Great Clacton Church of England Junior School

Craigfield, Clacton-on-sea, Essex, CO15 4HR

01255 424906

admin@gtclacton-jun.essex.sch.uk

Great Clacton CoE Junior School - Positive Behaviour Policy

Approved by Governors - December 2018
​Policy to reviewed - December 2021

Coming soon...

positive_behaviour_policy_2018.docx

behaviour_sanctions_may_2019.docx

classdojo_rewards_2019-20.docx

Definition and Rationale 

This policy sets out the clear expectations of behaviour at Great Clacton CE Junior School. Good discipline is an essential pre requisite for effective learning. No matter the extent or nature of indiscipline, it is a barrier to learning and teaching. At Great Clacton CE Junior School we believe that each child has a right to the best education which can be provided in partnership between school, parents and the community. We therefore aim, through strong consistent and fair management of pupil behaviour, to establish a safe, happy and purposeful environment in which each child may develop their full potential as well as promoting the Christian ethos which is firmly embedded within the school.   

Our policy aims 

Through the implementation of this policy at Great Clacton CE Junior School we aim to:-  

  • Give pupils a clear, consistent and concise statement of rewards and sanctions related to their behaviour and effort (see Appendix A)
  • Put the emphasis on praise and rewards in order to encourage good behaviour rather than simply sanctioning unacceptable behaviour
  • Encourage children to be responsible for their own choices of behaviour 
  • Create a happy but orderly atmosphere allowing all children to feel safe, secure and respected (vital for effective teaching and learning to take place) 
  • Enable children to develop a sense of self-worth, tolerance and respect for others feelings, property and the wider community 
  • Provide a stimulating environment in which children are fully engaged and interested in their work enabling each child’s self-confidence to grow  


Role of Staff 

All adults encountered by the children whilst at Great Clacton have a vitally important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children. 
All adults in school must aim to:

  • Provide a caring and effective learning environment that promotes the Christian ethos of the school – based on the whole school approach of Gospel Values
  • Create a positive climate through growth mindset and realistic aspirational target setting
  • Adhere to agreed school non-negotiables for classroom display/support to enable children to learn effectively
  • Encourage relationships based on kindness, respect and understanding the needs of others 
  • Emphasise the importance of being valued as an individual within the group 
  • Promote, through example, honesty, courtesy, manners and professional behaviour 
  • Ensure fair treatment of everyone regardless of race, religion, gender, age and ability 
  • Show appreciation of the efforts and contributions of all 
  • Support colleagues in the their management of behaviour of the children and work together to develop effective strategies   


Role of the Headteacher and Senior Staff 

It is the responsibility of the Headteacher and Deputy to implement the Positive Behaviour Policy ensuring it is consistently followed throughout the school. The Headteacher or Deputy will, as and when requested, report to the governors the effectiveness of the policy and raise any further issues and incidents. It is also the responsibility of the Headteacher and Deputy to ensure the health, safety and welfare of all children at the school.  
The Headteacher and Deputy support the staff by implementing the policy, setting high standards of behaviour and supporting the staff in the implementation of the policy. The Headteacher is responsible for leading weekly whole school assemblies rewarding children for good behaviour and special achievements. In return, this will encourage and motivate pupils giving them a sense of self-worth leading to improved behaviour.  
The Headteacher will support teachers and other staff through ensuring they are aware of the policy, have access to practical and emotional support and feel confident to seek support with the knowledge that this will not be seen as a reflection on their professional ability.  
The Headteacher or Deputy also have the responsibility for making fixed term exclusions when children have committed serious acts of misbehaviour. For repeated or very serious acts of misbehaviour the Headteacher may permanently exclude a child. In such cases actions are only taken once relevant school governors have been notified. For this reason class teachers have a responsibility to inform the Headteacher/Deputy of their concerns, and to keep written accounts of incidents, when they feel they are in need of support with a pupil’s behaviour.

Role of the Children 

It is the responsibility of all children to strictly adhere to the school rules ensuring a high standard of behaviour is followed. Children must sign the Home School Agreement. Children are encouraged to inform staff immediately if they are aware of, or witness to any acts of misbehaviour, truthfully explaining their account of the incident. On the other hand, if a child is accused of breaking the rules, they are expected to immediately own up to their wrongdoings, to prevent time being wasted on further investigations, and then accept any sanction proposed. The children are encouraged to follow the school Gospel Values which are exemplified in class through discussion and interaction.
During lessons children are encouraged to work to the best of their ability awarding their efforts with rewards. Outstanding work is celebrated in classes, during assemblies and through informal visits to other staff to award stickers/stamps and certificates.

Role of the Parents and Carers 

Parents are of vital importance to our school community; therefore we must work collaboratively with parents so children receive consistent messages about how to behave at home and in school. The School Agreement is shared with Parents and Carers at the start of the year and the Gospel Values are listed inside the school prospectus and we expect all parents to read and explain these to their children. Parents must show their support in completing the Home School Agreement once their child is admitted to the school. We try to ensure a supportive dialogue between home and school and will endeavour to immediately report to parents should we have any concerns about a child’s behaviour, either by text message, telephone call or face to face. Should an incident be reported, parents should listen, and carefully consider what the school has to report rather than solely rely on the child’s recall of the incident. Should we have sufficient evidence and issue sanctions to a child, it is essential that parents support the actions of the school. Staff are happy to discuss with parents if there are any concerns.  Parents must support our philosophy that effective teaching and learning cannot take place without sound discipline.

Role of the Governors 

The governing body has the responsibility of setting down these general guidelines stipulated in this policy and of reviewing their effectiveness. The governors support the Headteacher in implementing the policy. Governors will follow the normal grievance procedure in cases of complaint.

Classroom management

How the classroom is managed and the teaching methods employed have an influence on children’s behaviour. Relationships between the teacher and children, strategies for encouraging good behaviour, access to resources and classroom displays all have a bearing on how children behave.  

  • Classrooms must be organised to develop independence and personal initiative 
  • Furniture should be arranged to provide an environment conducive to efficient learning and behaviour 
  • Materials must be easily and readily available to reduce unnecessary disruption
  • Provide attractive displays to encourage self-esteem and celebrate each others achievement  (Wow walls or equivalent)
  • Praise should be used to encourage good behaviour as well as promoting good work. 
  • Situations should be handled sensitively and dealt with in a way that is appropriate to the child and the situation   


Curriculum

At this school, through our curriculum, we teach pupils using a variety of methodologies which addresses our ethos and expectations directly. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feedback all help to avoid alienation and disaffection, which can lie at the root of poor behaviour. It follows that lessons should have clear objectives which are understood by the pupils and differentiated to meet the needs of a range of abilities. Marking and record keeping can be used both as a supportive activity, providing feedback to the pupils on their progress and achievements, and as a signal that the pupil’s efforts are valued and that progress matters. PSHE lessons incorporate work on friendships, collaborative working, respect and so on.

Rewards

We praise and reward pupils for good behaviour, social skills, following our Gospel Values and work throughout the school day.  In addition to verbal praise and any individual class reward systems, we issue Dojos. The collection of Dojos leads to class rewards rewards that are decided in advance by the children and their teacher. Letters and certificates may also be sent home to parents, and children may be sent to members of the leadership team or other teachers to share great work.


Recording Behaviours

Negative behaviour is recorded using the school’s ‘purple’ monitoring card system, which provides an ongoing log for reference and recording purposes (linked to categories A-E outlined in Appendix A). Where a regular amount of a particular behaviour is observed, staff will arrange appropriate preventative programmes to avoid future incidents. Sanctions will be given and recorded on the ‘purple’ cards.
In some cases it may be necessary to monitor an individual child’s behaviour more closely. This is done through the schools monitoring card system in which the child’s behaviour throughout the whole school day (every lesson and break time) for a whole week is monitored and noted down. This enables those concerned - teachers, parents and the child - to be aware of all aspects of behaviour, highlighting positive behaviours as well as determining causes for negative behaviours. Only a senior member of staff will decide that this is appropriate, and this will be guided by the information provided by the class teacher. Parents will be informed of this decision by the Headteacher or Senior Teacher within the first 24 hours of such a contract commencing stating why the school believes it is a necessary measure. A photocopy of the report card is made available to parents so they can monitor their child at home too, and be fully involved in the process.
In some circumstances it may be appropriate to write a Consistent Management Plan, where a pupil’s behaviour is not as expected over a more medium term. This will be written by appropriate school staff, with input from the individual child and their parents/carers. All parties will then be expected to sign and then follow the expectations of the plan. 
 
Anti- Bullying / esafety

Anti-Bullying and e-safety are taken very seriously in the school, and separate polices are in place for these.

Physical Aggression

The school believes that it is never acceptable to hit another child, even in self-defence and therefore in such situations both children will be dealt with in a similar manner. As it takes two children to form a fight, children are encouraged to “walk away and tell a teacher” if a fight may be about to take place. Children are also encouraged to realise that hitting back only makes the matter worse and this will not be tolerated in school. Physical aggression towards an adult will be dealt as outlined in the Behaviour Guidance (Appendix A).

Sanctions 

When a child’s behaviour falls below an acceptable standard, a range of sanctions will be used. A firm verbal warning/ reprimand from a member of staff is usually sufficient to correct most misbehaviour, however, if this fails the sanction guidance (Appendix A) will be used, which may include the child being sent to another class, isolation with a member of staff, loss of break/lunch, discussion with member of the leadership team, temporary internal exclusion, temporary external exclusion or in extreme circumstances, permanent exclusion.
Health and Safety implications may mean that children are prohibited from attending trips (day and residential) if they are found to be a potential risk to themselves and others, or if they refuse to follow instructions. Safety is always paramount especially when leaving the safe confines of the school and entering into public space. Parents must be given reasonable prior warning if such sanctions are to be adopted. Children excluded from trips will be expected to attend school and must be provided with suitable work to complete by the class teacher during their stay in school.  

Restraining Pupils

Pupils will never be physically punished for any incident by a member of school staff. The Education Act 1996 forbids corporal punishment by members of staff. Section 93 of the Education & Inspections Act 2006 allows ‘teachers and other persons who are authorised by the Head Teacher who have control or charge of pupils to use such force as is reasonable in all the circumstances to prevent a pupil from doing, or continuing to do, any of the following:-

  • causing injury to his/herself or others 
  • committing a criminal offence 
  • damaging property 
  • prejudicing the maintenance of good order & discipline”

In exceptional circumstances, teachers may need to use limited force to control or restrain pupils. For example, where there is a fight between pupils. However it is always better to remove all of the other children and the victim before the situation arises. Members of staff should never compromise their own personal safety and always ensure there is a colleague present, where possible, before any action is taken. Written statements from staff will be made immediately after an incident and retained. A pupil will not be physically restrained if they are leaving the school premises - in such cases the parents will be contacted, and the Police will be informed.

Home school Agreement 

The Education Act 1998 and code of practice/regulations require all schools to have a home/school partnership agreement that clearly sets out the responsibilities that are considered to be those of the home and those of the school and what is expected of the school, the parents and the pupils. Home-school contacts can improve behaviour and so too can putting a pupil on report and informing the parents - this strategy is in place to prevent exclusions. Regular parents' evenings on pupils' progress (Termly Learning Conferences) also help to build up liaison with parents. 

Exclusions 

Exclusions are used when the school feels that the behaviour has escalated to a position where the child is a threat to the education of other children or an incident of behaviour has been unreasonable and unacceptable within school. They are used to remind children of the impact that their behaviour has had on the school (staff and other pupils). This is a time to reflect on their behaviour. All children who have had a fixed term exclusion should not come on to the school premises until a re-integration meeting has taken place, within which the child and parent are expected to engage. A child cannot be sent home or excluded informally from school. An exclusion can only be authorized by the Headteacher or the Deputy based on the initial evidence that has been gathered. If they are absent from school, a senior member of staff will be nominated to act in their absence. The exclusion will be recorded on the child’s school records. The Headteacher will notify parents in writing with the reasons for any exclusion, the length of the exclusion, and supply sufficient schoolwork to be completed during the absence from school. They will also notify the School Governors.  

Any child can be formally excluded. There are three types of exclusion:

1. LUNCH TIME – Short term exclusion for the lunch time session. Children must be collected by parents at the start of lunchtime and kept off the school premises until the afternoon school commences. This counts as a formal half day exclusion and is recorded.
2. FIXED PERIOD – Short term exclusion for one or more periods up to a maximum of forty five days in any one school year OR 15 days in any one term. These are recorded on the pupils records.
3. PERMANENT – For a serious breach of school discipline when it is not intended that the pupil should return to the same school. Only the Headteacher is able to permanently exclude a pupil from school. 
The Governor Exclusion committee will be convened when there has been a permanent exclusion and they will hear the evidence and make an independent decision as to whether or not they will up hold the decision. This committee cannot increase the severity of an exclusion. The Local Authority does not have any power to overturn the exclusion decision from a school.  

Working with external agencies 

As a school we engage with external agencies and professionals who can support our work with individual pupils and their families or support the whole school policies and strategies. These include: 

  • TASCC team behaviour support 
  •  Local Authority professionals including transition of new pupils with recognised behaviour needs 
  • Family Liaison 
  • Referrals to family solutions, EWMHS etc
  • Local Police
  • Other schools in the Vine Academy Trust
  • Learning Mentors 
  • Key Stage 1 and 3 staff to support the transition of pupils


Monitoring and Review

This policy will be reviewed every three years, or updated where changes to the procedures are made. A copy will be made available on the school website, with paper copies available from the school office.