The ethos of the School and the planning of the broad curriculum, promote the attitudes, skills and values necessary for individual children to contribute positively to their own personal development and to that of the School. Strategies such as Restorative Approach, Circle time and mindfulness sessions encourage the development of these required skills. These attitudes and values are further encouraged through a system of rewards and sanctions with consistency and co-operation across the school. Pupils are reminded of the importance of positive behavior throughout the whole school day with all members of staff, volunteers and visitors.
With support from the Key Stage co-ordinator and Senior Leadership Team, the class teacher has prime responsibility for pastoral care. It is expected that each they provide a positive atmosphere that conforms with the principles of restorative justice, in the classroom. In order to ensure this, the thorough knowledge the class teacher has of his/her pupils will be depended upon, along with his/her patience and perseverance when discussing and understanding the root of complex behavior. Although all children are treated fairly and consistently, personalised timetables and strategies might need to be in place for some pupils with more complex needs (e.g. those educated in the Specialist Resource Base or nurture classes, or Looked After Children). For certain pupils access to our school Playtherapist, Nurture classes or ELSA (Emotional Literacy Support) will be arranged.
Rewards are a very powerful tool for teachers to use and this is always our aim. The general practice of classroom management involves many rewards being given to children on a daily basis. These include:
Occasionally a pupil will fail to respond to the class reward systems. Every teacher and Learning Support staff has the opportunity to meet weekly to discuss any concerns they might have. Support is also given by the ALNCO, head of Key Stage and the Senior Leadership Team. The advice of other members of staff can be very valuable in difficult situations and often they can offer strategies to deal with complex examples of misbehavior. When it is felt that there might be a more complex reason for their behavior, meetings with parents and other professionals will take place. Parents will always be involved in this process and targets will be shared by the class teacher. A strong, positive partnership with home is crucial in the development of every pupil.
In order to deal with any unacceptable behaviour, the ‘Good to be Green’ discipline system is employed. This is a gradated system that warns pupils by using four coloured cards, which allows them to modify their behaviour before the final punishment. The aim is to encourage ‘Good to be Green’ behaviour patterns at all times. Pupils are always reminded about the types of behaviour they need to be showing in order to reach this goal. There is consistency with this system across the school although there is a variation in how it is implemented across the key stages. Visual reminders of this process are displayed in every classroom and all members of staff are familiar with how it works.
The system works thus:
The system allows pupils to modify their behaviour before reaching the final step. Teachers will remind the pupil what is expected of them during all of the above stages.
Note – if it is deemed that a pupil’s misbehaviour is serious enough, then the above steps can be omitted and he/she can be moved immediately to Re rain.
If a pupil consistently finds it difficult to follow class and school rules then the class teacher will request a meeting with the parents in order to set an ‘Individual Behaviour Plan’ where targets will be set. The pupil will be aware of these targets and encouraged to develop strategies alongside the class teacher to support him/her in reaching these.
Staff have a duty to intervene in order to prevent pupils from hurting themselves or others. If a member of staff ever needs to intervene physically they will follow the school’s Positive Handling Policy. Where the behavior displayed requires, a Positive Handling Plan or Risk Assessment will be developed for the pupil. Parents will be informed of this. Further advice and information regarding this can be obtained from the school.
If the Management Team feel that progress is unacceptable they will consider exclusion for a minor fixed period (one or two days) or an Internal Exclusion where the pupil will be educated out of their usual classroom. In all cases of exclusion the parents/guardians will be asked to attend a meeting in the school for a Pre-exclusion meeting. This decision will always be discussed with the LEA and parents before any final decision is made. The parents will be given a letter in which it states where additional support and advice is given and information regarding the appeals procedure will be issued. Where suitable the parents will also be expected to bring their son/daughter to a meeting with the Headteacher to discuss the terms of re-admittance and any further steps that need to be taken in a post exclusion meeting (e.g. requesting support from the LEA’s Well-being/behaviour team).
If the school feels that the child’s behaviour is such a concern that they are at risk of another exclusion then they might be put on a ‘Pastoral Support Plan’ which is held by the Specialist Teacher. This will state precise targets that the pupil needs to achieve within a set time. All involved with the pupil will be invited to this meeting.
Exception to the above steps:
If a pupil is felt to constitute serious risk to the welfare of other pupils / staff, they may be excluded immediately.
If the pupil then carries on he/she will be recommended for exclusion for a fixed period (up to five days) or for an indefinite period.