Suspension



St. Matthew’s Primary School Positive Behaviour PolicySignature of Chair of Board of Governors:______________________Signature of Principal: _______________________Date: _____________ Review Date:____________ Sept 2018The staff of St. Matthew’s Primary School is committed to the use of positive approaches in maintaining a high standard of discipline.The school’s policy on positive behaviour and discipline reflects the basic Christian ethos of the school which, as a Catholic Maintained School, seeks to foster the genuine Christian values of respect for, and tolerance towards, the ability to forgive, gentleness, honesty and politeness.The staff and governors of St. Matthew’s Primary School believe: That good discipline is based on good relationships between pupil and teacher Staff have a duty to set high expectations of pupils in terms of behaviour, good manners, politeness and workA safe, secure and caring environment is essential for effective Teaching and LearningOur school community has defined a very clear set of non-negotiable standards of personal behaviour, which are based on respect for each individual in our community and their individual needsPositive Behaviour must be carefully developed and supported by all adults who care for children and parents must work with the school in helping to foster positive attitudes and behaviourAppropriate high self-esteem promotes good behaviour, effective learning and positive relationshipsPromoting positive behaviour arises from emphasising children’s potential, rewarding success and giving praise for effort and achievementWe recognise it is important to strike a balance between recognising positive behaviour and having appropriate consequences which are seen by all to be fair and just and applied consistently when standards are not maintained AIMS Our aims are: - 1) To create an ordered and caring environment in which teachers can teach and pupils can learn To create an atmosphere in which pupils respond positively in class, take pride in their work, show attention and share interests; To provide well planned, appropriate, curricular and extra-curricular activities which meet the needs of all children To establish a sense of school community To encourage pupils to be independent To provide opportunities for pupils to achieve success and have that success acknowledged To provide guidelines to deal with inappropriate or unacceptable behaviour To have the endorsement and active support of parents 2. To enable our pupils to make informed and responsible choices and decisionsTo encourage the development of interpersonal skills in situations which allow pupils to co-operate in order to solve problems To provide opportunities for pupils to develop mutual respect for the rightsof others To provide opportunities for pupils to become responsible for their own behaviour 3. To encourage and develop pupils’ self-esteem and respect for others through self-discipline To encourage a sense of ownership in the development of a classroomcontract which will reflect and support the school rules and expected conduct To encourage self-discipline and the notion that we all have rights but we also need to take responsibility for our actions Years 1-7 In St. Matthew’s Primary School, we all follow ‘The Golden Rules’:We are always gentle.We are kind and helpful.We always listen.We are honest.We always show good manners.We work hard.We look after property.We always walk quietly in school. Code of Conduct As the children move into our more senior classes, they are asked to agree to our Code ofConduct. This code is based on the following rules drawn up in consultation with the ‘School Council’.Arrive at school on time Wear our school uniformShow respect to everyone in schoolBe truthful, well-mannered and kindTake pride in our school buildingLook after our books Keep our school litter freeSet a good example to othersTry your best at all timesLine up quickly and quietly when the bell rings Remember we are representing our school when we are out in the community Playground Rules The following playground rules were devised after consultation with pupils and staff: We play together and look after each other We play together without being rough or fighting We speak to others in a friendly way We look after our playground, toys and equipment We always tell an adult if we feel worried or frightened We line up quickly and quietly when we hear the bell We only play in designated areas We respect and listen to every adult on duty We always follow the adult’s instructions straight away We are always polite, kind and friendly We will control our temper and language We never take things without asking We let other children get on with their own games We will show respect to school property and play equipment Pupils are encouraged to play with their own year group We always include others in our games We will report minor issues to buddies; more serious issues will be reported to the teacher on duty Dining Hall Rules Prepare for lunch break having went to toilet; collected coat and belongings Pupils enter hall under direction of adult supervisor Pupils remain seated until supervisors give permission to assemble in class line Pupils will only remain in main school after lunch if a sick note is provided Pupils will eat healthily (Refer to Healthy and Well Being Policy) Rules for Break/Dinner Time during inclement weather Pupils play with ‘rainy day’ games assigned to each class. Pupils are not permitted to use the class computers Pupils remain in their classrooms unless they have permission to leave Pupils obey the adult staff on duty at all times Roles and Responsibilities In order to develop positive relationships throughout the school community, everyone should be treated with respect and dignity and should be aware of their RIGHTS and be expected to fulfil their RESPONSIBILITIES. Our Pupils Pupil Rights Pupil ResponsibilitiesBe valued as members of the school communityGet help when they seek it, whether with their work or with bullying or other personal worries, and to have a sympathetic audience for their ideas and concernsMake mistakes and learn from themBe treated fairly, consistently and with respectBe consulted about matters that affect them, and have their views listened to and, as far as reasonable, acted uponBe taught in a pleasant, well-managed and safe-environmentWork and play with clearly defined and fairly administered codes of conductExperience a broad, balanced and suitably differentiated curriculum, and to have any special learning needs identified and metDevelop and extend their interest, talents and abilitiesCome to school on time, with homework done and suitably equipped for the lessons in the day aheadRespect the views, rights and property of others, and behave safely in and out of classCo-operate in class with the teacher, any other adult and with their peersWork as hard as they can in classAbide by the school rules – Code of ConductSeek help if they do not understand or are in difficultiesAccept ownership for their own behaviour and learning, and to develop the skill of working independentlyOur StaffStaff RightsStaff ResponsibilitiesWork in an environment where common courtesies and social conventions are respectedExpress their views and to contribute to policies which they are required to reflect in their workA suitable career structure and opportunities for professional developmentSupport and advice from senior colleagues and external bodiesAdequate and appropriate accommodation and resourcesTo be treated with care and dignity from all members of the school communityBehave in a professional manner at all timesEnsure that lessons are well prepared, making use of available resources, and that homework is appropriately set and constructively markedShow interest and enthusiasm for their pupils’ learningListen to the pupils, value their contributions and respect their viewsBe sympathetic, approachable and alert to pupils in difficulty or falling behindIdentify and seek to meet pupils’ special educational needs through The SEN Code of PracticeShare with parents any concerns they have about their child’s development or progressExpect high standards and acknowledge effort and achievement; pursue opportunities for personal and professional developmentReport suspected cases of bullying or abuse to The Designated Teacher for Child Protection or in Mrs Mc Gurk’s absence, Mrs VailFollow up any complaint by a parent about bullying, and report back within one week on the action which has been taken, The Principal must be informed of any compliant*Staff includes teachers, classroom assistants, office staff, volunteers and ancillary personnel working in the school, both permanent and temporary.Our Parents/Carers/GuardiansParents’ RightsParents’ ResponsibilitiesA safe, well-managed and stimulating environment for their childrenReasonable access to the schoolHave their concerns and enquiries dealt with efficiently and sympatheticallyBe informed promptly if their child is ill or has had an accidentBe informed promptly if the school has a concern about their childBe well informed about their child’s progress and prospectsBe well informed about school rules and proceduresA broad, balanced and appropriate curriculum for their childBe involved in key decisions about their child’s educationA suitably resourced school with adequate and well-maintained accommodationEnsure that their child attends school regularly and arrives on timeEnsures homework is doneEnsures children are suitably equipped for the lessons in the day aheadBe aware of our school rules and procedures and encourage their child to abide by themShow interest in their child’s classwork and homework, where possible, provide suitable facilities for studying at homeAct as positive role models for their child in their relationship with our schoolAttend planned meetings with teachers and support school functionsProvide the school with all the necessary background information about their childInforming the school promptly about any concerns they have about school, or anySignificant change in their child’s medical needs or home circumstancesBoard of GovernorsRights of our GovernorsResponsibilities of our GovernorsTo be kept informed about all matters pertaining to the running of the schoolTo be consulted about all aspects of school lifeTo make decisions in good faith about the running of the schoolTo be kept in touch with opinions, concerns and expectations of parents, staff and childrenTo attend regular meetingsTo make decisions about:Financial management of the schoolPupil disciplineImplementation of the curriculumStaff appointmentsCommunity linksGrievance and disciplinary proceduresTo work in partnership with The Principal and staff to ensure that the children receive a broad and balanced curriculumTo ensure that the school grounds and buildings provide a safe and secure environment for pupils and staffResponsibilities of all Everyone should: work together and focus on the positive rather than the punitive side of discipline. Positive Behaviour RewardsTo this end, a firm emphasis is placed on rewarding good behaviour and a positive community atmosphere. The school has established a reward scheme, which encourages children to earn merits through responsible behaviour.Examples of how pupils can earn merits include:Being well behaved in classDoing work as well as they canMoving around the school in an orderly wayHelping othersBeing kind to othersA record of each child’s tally of merits is kept in the classroom and at the end of every month a cumulative total of each child’s merits is kept throughout the year and certificates and rewards from the ‘Lucky Dip’ box are awarded after every fifty merits gained. In addition to this Years 1 and 2 can also gain rewards by earning stars which are clearly displayed in the classroom. Children who have gained the most stars at the end of the week get to be ‘Class Captain’ and earn stickers from the class teacher. As each child passes through St. Matthew’s Primary School rewards are gained, e.g. time out from classwork, homework passes, extra ‘Golden Time’, merit prizes etc. These awards are very popular among the children, as they value the fact that we notice and react to their good behaviour.Each week 1 child from each class will receive a ‘Pupil of the Week’ certificate which is presented at assembly. These certificates can be awarded for good work, good behaviour, kindness, endeavour etc. All award winners will have their photograph displayed on a notice board in the school foyer. ‘Literacy’ and ‘Numeracy’ trophies are also awarded to children at the end of each month. Children receive a certificate, get to hold onto the trophy for a month and have their photograph also displayed in school foyer.Golden Time is used each Friday afternoon to reward whole-class good behaviour allowing children to play board games, get additional computer/PE sessions etc. Each child from P1-P7 is allocated approximately 30 minutes of Golden Time on a Monday morning.We believe our children learn best when they are happy at school.Each teacher has their own system of class rewards.Example of reward systems in individual classes Verbal praise Praise given for best work/book/group Motivation stars, stickers, happy faces for good work Star of the WeekWritten comments in booksVerbal signalsWritten notes to parentsSending the child to another teacher or The Principal for praiseSpecial responsibility for jobsIndividual or table prizes Showing good work to the rest of the classes to be applauded Displaying work on the wall Taking work home to show parents Showing work to another teacher or Principal Allowing a child to be “leader” in the line, messenger Being allowed to do specific jobs/messages Buddies – in recognition of their senior position in school and to help foster self-discipline and a sense of responsibility, Year 7 pupils are encouraged to be Buddies to children in Year 1.Unfortunately, despite every effort to promote and encourage good behaviour in school, situations will arise when behaviour is unacceptable and sanctions need to be in place to deal with this.Sanctions/ConsequencesOur Code of Conduct and our various reward systems focus sharply on the positive aspects of children’s self-management of their own behaviour, and it is fitting that we highlight the very high standard of behaviour shown on a daily basis by the vast majority of our pupils. However, there are times when consequences/sanctions are required as gentle reminders, in order to maintain this level of good order around school. These fall into 3 fairly distinct bands:MinorTraffic light System: to minimise disruption, teachers will simply give an amber card to a child who is not adhering to the Code of Conduct after breaking a rule for the third time. If a pupil breaks a rule for the fourth time, this results in a red card and the loss of five minutes of Golden Time. ModerateInstant removal of break time privilege, or Removal of the child to a partner teacher for a short period to complete work, orVisit to Principal (Contact made with parents by class teacher, if deemed necessary) More Serious, e.g. fighting, bullying etc.- Formal meeting between teacher, pupil and parents. (Principal/Vice Principal in attendance if required) Sanctions agreed, e.g. daily report card, withdrawal of privileges etc. Records will be kept in school of the incident in questionSuspensionThe Board of Governors considers suspension to be a serious action, which will only be taken where a child’s behaviour is presenting difficulties and where suspension is considered to be in the best interests of the pupil and the school.Suspension of a pupil from the school will normally be undertaken in two stages:Stage One:Written WarningParents will be informed of the school’s concern at the pupil’s behaviour and will be invited to attend the school for constructive discussion of the steps to be taken in an attempt to remedy the situation.Stage Two:Formal SuspensionParents will be contacted and given a written statement of the reasons for the suspension and an indication of the conditions for the pupil’s return to normal schooling. Formal suspension will not be for more than five days at any one time.The School Governors, CCMS and WELB will be kept informed of action taken.MANAGING NEGATIVE BEHAVIOUR At St. Matthew’s P.S, we believe that inappropriate behaviour should be dealt with fairly and consistently by a range of strategies and consequences related to the behaviour. There may be occasions when a sanction is necessary to focus a child’s thinking and to demonstrate to others that certain behaviour has been unacceptable. Appropriate sanctions will be applied according to the nature of the offence; the age of the child and any pattern of negative behaviour displayed by the child. It must be noted that a one off lapse in conduct will not be dealt with in the same manner as a continuation of persistent, unacceptable behaviour. NB at St. Matthew’s P.S, we recognise that at times some children have Additional Needs that have behavioural implications. For this small minority of pupil’s positive behaviour strategies/ implications will, on occasions be flexibly applied by the teacher in consultation with the Special Needs Co-ordinator / Principal and appropriate outside agencies.Levels of Unacceptable Behaviour and Relevant SanctionsIt is important that teachers keep a record (diary) of incidents, particularly at Levels 2& 3.Notable incidents should be filed in the pupil’s record folder. All referrals/IEPs at Level 3/4 should be held on file and referred to on the SENCO records.Levels of MisbehavioursLow Level MisbehaviourLEVEL 1 Low intensity Out of seat Fidgeting Teasing Telling tales Pushing Interrupting Name calling Sulking Cheekiness Answering back Meddling SanctionsLEVEL 1 – least to most intrusive Look Hand sign Word/Rule reminder Warning 321 Move place Move pupil Time out Thinking Time Traffic Light SystemModerate Level Misbehaviour Sanctions LEVEL 2 Swearing at anyone Offensive gestures Spitting Throwing things Arguing back Defiance Continuously being cheeky Rudeness Minor scuffles Disobedience Hurting others’ feelings/ ‘Put Down’s’ Continuously not completing work Lack of respect for school resources or others’ possessions Continuously late in the mornings Continuously forgetting PE gear, books. LEVEL 2 Traffic Light SystemRelated sanction e.g. completing work Additional work Cleaning up the mess created Loss of privilege SENCO informed child may be placed on Code of Practice. Time Out ‘Fix it’ Strategies When appropriate, parents and principal will be informed Serious Level Misbehaviours Sanctions LEVEL 3 BEHAVIOURS Fighting Stealing Lying Vandalism Physical abuse of staff Extortion (blackmail. bribing) Running out of school Verbal abuse of staff Serious/repeated bullying behaviour Smoking Drug/Solvent abuse Not adhering to the Code of Practice Agreement Serious and Persistent Misbehaviour LEVEL 3 Sent to the Principal/Vice Principal and behaviour recorded Parents will be informed and may be requested to attend a school meeting Time Out Removal of child from school premises Child placed on Code of Practice and school procedures followed Removal of privileges for agreed time Removal of ICT privileges-agreed time Referral to outside agencies if necessary Suspension Expulsion Parental Support for Positive Behaviour Policy We, at St. Matthew’s Primary School acknowledge the formative influence of parents on their children’s conduct and we seek to engage their support in promoting good behaviour. Parental consultation has the triple advantage of being a sanction – * since many pupils dislike having their parents involved; * parents often can provide some insight on possible reasons behind misdemeanours; * parents provide a joint, consistent action between school and home Therefore, parents can assist the discipline process by: Telling the Principal/child’s teacher if there are problems at home which might affect a child’s behaviour in school; Discussing concerns about major behaviour changes involving their child with the class teacher; Contacting the school if there are concerns about something that has happened Attending parental interviews External Support The main sources to support schools in promoting good behaviour are the Educational Psychology Service(EPS), EA Curriculum Advisory and Support Services (CASS), the Education Welfare service (EWS) and the EA area Behaviour Support Team. Conclusion: - We acknowledge that sustaining good behaviour creates a need for continuous assessment of the effectiveness of approaches to behaviour management in our school. We will review and make changes to our positive behaviour policy, encouraging innovation and flexibility in interacting with our pupils. It is hoped through the adoption of this Positive Behaviour Policy, with the whole school community working together, we will provide a safe, happy, secure and structured atmosphere for effective learning. As we cannot cover every eventuality within this Policy, the Principal reserves the right to use her discretion to interpret individual incidents and act accordingly in the best interests of all concerned. ................
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