BERE ALSTON PRIMARY ACADEMY BEHAVIOUR FOR LEARNING … · There are times that pupils in school...

BERE ALSTON PRIMARY ACADEMY

BEHAVIOUR FOR LEARNING POLICY

Policy created by FFT Trustees and Katy Rooke-Bruce

Policy date January 2020

Next review due September 2020

Bere Alston Primary Academy

At First Federation Trust, we believe that every member of the school community has a

responsibility for behaviour. Every member of staff should be seen to follow procedures

confidently and consistently. All staff and pupils have an entitlement to achieve their

maximum potential in a safe and secure environment where effective teaching and

learning can take place. It is our belief that good behaviour needs to be taught, should be

expected, and be consistently encouraged. Each Academy within the Trust has its own

rules, rewards and corrective actions to meet the needs of their cohort.

Rationale:

Positive behaviour management is seen as a method to support pupils’ development by

the promotion of the appropriate behaviours displayed. The main method of achieving

this is through the use of a positive behaviour strategy which encourages praise and re-

direction through pupils making appropriate choices. The staff who work with the pupils

create appropriate role models for the pupils to follow. Adults in the Academy do not

control the behaviour of our pupils, they help pupils and provide structures for pupils to

make the right behavioural choices. Behaviour is the responsibility of each pupil and they

should be encouraged to see the way they behave as a choice. This sometimes takes a

long time to teach as often pupils are keen to blame others for how they have behaved.

In extreme circumstances adults need to take over control of a child’s behaviour and in

these situations, we may need provide physical intervention. This is used to protect a pupil

from harm and from carrying out actions that they would regret when calm.

Principles:

In order to enable effective teaching and learning to take place the school seeks to

provide a safe, secure and caring environment in which positive behaviour is taught and

consistently expected in all aspects of school life.

Children are entitled to: -

a safe and secure environment conducive to effective and stimulating learning

consultation about school behaviour guidelines and expectations

adults within school setting a good example

the freedom from physical and verbal abuse in school

a fair consistent, clear and calm approach to discipline from the school

a clear set of guidelines and expectations about their behaviour in school

have a voice and be listened to in school

Staff in school are entitled to: -


a safe and secure environment conducive to effective and stimulating learning

the freedom from physical and verbal abuse in school

insist on a high standard of acceptable behaviour from children

expect parents to help prepare their children to meet the school’s expectations in

ways acceptable to the school community

implement agreed sanctions when children behave in unacceptable ways, with

support from the senior management team when required.


Parents are entitled to:-

expect the school to maintain a safe and secure environment conducive to

effective and stimulating learning

regular information and consultation with the school about their child’s progress

and behaviour

a clear set of guidelines and expectations about their children’s behaviour in

school

early notification from the school of any problems relating to their child’s

behaviour

opportunities to help the school address their child’s behaviour difficulties


Wider Considerations

There are times that pupils in school present with difficult and challenging behaviours.

These behaviours can differ in severity and the times at which they are displayed.

This policy has been produced through the consultation of the following documentation:

DFE Guidance - Behaviour and Discipline in Schools – a Guidance for Head

Teachers and School Staff, January 2016

DFE Guidance - Mental Health and Behaviour Advice for Schools, March 2016

DFE Guidance - Supporting pupils at school with Medical Conditions, December

2015

DFE Guidance - Participation of young people in education, employment or

training, September 2016

DFE Guidance - School Attendance, November 2016

DFE Guidance -Alternative Provision, June 2016

Behaviour and Discipline in Schools January 2016, DFE

Use of Reasonable Force, July 2013, DFE


Roles and Responsibilities

Promoting positive behaviour is the responsibility of the whole school community.

All staff should support and consistently implement the policy

Parents should work in partnership with the school to maintain high standards of

behaviour

Children should adhere to the expectations of the school and learn from those

occasions when they fall short in this respect

Trustees should discuss and agree policy, make recommendations, support its

implementation and contribute to the process of evaluation

Promoting Positive Behaviour Management

It is really important that all members of the Academy community know the Academy

rules and consistently apply them. Pupils will need to be taught the rules regularly and will

need reminders and revisiting. Pupils will also need to be shown how to carry out simple

daily routines (lining up, entering and leaving classrooms, walking through the building

etc) as well as special routines, (How to leave the building if the fire alarm sounds, how to

behave during Christmas dinner) and finally contextual aspects of lessons (visits, using

D&T equipment, in the pool, on the trampoline, in a reading session etc).

We cannot assume that pupils will know what to do in these events and they will need

specific teaching and routine practice. Supportive feedback then reinforces positive

behaviours.

Teachers may also wish to develop classroom rules. These should be kept simple and

shared at the start of the lesson. For example, (We are doing a mental maths test and the

expectation is that we all work quietly and independently).

Some of our pupils’ needs mean that they are unable to effectively manage their own

behaviour which may result in risk to themselves, other pupils and adults working with

them.

Assessing the needs of pupils with behaviours that cause concern

It is not always possible to immediately identify reasons why a pupil behaves in the way

that they do, sometimes it is as a result of their diagnosis, home background, social

difficulties or many other causes. For these reasons it is important to carefully monitor and


record patterns of behaviour throughout the day over a period of time, incorporating

different types of prevention strategies.

This is done through the use of behaviour record keeping and physical Intervention

records. These help us understand why behaviours occur and what the child is

communicating. They also help us look at frequency, context and levels of behaviour.

Behaviour plans are implemented after behaviours have been fully analysed. All incidents

are recorded, and all physical Interventions recorded in the bound book behavioural

records over time will build up a profile of the pupil, identifying different methodologies,

strategies, behaviours and triggers. Physical intervention records are monitored frequently

by the senior leadership team.

The academies use positive handling plans (PHP)/ behaviour care plans (BCP) for pupils

who have identified recurrent behaviours linked to their diagnosis. These plans are used

to provide guidance to staff on how to effectively apply strategies to support individuals’

behaviour.

Pupils have an individual risk assessment identifying any potential known risks to

themselves, other pupils, environment and adults. All staff working with pupils should be

made aware of the pupils’ needs, risk assessment and work within the guidelines provided

in this and the PHP/BCP document (if appropriate). A baseline identifying pupils’ strengths

and weaknesses is established, using a profile, and this becomes part of the completed

behaviour plan.

Once the behaviour plan is implemented and monitored there will be a timely review to

ascertain its effectiveness. At this point if behaviours aren’t reducing we would seek to

obtain advice from professionals, Local authority representative and parents/families to

develop an appropriate way forward.

Parents/carers

Parents/carers are key partners in their children’s behaviour. It is important that phone

calls home or other means of communication to inform parents of poor behaviour are

also matched by those reporting positive behaviour. Parents should be made aware if

there are difficulties with their child’s behaviour and this should be handled in a

supportive way. Often behaviour is part of the child’s learning difficulty or diagnosis and

therefore should be treated as an aspect of their educational needs. Behaviour is often

communication, and staff should take time to consider what the pupil may be

communicating through their behaviour. Parents should be involved in the design of

behaviour plans as they are often the experts when it comes to planning strategies for

behaviour management. Where appropriate parents should sign and agree to behaviour

plans (the title of these documents are Academy specific) before they are implemented. If

there is planned physical intervention, or the behaviour is risk assessed as requiring


possible physical intervention, parents should be talked through the processes and agree

to physical intervention through a signed consent form

It is recognised that each pupil is an individual. Staff will take the time to develop a pen

portrait of each individual involving discussion with parents and other relevant agencies,

in order to identify each pupil’s individual needs. Communication between home and

school will allow a two-way exchange of information of anything that will affect the well-

being of the young person. Rewards and corrective actions should be planned on an

individualised basis so that they are meaningful and effective.

Expectations

Children are expected to: -

attend regularly and be punctual

wear correct school uniform

be positive about learning and always try their best

treat everyone and everything in the school community with consideration and

respect

follow the school/site/classroom rules at all times

Staff are expected to: -

support and consistently implement the policy

attend regularly and be punctual

dress in an appropriate way

follow the staff code of conduct


respect

Parents are expected to: -

ensure their child attends regularly and punctually

ensure their child wears the correct uniform

be positive about their child’s learning and encourage them to always try their best


respect

Behaviour Agreement (including break and lunch times)

At the beginning of every academic year class teachers will agree a set of positively

phrased class rules and expectations with their children. These will be on display in every

classroom. The rules will be revisited at key points during the school year and reviewed

and amended as necessary. We believe that these should be personal to each class but

cover the same 5 areas:

1. being gentle towards one another


2. being kind and helpful

3. being polite and listening

4. looking after property

5. being honest

As a Trust we do NOT Tolerate

Bullying, fighting or racial harassment

Bad language or bad manners

Stealing

Leaving School without permission

Vandalism

Dangerous behaviour

Consistent Management of Behaviour:

Some pupils may come from chaotic backgrounds and rely on school life to be consistent

and routine. It is important that changes are well-communicated, and that staffing is as

consistent as possible. Changes that are at times unavoidable will be managed with a

degree of sensitivity regarding the pupils to reduce anxieties.

Routines

Children enjoy routine and like clear boundaries. It is important that staff share their

behavioural expectations at the start of lessons and manage behaviour consistently. The

use of visuals to explain activities help pupils prepare for what is coming next and eases

transitions from one activity to the next.

Positive behaviours can be reinforced by selected rewards for example, positive phone

calls home or notes to parents-this also reinforces positive behaviour and demonstrates

your interest in them outside of school too. It also builds good rapport with parents and in

the long term makes it easier for you to make the difficult phone calls too. It does not take

long but the impact is long lasting. Two positive phone calls home each day or notes

home might take 5 mins out of your day but is hugely effective in garnering parental

support.

Some children may need more tangible rewards and used well these can be great

motivators for pupils-be sure to give these rewards straight after the behaviour-

stickers/certificates/ etc, but these should be meaningful so don’t overdo them or they

may become meaningless.


Whenever possible the staff who initially dealt with the behaviour remains with the pupil

until they are settled. In some circumstances another staff member may take over, simply

as a new face – this can sometimes break a negative behaviour pattern.

Responses to behaviour should be planned. Negative or unwanted behaviours should not

come as a surprise when we know the child. Staff shouting is not tolerated as a regular

way of managing behaviour, as this makes the adult seem out of control and can frighten

pupils. Behaviour is best managed in a calm manner. Good practice recommends that

staff use a low and slow voice and moves in to speak discretely to a pupil. This helps a

child ‘keep face’ with their peers and keeps the discussion private.

Always consider processing time for pupils when you give an instruction.

Be aware that confronting or openly challenging a pupil can produce a fight or flight

mechanism in anxious pupils. If possible give time for pupils to think- e.g. “I need you to

come inside-I will give you 3 minutes to come in and then we can talk.” It might also be

effective to remind pupils of the corrective action e.g. “If you choose not to come in, then

you will be choosing to pay back the time at lunch break”

It is important after dealing with an incident that it is then ‘finished’. Incidents are not

dwelt on or re-visited, where possible, after the event. Each incident is treated as a new

and different incident. This helps to prevent the feeling of failure and does not reinforce

any negativity.

It is of utmost importance that we like the pupil, but not the behaviour. Labelling children

is unacceptable. We don’t ‘become’ our behaviour. Pupils need to know that they are

liked and valued.

Recording and Reporting

In all academies behaviours are routinely recorded on CPOMS (an online system) or

paper logs. Additionally, physical interventions, as defined below, are recorded in sepatate

book. It is used to record all occasions when physical intervention has been used, where

the pupil is non-compliant and not part of a PHP/BCP. Within the report the following

areas are recorded:

Name of pupil

Names of all staff involved

Details of the incident, including the hold/escort used, date and times

Any injuries to pupil (An IR1 and first aid book completed)

Signatures of staff quality assuring the report

Communication to parents/carers

The voice of the child is recorded

The PI records are monitored regularly by the HOTL and Executive leaders


Physical Intervention

Physical intervention should always be the last resort and will only be used in the

best interest of the pupil.

Physical intervention will always consider the rights and needs of the pupil first.

Pupils will always be encouraged to regain control without the need of physical

intervention.

At no time during physical intervention will pain be intentionally inflicted.

Physical intervention is used to:

prevent the pupil harming self or others.

prevent the damage to property.

prevent them from committing an offence.

maintain good order and discipline.

prevent the pupil regretting or being upset about their actions afterwards.

Management techniques will help to reduce the anxiety that staff have.

After a behavioural incident, when it is safe to do so, staff are given the opportunity to de-

brief. This may not always be necessary, but ‘time-out’ away from the situation is

recognised as being beneficial.

Physical Intervention Methods

At all times wherever possible, there will be at least two members of staff dealing with a

pupil and possibly more where a risk assessment suggests this. This protects both the staff

and the pupil. This does not necessarily mean that it will take more than one member of

staff to physically support a pupil, especially primary aged pupils.

First Federation uses Team Teach/ PIPs de-escalation and physical intervention strategies.

Identified staff will undergo the relevant approved training by qualified trainers. Training

records are to be maintained and the training refreshed as per the Team Teach guidance.

The training records are quality assured by the HOS.

The Use of ‘Isolation’

The Trust recognises the use of isolation in the form of allowing a pupil to ‘calm’ or to

‘reflect’ on their behaviour.

The Use of Restriction of Liberty


The Trust recognises appropriate use of restriction of liberty in the following

circumstances that are designed to keep our young people safe;

high door handles or thumb-locks that are used to protect pupils who are too

young to move freely around a building or who may become confused or anxious if

they were alone outside of the classroom (this may include the use of sensory

integration rooms/ quiet working rooms).

the use of physical aids that contribute to the pupil’s physical well-being e.g. a

standing frame advised for use by a physiotherapist, splints (advised by an OT) applied

to prevent a pupil from hitting and biting themselves.

retaining a pupil in a space (with an adult present or monitored by an adult who

must be able to clearly see and hear the pupil) who has lost control of their behaviour

and/or who may place themselves or others in significant danger if we were not to

take control.

Internal Exclusion

Internal exclusion is a planned strategy in response to a serious incident involving other

pupils, staff or damage to property. This allows pupils who have behaved inappropriately

to attend school and access their learning without interfering with the learning of others.

Behaviour outside School

Pupils’ behaviour outside school on school trips, travelling to and from school and

sporting events is subject to the school’s behaviour policy. Unacceptable behaviour in

such circumstances will be dealt with as if it had taken place in school.

SUPPORTING PUPILS WITH SEND

The SEN Code of Practice states that special educational provision should be additional

to, or different from, the educational provision made generally for children of their age.

In the First Federation we understand that children may experience a wide range of social

and emotional difficulties, or have disorders such as attention deficit disorder, attention

deficit hyperactive disorder or attachment disorder. Children with speech, language and

communication needs (SLCN) may also have difficulty in communicating with others. Any

of these issues may affect a child’s behaviour in school.

As a school, we always do our best to ensure that the necessary provision is made for any

pupil who has special educational needs or disabilities. All members of staff understand

the need to make the adjustments when dealing with the behaviour issues of pupils with

SEND, particularly in regard to sanctions.


If a member of staff feels that some apparent poor behaviour may be due to an

undiagnosed special need or learning difficulty, they must seek advice from the SENDCO

or Inclusion and Safeguarding Leader.

All staff will be made aware of the Academy policy and government legislation, with which

they will be expected to comply. This policy should be read with referral to safeguarding

policy, equality and diversity, and the anti-bullying policy.

Rewards and Sanctions procedures

Strategies used to promote good behaviour:

All staff encourage a positive approach to learning and discipline throughout the school and in

their classrooms. The school rules, displayed throughout the building, reflect this positive

approach and are a constant point of reference for expected standards of behaviour. The

following strategies are employed to promote a good learning environment and to help to

prevent discipline problems arising:

Well organised classrooms, with appropriate materials and resources.

Careful planning of the curriculum with differentiation for the individual needs of the child.

A system for rewarding positive behaviour and personal achievement.

A clear set of positive rules that are reinforced regularly.

Aesthetic displays of children’s work throughout the school.

A well supervised, stimulating playground environment with suitable equipment for play.

The PSHE curriculum Jigsaw is used to teach children about their own behaviour and to

help them in developing strategies for dealing with the behaviour of others. It also allows

them to access a well-being and British Values curriculum.

Giving children responsibilities, such as being Sports Leaders to encourage independence,

maturity, positive behaviour and an understanding of the role we all play within a

community.

Positive recognition should be or:

Demonstrating the school’s Key Skills and/or Christian Values;

Consistently high standards;

Homework for a high standard;

Consistent effort over time;

Services to the academy;

Other reasons as identified by the teacher;

100% attendance weekly/ half termly/ yearly;

Punctuality;

No negative consequences in a week;

Courtesy, courage, co-operation and contribution.


The table below links to the school’s praise system which give an overview of positive behaviours

and rewards, and negative behaviours and sanctions.

Praise and Reward System

A whole school reward system for good behaviour is operated; all pupils throughout the

school are awarded with ‘team points’. These are collated and announced weekly in

assembly.

Class rewards are given for effort, behaviour and achievement, as appropriate to the

needs of each class (marble jar, table points, raffle tickets, etc).

Each week children from each class have their achievements recognised by being awarded

the class certificate, KS1 English or maths certificate, KS2 English or maths certificate or

Headteacher’s award. The parents/ carers of the children receving the awards are invited

to attend celebration assembly that week.

Children are sent to key stage leaders and/ or the head of teaching and learning to share

their learning or news of good effort / behaviour.

Special responsibilities are given within the class e.g. taking the box to the office.

Special school responsibilities are given to children e.g. team captains, school council,

playground leaders, etc.

We aim to have the highest possible consensus about standards of behaviour among staff, pupils

and parents. All our children understand the School Rules and the reasons for them, as well as the

sanctions that will be imposed if they are not followed.

Praise Definition of

behaviour

List/explanation of rewards – school to update

Level P1 In class rewards that

are available to all

children at any time

who demonstrate

good examples of

expected behaviour

Verbal praise

Include child’s name, description of behaviour and

how it’s helping their learning when appropriate

Team points or stickers

Freely given by all staff

Individual or class system, e.g. marbles in a jar, when

the whole class demonstrate good behaviour they

can award a marble in the jar, which when full can

lead to a class reward. E.g Individual moving up the

chart to gain a teampoint or reward.

Parental communication

The class teacher may feel it necessary to speak with

parents after school or telephone them for a brief

conversation.

Level P2 Behaviour that is

‘above and beyond’

Sent to Head of Teaching and Learning or Key Stage

leaders


what is expected and

recognised by a senior

member of staff

Who will verbally praise them and give them a

special award, e.g. special sticker or teampoints.


A ‘praise postcard’ written by the senior leader or

teacher to inform parents of the excellent behaviour

or learning demonstrated by their child, and where

appropriate, work photocopied to be sent home.

Level P3 Behaviour that is

‘above and beyond’

what is expected and

recognised within

whole school system

for children who

demonstrate excellent

examples of expected

behaviour

Celebration Assembly

Children from each class are chosen by the class

teacher every week to receive a certificate in

assembly for their excellent behaviour or learning

that week. Certificates are sent home with the child.

Celebration assembly can also be used to celebrate

other significant achievements, e.g. reading award

in a term, sports award, etc.


Parents/ carers are contacted via text message and

invited to attend the celebration assembly. Weekly

award winners are also mentioned and celebrated in

the weekly newsletter.

Level P4 Whole school rewards

that recognise

exceptional behaviour

over the year

Celebration of Achievement awards event

At the end of the summer term, the staff will present

an award to the Y6 child who has most

demonstrated the Bere Alston values.


Parents are invited to attend the event where their

children will be presented with a trophy.

Sanctions/ Consequences

When children behave inappropriately give them what they don’t want – a cool,

mechanical emotionless response. Save your emotion, passion, enthusiasm and

excitement for when it has the most impact – when children behave appropriately.

If a child breaks any of the agreed rules there will be a sanction. Sanctions should be

applied consistently and fairly resulting in boundaries being clearly drawn and therefore

good behaviour promoted. All incidents of poor behaviour will be dealt with at an

appropriate time. All members of staff are responsible for promoting good behaviour

across the school and must, therefore, be responsible for not accepting inappropriate


behaviour. It is important to remember at all times to criticise and target the behaviour

and not the child.

If a child has not completed their independent learning as a result of unacceptable

behaviour, then they will be asked to complete this during play/lunch with the

teacher/teaching assistant (the amount of time will vary on the age and needs of the

child). Staff understand that children also need some playtime before their next learning

session.

The following sanctions will be used progressively by all members of staff in the EYFS, KS1

and KS2. However, certain behaviours will be treated immediately at the appropriate level,

e.g. considerable damage to property; will receive an immediate C4 response.

Level Action Strategy/ Dialogue Who Next Step

C0 Rule Reminder E.g You are talking.

You need to listen.

Any

member of

staff

To give the

child enough

time to rectify

the behaviour.

C1 Behaviour warning

You have continued

to talk across the

classroom. This is a

warning, of the

behaviour is repated

you will miss some on

your play or lunch

time.

Redirect the

behaviour with T&L

reminders/praise

those working well

Any

member of

staff

Child to be

reminded how

they can

behave

appropriately

and when seen

doing this they

are praised.

C2 2nd behaviour

warning

Time out at

play or lunch

time.

Recorded in

class book if

behaviour is

persistent

You have again

continued to talk you

so you will have

atimeout

consequence.

Follow up by speaking

privately with the

child. Time out time

may need to be spent

discussing the

behaviour/ finishing

work/etc

Any

member of

staff

Child will spend

10 minutes of

their play or

lunch time with

a member of

staff.

C2 (Time These are some Running indoors


Out) entry level

behaviours that

would equate to a

C2 behaviour

Each ‘Time Out’ is for

up to 10 minutes

Shouting indoors

Pushing/ shoving/ play fighting

Inappropriate attitude towards others

Dropping litter

Being out of bounds on the playground/ field

Hitting or kicking any school property

Throwing food

Talking in assembly

C3 Repated behaviour

warnings

Time Out x2

Recorded in

class book

You have now got

another ‘Time Out’

and you are on the

verge of leaving the

classroom because

you are not behaving

responsibly.

Remind child it is their

choice to break the

rules and the rule they

are breaking. Offer

solutions

time markers –

you are here

now, when I

come back I

want…

move seats

offer different

activity

take a minute

to think

Any

member of

staff

Parent/ carer

may be

notified and

may need to

meet with class

teacher to

discuss

behaviour with

child present.

Child to go to

alternative

classroom for

the rest of the

session and

complete work

there.

STOP and THINK POINT

Why is the child behaving like this?

Does the task need adjusting to meet their needs?

Does the child regularly get to this point? If so, discuss the child with HOTL. This will

result in parent/ carer being contacted to discuss how to break the cycle.

C4 Continued behaviour

warnings

Child will go

to another

classroom.

entry point

for immediate

Because of your

behaviour (explain

what they are doing) it

means you can longer

stay in the room. You

need to go to

‘Partner’ teacher class.

Teacher/

supporting

teacher

Loss of

lunchtime next

available lunch

– supervised by

senior member

of staff.


H&S/

dangerous

behaviour.

Time Out x 2

Recorded in

class book

This is reported to key

stage leader or

HOTLwho will escort

child.

Child must leave and

go to the room for

the rest of the session.

When returning to

own class – child must

apologise for, stating

what they are

apologising for.

Discuss behaviour and

strategies that will

help next time.

Senior staff

Parents/ carers

informed.

HOTL/ Key

Stage leader

and Teacher to

meet with child

and their

parents/ carers.

Any missed

learning will be

sent home for

completion.

C5 Not complying at

Level 4.

Immediate

entry for

behaviour

that impacts

on good

order within

the school.

Time Out x 2

Recorded in

behaviour file

Child may have

misbehaved in

supporting teacher’s

room or upon return

to classroom.

HOTL informed and

they will decide where

the child will be asked

to whilst supervised by

HoTL (appropriate to

age) and for how

long. Usually this will

be the remainder of

morning/ afternoon

or the next half day.

Lunchtime play will

also be removed.

Parent informed

straight away by

Admin.

Teacher

SLT

(immediate

entry)

Parents notified

and HOTL and

Teacher to

meet with child

and their

parents/ carers.

Internal

exclusion letter

sent home.

C6 Refusal to go

to internal

exclusion

place

Other

immediate

reason

deemed

Level 6 can only be

given once a child has

worked through the

previous levels.

If an exclusion is

warranted, this can be

given.

Teachers will issue a

Person

responsible

for internal

isolation

decision/

HOTL

HOTL will

decide

Parents/ carers

called to

immediately

collect their

child from

school.

FTE exclusion


serious

enough by

HOTL

Recorded in

behaviour file

Level 6/ referral for

FTE and advise admin

team. Admin team will

immediately inform

HOTL who will decide

next steps.

This will be FTE or

occasionally internal

exclusion.

exclusion letter sent

home to

parents/ carers.

FTE form

Internal

6

An alternative to FTE

will be internal

exclusion. HOTL to

decide at their

discretion.

Child is supervised

and will complete

meaningful activity.

Until the end of the

day

HOTL If this behaviour

isn’t rectified by

the child it will

become a FTE.

C4 Other Sanctions given to

children for non-

class based reasons/

regular non-

compliance for

uniform etc.

Children may refuse a

reasonable request.

In the wrong place at

the wrong time

Poor out of class

behaviour

Children could have

period of supervision

by senior staff miss a

breaktime

Parent letter 1b

When do I call for further assistance? If there is a serious incident, e.g. a health and safety

issue, foul and/or abusive language directed at a member of staff, then a senior member

of staff must be contacted through the Admin office/reception

REMEMBER – ONCE A CONSEQUENCE HAS BEEN ISSUED IT WILL NEVER BE

CANCELLED.

Rewards and sanction procedures at lunch times

Rewards

Meal Time Assistants (MTA’s) should use the same rewards as already described in the

rewards table on the previous pages:

Level 1 behaviour = verbal praise and/ or teampoints

Level 2 behaviour = notify class teacher


Level 3 behaviour = Child sent to Head of Teaching & Learning/ key stage leaders for

praise

Positive praise should be passed onto the Teacher/ Teaching Assistant after break/ lunch

time.

Sanctions procedure

Meal Time Assistants (MTA’s) should follow the procedure below when tackling

unacceptable behaviour at lunch time:

1. To prevent poor behaviour, remind children how we play, suggest games, etc. If

you can foresee a situation arising, take immediate action to diffuse the situation.

Vigilant supervision on the playground is essential.

2. Give 1st verbal warning - reminder of how we should play and explain next

consequence. If child then stops the unwanted behaviour, make an effort to praise

them.

3. If behaviour continues, the child will be given a 5 minute time out whiuch they will

spend next to an adult. Class teacher informed at end of the lunchtime session.

4. .

As well as being sent to ‘Time Out for repeated incidents, a child can immediately be sent

to 'Time Out' for behaviour such as:

Running indoors

Shouting indoors

Pushing/ shoving/ play fighting

Inappropriate attitude towards others

Dropping litter

Being out of bounds on the playground/ field

Hitting or kicking any school property

Throwing food

MTA’s are to seek support from another member of staff as necessary and are to inform

class teachers immediately at the end of lunch.

Behaviour in after-school clubs

Usual school behaviour applies in all clubs. If rules are broken, the following action will be taken:

A warning – time out is given.

2 warnings – parents are involved.

3 warnings – excluded from 1 club session.

Consistent inappropriate behaviour could result in a total ban.


Exclusions

Exclusion, whether temporary or permanent, is an extreme step and will only be taken in

cases where:

long term misbehaviour is not responding to the strategies in place and the safety

and learning of others is being seriously hindered

an incident of extreme seriousness has occurred

in such circumstances where the head teacher or trustees see fit

Exclusion will take the form of either:

internal exclusion where the child is withdrawn from lessons for a fixed period or

external exclusion where the child is sent home for a fixed period of time

Reasons to Exclude:

Fixed Term Exclusion

There will always be a need to ensure full understanding of the situation before deciding

on the sanction. The HOTL needs to be clear there was intent or clear reasoning that the

child concerned did do one of the following:

Failure to comply with a reasonable request from senior staff;

Breaches of H&S rules;

Verbal assault of staff, other adults or children;

Failure to comply with the consequence system as described;

Wilful damage to property;

Bullying

Homophobic or racist bullying;

Sexual misconduct;

Theft;

Behaviour which calls into question the good name of the school;

Persistent defiance or disruption;

Minor assaults or fighting that is not premeditated or planned;

Other serious breaches of academy rules.

Permanent exclusion:

Serious and persistent breaches of the school’s behaviour policy; and

Where allowing the pupil to remain in school would seriously harm the education

or welfare of pupils or others in the school.

Permanent exclusion may happen for the first or ‘one off’ offence. These may include:


Serious actual or threatened physical assault against another child or member of

staff;

Sexual assault or abuse;

Supplying an illegal drug;

Carrying an offensive weapon;

Making malicious or false claims against staff;

Potentially placing members of the public in significant danger or at risk of

significant harm;

These instances are not exhaustive but indicate the severity of such offences and the fact

such behaviour can affect the discipline and well-being of the academy community.


Behaviour for Learning Flowchart

Level 0

Reminder of behaviour from a member of staff

Level 1

Behaviour warning

Level 2

‘Time Out’ issued for break/ lunch time

Level 3

Go to another classroom and also ‘Time Out’ for break/lunch

Inform parent - may need to meeting with child/ parent and teacher

Level 4

Spend the rest of the lesson in another classroom (escorted by senior

staff member and ‘Time Out’ x 2

HOTL Meeting with child/ parent/ teacher

Level 5

Internal exclusion – supervised by senior staff member

Loss of lunchtime

Phone call and letter sent home

Meeting with child/ parent/ teacher and HOTL

Level 6

Fixed term exclusion

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