given specific permission.

Learning Characteristics

  • a) Each classroom should clearly display the ‘Learning Characteristics'. Class teachers should draw their class’s attention to this at the beginning of each school year.
  • b) Teachers should ensure that the charter is enforced and obeyed at all times.

Rewards and Praise

Frequent praise and positive responses from the staff are powerful tools to motivate and enthuse pupils. Praising good behaviour and action creates a positive atmosphere in a school and as a result pupils are less inclined to be disruptive and anti-social, particularly if they see that it is against the ‘norm.’

The following methods of praise are used by the staff:-

  • Lots of verbal praise!
  • House points and head teacher certificates
  • Other Awards – Each week in a celebration assembly a variety of awards will be given out some individual, some as a class, some by the head teacher, teacher or by fellow pupils.

Sanctions and Punishments

Each classroom has a section on their Learning ladder of Teachers Choice, which allows the Teacher to set an appropriate sanction.

Incidents are recorded using the incident report forms and dealt with accordingly following the procedure. These are then filed in the Head teachers Office and entered onto SIMS and reports can be run at any time to review behaviour both individually and as a school.

UNACCEPTABLE BEHAVIOUR

There are incidences that are seen as totally unacceptable behaviour and will result in the child (unless it is first offence or the child was unaware they were breaking a rule or there were particular mitigating circumstances) being sent immediately to the Headteacher.

Fixed term and Permanent exclusions

Extreme behaviour or persistent disruptive and challenging behaviour may lead to a pupil exclusion. Only the Head teacher (or the Assistant Head in contact with the Head if they are off site) has the power to exclude a child from school. The Head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The Head teacher may also exclude a pupil permanently. It is also possible for the Head teacher to convert fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.

If the Head teacher excludes a child, s/he informs the parents as soon as possible, giving reasons for the exclusion. At the same time, the Head teacher makes it clear to the parents that they can appeal against the decision to the Governing Body and how to do so through the letter of exclusion.

The Head teacher informs the Chair of Governors, Local Authority (LA) and the Governing Body about any permanent exclusion or fixed-term exclusions. The Governing Body itself cannot either exclude a child or extend the exclusion period made by the Head teacher. However, the Governing Body has a discipline committee whose role is set out in strict guidelines whenever a child is excluded from school.

Special Educational Needs

We recognise that for a small number of children, whose behaviour is beyond the whole school rewards and consequences system, a more personalised approach may be necessary in order to support them in developing the ability to regulate their own behaviour. They may have an individual behaviour plan agreed between the pupil, staff and parents. The support of outside agencies will also be sought where appropriate, in particular the Behaviour Support Service or Educational Psychologist.

Recording, monitoring and evaluating behaviour

Behaviour in school will be recorded through Incident report logs. These are in turn entered onto SIMS and cross referenced in the Behaviour file to be found in the Head teacher’s office. The Leadership Team will monitor behaviour and evaluate the impact of this policy through the records listed above, through informal observations, comments from formal lesson observations and discussion with pupils, staff and parents.

Parents’ Responsibilities

Parents have a vital role to play in their children’s education – supporting their child’s learning and co-operating with the school. We are very conscious of the importance of good communication between home and school. Thus, the school aims to work collaboratively with parents, so children receive consistent messages about how to behave at home and at school. It is important for all adults on school site, including parents, to model positive behaviour at all times and in particular in their interactions with each other.

We display the school’s rules, rewards and consequence systems through the ‘Together’ Charter which is available on the schools website. We have a Home/School agreement which is signed by pupils, parents and teachers. We expect parents to read these and support them. If a member of school staff has concerns about a child’s welfare or behaviour, parents will be contacted as outlined above. If the school has to use reasonable consequences as the result of unacceptable behaviour, parents should support the actions of the school. If parents have any concern about the way that their child has been treated, they should initially contact the class teacher. The Assistant Head may then be involved, then the Head teacher and, if the concern remains, they should contact the school governors. 

We expect parents to behave in a reasonable and civilised manner towards all school staff, as professionals, and that issues will be dealt in an atmosphere of trust and mutual respect. Incidents of verbal or physical aggression to staff by parents/guardians/carers of children in the school will be reported immediately to the Head teacher and/or Governors who will take appropriate action in line with Local Authority policy.