The Cedars School

Positive Behaviour Policy

 

Legal Status

This policy has regard for:

The Education (Independent School Standard) Regulations 2014, part 3 subsection 9

The Equality Act 2010

The DfE advice ‘Behaviour and discipline in school’, January 2016 and

KCSIE September 2019

 

The Policy should be read in conjunction with:

The School’s Aims and Ethos

Anti-Bullying Policy

Child Protection and Safeguarding Policy

Complaints Policy and procedures and

The SEND policy

 

This is a whole school policy and has regard for children in EYFS and includes the details for ‘Use of Reasonable Force’.

 

Rationale

The school’s aims promote a high standard of behaviour and an ethos where all members of the school are valued. We believe in the development of self-esteem, respect for others and self-discipline. Staff are good role models and we place great emphasis on positive reinforcement of behaviour through praise. Children’s confidence and self-esteem are developed through encouragement, incentives and rewards, both verbal and written.

We have high expectations of behaviour and we seek to create an environment which encourages and reinforces positive behaviour and fosters positive attitudes. There are occasions when we will need to deal with poor behaviour and this policy sets out the sanctions for poor behaviour, should it arise.

 

Children with Special Educational Needs and Disabilities (SEND)

We understand that reasonable adjustments may need to be made for those children with SEND and we will ensure that this policy is applied fairly to these children.

 

Aims

  • To be clear and well understood by staff, parents and our children.
  • We will define acceptable standards of behaviour and will ensure that our expectations and strategies are widely known and understood.
  • We will ensure there is a consistent approach to behaviour management
  • We will provide clear guidance for classroom management and that teachers and all members of staff will be supported by the Head and her Deputy
  • We will have a clear system of rewards and sanctions
  • We will have behaviour strategies and will teach good behaviour
  • We will have regard for its legal duties under the Equality Act 2010, in respect of safeguarding and in respect of children with SEND.

 

We understand the importance of all children achieving their potential and that poor behaviour can hinder this aim. We will promote self-esteem, self-discipline and positive relationships through fostering an environment in which everyone feels safe and secure and where each person is treated fairly. We will create an environment where good behaviour is encouraged and reinforced.

 

 

How will achieve our aims?

  • We will establish a praise and reward system
  • We will establish a set of school rules that the staff, children and parents know and understand
  • All staff will lead by good example and will model correct behaviours
  • All children will take part in Personal, Health, Social, Economic Education (PSHEE)

 

What are the school’s ‘powers’ and responsibilities?

 

  • We understand that teachers have a statutory authority to discipline children whose behaviour falls below the standard which could reasonably be expected of them. This means that when a child breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment on that child.
  • The punishment will be proportionate and appropriate. It will depend on the age of the child, whether the child has SEN, and the severity of the action which has led to punishment; the resulting penalty will be reasonable.
  • We know that this power applies to all paid staff with responsibility for children.
  • We know that staff can discipline children at any time the child is in school or elsewhere under the charge of a teacher and this includes any activities off-site.
  • We understand that we have the power to impose a detention outside of school hours.
  • We understand that some behaviours may give cause to suspect that a child is suffering, or is likely to suffer, significant harm. If this is the case, the school will follow its Child Protection and Safeguarding procedures.
  • WE UNDERSTAND THAT CORPORAL PUNISHMENT IS ILLEGAL

 

The Curriculum And Learning

We believe that an appropriately structured curriculum and effective learning contribute to good behaviour.  Thorough planning for the needs of individual children, the active involvement of children in their own learning, and structured feedback all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.

It follows that lessons should have clear objectives, understood by the children, and be differentiated to meet the needs of children of different abilities. Marking and record keeping will be used both as a supportive activity, providing feedback to children on their progress and achievements, and as an indicator that the children’s efforts are valued and that progress is important.

 

School rules are clear and children have regular reminders. The School Council choose behavioural targets every half term.

 

Classroom Management

Classroom management and teaching methods have an important influence on children’s behaviour.  The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued.

Classrooms should be organised to develop independence and personal initiative.  Furniture should be arranged to provide an environment conducive to on-task behaviour.  Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption.

Displays should help develop self-esteem through demonstrating the value of each individual’s contribution and overall the classroom should provide a welcoming environment.

Teaching methods should encourage enthusiasm and active participation for all.  Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others.

Praise should be used to encourage good behaviour as well as good work.

 

 

 

Rewards

Our approach to creating a positive ethos within the school is to treat children positively, by praising good behaviour, offering encouragement and acknowledging achievement.

We will ensure children know that their efforts, achievement and good behaviour are recognised and valued by means of a range of rewards:-

 

  • House Team points
  • Certificates
  • “Child of the Week” awards, details of which are displayed for all to see
  • ‘Wow Work’ awards for each teaching group each week which is put on display
  • The ‘Three C’s’ award for Compassion, Cooperation and Courage
  • Praise, in class, in assembly or by the Head Teacher for good work or behaviour
  • Share good work with another class or member of staff
  • Parents informed of good work

 

All classes will have the rewards displayed in the classroom. As well as acknowledging and celebrating the individual efforts and successes, children are encouraged to work collaboratively as a team and gain points for their house teams. Winning teams are celebrated in a weekly, whole school assembly and extra playtime is awarded.

 

Sanctions

When we discuss poor behaviour, we will encourage children to consider alternative choices they could have made which would have resulted in a more positive outcome. Poor behaviour is recognised as behaviour which goes against the school rules, including behaviour which leads to malicious accusations against our staff.

Consequences of inappropriate behaviour may be:

 

  • A verbal reprimand
  • Loss of privileges (e.g. missing a playtime)
  • Work may be finished at a break or lunchtime
  • A child may be sent to another class for “time out” to reflect upon their behaviour
  • The child may be sent to the Head Teacher
  • An ‘after school’ detention may be given; parents will be given notice of the detention so that suitable travel arrangements can be made.
  • In more extreme and rare cases, a child may be excluded, either temporarily or permanently.

 

If a problem arises, the child/children involved will have the opportunity to offer an explanation. We will always try to be fair.

 

Exclusion from school

We hope that, through the positive manner in which we encourage all children to do their best, and through the loving, supportive and encouraging environment, that the behaviour of all children will lie within the boundaries of the school’s rules. However, there may be occasion when a child goes beyond what is acceptable behaviour and the school would then consider excluding the child for a period of time or, in extreme circumstances, permanent exclusion may take place.

 

Possible actions that might lead to exclusion:

  • causing serious injury to another person (adult or child)
  • causing deliberate damage to school property or the property of another individual
  • being abusive
  • deliberate and recurrent breaking of school rules

 

 

The above are examples and the list is not exhaustive. If an incident occurred, individual circumstances of the incident would be taken into account.

 

The child’s parents/ guardians would be informed and asked to speak to the Head Teacher and both parties would work together to enable the child to remain in school. Exclusion is the last resort and all means would be explored in order to avoid this outcome.

 

Should the parents/carers have cause to complain about the exclusion then it is proper to follow the Complaints Policy and procedures.

 

Use of reasonable force guidance

We understand that the vast number of children will never require any form of physical intervention. However, a small number may exhibit disturbed or distressing behaviour which may require some form of physical intervention by staff where they find themselves in circumstances where reasonable force is needed to safeguard themselves and the children. We will make ‘reasonable adjustments’ for disabled children and children with SEN.

 

This guidance for the ‘Use of Reasonable Force’ has been developed so that this can be achieved for all children and staff.

 

We aim:

 

  • To protect every person in the school community from harm.
  • To protect all children against any form of physical act which is unnecessary, inappropriate, excessive or harmful.
  • To put in place guidance for staff so that they are clear about circumstances in which they might use reasonable force to restrain a child/children and how such force may be applied.

 

Staff guidance – who can use reasonable force?

 

  • All members of staff have a legal power to enable them to use reasonable force. This can also apply to unpaid volunteers or parents whom the Head Teacher has temporarily put in charge of a group of children on a school organised visit.
  • Staff do not require parental consent to use ‘reasonable force’ on a child.

 

What is Reasonable Force?

 

Force is used either to control or restrain. This can range from guiding a child to safety by the arm to more extreme circumstances such as breaking up a fight where a child may need to be restrained to prevent violence or injury.

‘Reasonable in the circumstances’ means using no more force than is needed.

Staff may use passive physical contact, such as standing between children or blocking a child’s path, or active physical contact such as leading a child by the arm out of a classroom.

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 child.

When can reasonable force be used?

  • Reasonable force can be used to prevent children from hurting themselves or others, from damaging property, or from causing disorder.
  • In school we may use force for two main purposes – to control children or to restrain them.
  • The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances.

 

THE FOLLOWING LIST IS NOT EXHAUSTIVE BUT IT PROVIDES SOME EXAMPLES OF SITUATIONS WHERE REASONABLE FORCE CAN BE USED

 

  • to remove a disruptive child from the classroom where they have refused to follow an instruction to do so
  • to prevent a child behaving in a way that disrupts a school event or school trip or visit
  • to prevent a child leaving the classroom where allowing them to leave would risk their safety or lead to behaviour that disrupts others
  • to prevent a child from attacking a member of staff or another child, or to stop a playground fight
  • to restrain a child at risk of harming themselves through physical outbursts

 

Staff training

All staff will receive regular guidance on the use of reasonable force.

 

Force will never be used as a punishment

 

Recording incidents and informing parents

 

  • Where a serious incident has taken place, such that a member of staff has needed to use reasonable force on a child, we will record the incident and in some instances we will inform parents.
  • In deciding whether an incident is serious we will take account of the following factors: child’s behaviour and level of risk presented at time of incident, degree of force used, effect on child or member of staff, the child’s age.

 

What to do if a child complains that force has been used.

  • All complaints should be passed to the Head Teacher/ Designated Safeguarding Officer who will thoroughly investigate the incident.

 

Circumstances when physical contact is acceptable

There are many occasions when physical contact is proper and necessary e.g.

  • Holding a child’s hand when walking around school or on an outing
  • When comforting a distressed child
  • Demonstrating a musical instrument
  • Demonstrating exercises or a PE technique
  • Administering First Aid

 

In encouraging good behaviour in all children at all times:

 

Staff will always:-

 

  • Provide a consistent approach across the whole school.
  • Model appropriate behaviour.
  • Promote honesty and courtesy by example.
  • Provide a caring and effective learning environment.
  • Encourage relationships based on kindness, respect and understanding of the needs of others.
  • Show appreciation of the efforts and contributions of all within the school.
  • Ensure fair treatment of each individual regardless of age, gender, race, ability and disability.
  • Follow the agreed behaviour policy and support each other in doing so.

 

 

 

Children will be encouraged to:-

 

  • Treat others as they would like to be treated.
  • Respect others, regardless of age, gender, race, ability and disability.
  • Accept responsibility for their choices.
  • Follow the agreed behaviour expectations.
  • Follow school rules.
  • Demonstrate good manners.
  • Take care of their personal appearance and belongings.
  • Work collectively within their classes and teams.

 

We hope parents will:-

 

  • Support the school so children receive consistent messages about how to behave both at home and at school.
  • Support and encourage their child’s learning.
  • Inform the class teacher should any concerns arise about behaviour.

 

The Head Teacher will:-

 

  • Implement the school behaviour policy consistently throughout the school
  • Ensure the health, safety and welfare of all children in the school.
  • Celebrate examples of exemplary behaviour with the whole school.
  • Support the staff in implementing the behaviour policy.
  • Keep records of all reports of incidents of serious misconduct, with action taken.
  • Deal with serious, unacceptable behaviour.

 

Summary

 

  • We will respect everyone and celebrate our differences.
  • We will look after each other and try to be honest and show care by solving disagreements peacefully.
  • We will use our best manners and be helpful to everyone.
  • We will listen carefully to each other and try our very best in all we do.
  • We will move around the school quietly and safely.
  • We will take care of our school property and belongings.
  • We will show respect for ourselves, our friends and all in our school

 

 

Date policy adopted 01/08/15
Policy updated March 2018
Policy reviewed Oct 2019
Policy adopted by Jane O’Halloran

Head Teacher

Next Review due  

Oct 2020