Banstead Infant School
Behaviour and Relationships Policy
Highlighted text indicates changes
Rationale
This policy has been developed to reflect current legislation and thinking about behaviour and relationships in
school. Staff, governors, parents/carers and children have been involved in agreeing school values and writing
a code of conduct for behaviour to which we all adhere. This policy should be read in conjunction with the
following policies, all of which contribute to making our school a place where behaviour is excellent,
relationships are healthy and there are few recorded incidences of bullying: Anti-bullying; Equalities;
Curriculum; Teaching and Learning; Assessment; Special Educational Needs; Personal Social Health and
Citizenship Education; Safeguarding, Attendance, E-Safety.
Aims
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To promote a positive ethos and climate throughout our school community
To make our school a safe, secure and happy place where we can all work as a team
To create an environment which encourages, supports and sustains positive behaviour from all
members of the school community
To ensure that there are shared expectations and consistency in our approach to behaviour
management
Principles
 Our expectations of behaviour are based on our values
 We believe in a positive approach based on choices and consequences. However, we also believe that
poor choices of behaviour need to have consequences which are undesirable to the child and so have a
small number of sanctions which may be imposed
 We do not believe that punishment in itself is effective in changing behaviour, and therefore use
strategies based on the principles of restorative justice to support children when they make poor
choices
 We believe in the power of positive touch, and use it to reinforce positive messages
 We believe that we all own our behaviour and must take responsibility for it
 We believe that most children want to behave well in order to learn successfully, and that we have a
responsibility to help them to do so by ensuring that they:  feel secure and well-motivated
 have good self-esteem and can cope with challenges and express their feelings
 have ownership of their learning and the learning is planned to meet their needs
 understand what is expected of them and know that they will be treated fairly
 have positive behaviour, attitudes and relationships modelled for them by all the adults in the
school community
Practice
 We have a set of shared values which have been agreed by the whole school community. These form
the basis of our school rules. Values are reinforced through assemblies, citizenship and in general
discussions especially about behaviour.
Adopted: November 2015
1
Review: annually
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The rules have been written with the children and are revisited frequently so that the children are clear
about what each rule looks like in practice. Rules are always written positively, stating how we should
behave.
The children understand the rules and values though the ‘Jammie Dodger’. They are taught that the
biscuit part of the Jammie Dodger represents the curriculum and learning and that the jam part
represents the love and respect they have for others. They are encouraged to show their ‘Jammie
Dodger heart’ by showing the values in action. They discuss what it means to have a ‘Jammie Dodger
heart’ in assemblies and during citizenship. The teachers praise the children when they show the
Jammie Dodger heart in practice.
Classes often agree an additional code of conduct for their own classrooms, which will be in line with
and supportive of our whole-school approach.
There is a shared and consistent language used to, with and between children when behaviour issues
arise so that children learn to develop the self-discipline they need to make positive choices, rather
than doing so because of adult authority being imposed on them. All adults in school have a shared
responsibility for behaviour, and there is regular training for staff and volunteers to ensure consistency.
Children who make poor choices and whose behaviour affects themselves and others adversely will be
actively involved in addressing their difficulties. Teaching Assistants work with individuals and small
groups to work on social skills and behaviour.
We recognise “always” children (always try their best in everything) in order to show that their
consistently good behaviour is recognised and valued by inviting them to ‘Golden Tea’. This also has
the effect of improving the behaviour of other children.
Rewards
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Head Teacher’s awards: these are awarded at the Friday assembly. They are given to reward children
who have made a particular effort during the week. They can reflect effort in behaviour, attitudes
and/or achievement and can be for individuals, pairs or groups. When writing the awards teachers
should use the language of learning i.e. the learning to learn and habits of an expert vocabulary to
explain why the child has been given the award. Reference to behaviour can be related to the Jammie
Dodger heart. It is expected that all/majority of the children in a class will receive a HT award during a
year.
Best Effort Board: this is kept in the atrium. It is used to display examples of children’s learning which
shows exceptional effort. Teachers should write a short explanation of the reason for the choice of
work on a post it and give it to the office no later than Thursday. It is then celebrated during the Friday
assembly.
Golden Tea: one child per class is chosen for Golden Tea with the HT each week. This takes place at
2.45 on a Friday afternoon. It rewards the ‘always’ children; those who always do their best in terms of
effort and attitude i.e. the whole Jammie Dodger, all the time, without being asked/reminded. Not all
children will come to Golden Tea.
Jammie Dodger stickers: to reward those children who show the Jammie Dodger values of respect
and/or passion
Each class also has a supply of learning to learn stickers for children who show particularly good
resilience, resourcefulness, reflectiveness or have used reciprocity.
Awards are also given by class teachers e.g. learner of the week
Staff praise the children when they show the Jammie Dodger heart in practice.
Sanctions
 Remind what is expected/what they have been asked to do
 Use other children in the class as a positive example
2
Adopted: November 2015
Review: annually
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Moved somewhere else in the room
Time out in another classroom (not outside classroom)
Time out outside the office at playtime/lunchtime (for a short time)
Time for reflection with HT
Meeting with Principal or Head Teacher (parents may be informed)
Positive Behaviour programme (parents involved)
Working with Parents and Carers
As with all other aspects of school life, managing behaviour is more successful when home and school work
together. Any concerns about a child’s behaviour are shared with parents/carers at an early stage and
strategies agreed. Children whose difficulties persist may have an Individual Behaviour Plan drawn up with
input from the SENCo, class teacher and support staff, the child and the parents/carers. At this stage, we will
also seek the advice of the Behaviour Support Team. Children whose behaviour becomes a serious concern,
which may mean they are at risk of exclusion, will have a Pastoral Support Plan drawn up with help from
outside agencies. The child will have targets for improving behaviour with an individualised reward system
built in. We may also apply for a statutory assessment in order that the child can have Statement of Special
Educational Needs. We will involve parents/carers closely at all stages.
Physical Intervention
Children may be encouraged to follow an adult’s instruction by the use of touch e.g. a hand on the elbow or
shoulder. Children are never made to follow an instruction by force. In a situation where a child’s behaviour is
putting himself/herself or others in actual danger and no other strategy has been effective, he/she may need
to be held. Any physical intervention is kept to an absolute minimum, all incidents are recorded and
parents/carers informed.
We follow Surrey County Council’s physical intervention guidelines, and update staff training as necessary.
Exclusion
Exclusion is not normally used as a punishment at Banstead Infant School. It would only be used as a last resort
where a child’s behaviour is:  extremely serious and has not responded to previous strategies
 causing such levels of distress to one or more of the child’s peers that there is a need for respite for the
affected child/children
 causing unacceptable levels of disruption in the classroom, preventing the child and others from
learning
 putting the child’s own and/or the safety of others – including adults – at risk.
See Appendix 3 for full exclusion policy
Adopted: November 2015
3
Review: annually
Appendix 1
School Rules
 We are kind, helpful and polite
 We listen when other people are speaking
 We keep our hands and feet to ourselves
 We use quiet voices in school
 We walk sensibly in school
 We look after each other and our school
Adopted: November 2015
4
Review: annually
Appendix 2
Banstead Infant School
Key Values
We teach the children the values throughout the year through reference to the ‘Jammie
Dodger heart’. However, to ensure the children fully understand them each value is taught
specifically in these terms:
Autumn
Respect
Co-operation
Spring
Honesty
Patience
Summer
Responsibility
Trust
Adopted: November 2015
5
Review: annually
Appendix 3
Exclusion Policy
To be read in conjunction with DfE statutory guidance “Exclusion from maintained schools,
Academies and pupil referral units in England” September 2012
DfE guidance states:
“Only the head teacher of a school can exclude a child and this must be on disciplinary
grounds. A child may be excluded for one or more fixed periods (up to a maximum of 45
school days in a single academic year), or permanently. A fixed period exclusion does not
have to be for a continuous period. In exceptional cases, usually where further evidence has
come to light, a fixed period exclusion may be extended or converted to a permanent
exclusion.”
The decision to exclude a child permanently should only be taken:
 in response to a serious breach, or 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 the pupil or others in the school.
If a child is at risk of exclusion an Individual Behaviour Plan is set up. These children may
have additional needs however this is not always the case.
Monitoring procedures are put into place, this could include; contact books, feedback for
each session using a “smiley face” record, sticker chart, behaviour chart, meeting with the
parents/ carers, home school contracts.
A formal meeting is set in which the LA behaviour support representative, parent, SENCo,
Head Teacher and any other relevant body are invited to attend. This meeting reviews the
situation to date and agrees the targets for a 4 week period of improvement.
If at the end of this period insufficient progress has been made, then targets are reviewed
and revised with the possible outcome of a permanent exclusion or managed move e.g. to
another class/ school being put in place.
At Banstead Infant School exclusion will only be considered in cases of extreme behaviour,
as a last resort.
1.
Where a child is violent or behaving dangerously towards other children and/or or
adults or themselves such as to cause significant physical harm.
2.
When a child with severe behaviour problems is not responding to the individual
behaviour plan programme set up by the school and other agencies and the Head
Teacher judges that the school cannot provide the teaching and learning
environment which the child needs.
Playtime Exclusion:
Those children with consistent or one off extreme behaviours are supported during play and
lunchtimes. They are encouraged to develop their social skills through playing games/ talking
with an adult. If their behaviour at playtime continues to be disruptive they may be excluded
for the duration of playtime or they may spend break inside in a safe /supervised place.
Children may have their lunch routine swapped so they are removed from their peers.
Children whose behaviour at lunchtime is disruptive may be excluded from the school
Adopted: November 2015
6
Review: annually
premises for the duration of the lunchtime period. A reintegration interview is carried out by
the head teacher to support their return to lunchtime, re-establishing expectations.
Children whose behaviour at lunchtime is disruptive may be excluded from the school
premises for the duration of the lunchtime period. In such cases the legal requirements in
relation to exclusion, such as the head teacher’s duty to notify parents, still apply. Lunchtime
exclusions are counted as half a school day for statistical purposes and in determining
whether a governing body meeting is triggered.
Short Exclusion (1-2 Days):
The parents/carers will be informed in a meeting with the Head Teacher and SENCo or in
writing if a meeting is not possible. At this meeting the reasons for exclusion will be
explained and the conditions and arrangements for the child’s return to school agreed with
the parents. The child will also be involved in this discussion.
Where appropriate the child’s individual behaviour plan will also be reviewed and amended.
Fixed-Term or Permanent Exclusion:
Exclusion of more than 2 days:
This may be due to•
The harm of the education or welfare of the child or others
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Breaches of the Behaviour Policy, including persistent disruptive behaviour,
persistent refusal; OR when the school has exhausted all available strategies for
dealing with the child’s poor behaviour.
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The Head Teacher will provide work for the child to do at home and make
arrangements for it to be marked on the child’s return to school.
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A reintegration interview is carried out by a member of the leadership team to
support the return of a child to school.
In the case of a longer exclusion the Governors should meet preferably within 15 days and
consider whether to uphold the exclusion.
Parents have the right to make representations to the School Governors Discipline
Committee and the decision to exclude can be reviewed. Procedure for Exclusion:
Serious breaches of the Behaviour and Anti-Bullying Policy may result in a permanent
exclusion for a first time, or one-off event e.g.
 serious actual or threatened violence against another child, or member of staff.
 sexual abuse or assault,
 incidents, where in the Head Teacher’s judgement there are ‘exceptional circumstances.’
Head teacher will:
1.
Inform the parents about the exclusion
2.
Inform the Governing Body and Local Authority without delay of:
 a permanent exclusion (including where a fixed period exclusion is made
permanent);
 exclusions which would result in the pupil being excluded for more than five
school days (or more than ten lunchtimes) in a term; and
 exclusions which would result in the pupil missing a public examination or
national curriculum test.
 For all other exclusions the head teacher must notify the local authority and
governing body once a term.
Adopted: November 2015
7
Review: annually
Governing Body
See also Annex A “Exclusion from maintained schools, Academies and pupil referral units in
England” September 2012 for a summary of the governing body’s duties to review the head
teacher’s exclusion decision
Key points:
See: “The governing body’s duty to consider an exclusion” (P13-16 of DfE document above)
1.
A ‘Discipline Committee’ of at least 3 governors will consider certain exclusions e.g.
permanent exclusion.
2.
Parents and the Local Education Officer (LEO) should be invited to the meeting.
3.
Any request for written statements should be made prior to the meeting and
circulated at least 5 days prior to the meeting.
4.
Consider representations made by a parent.
5.
Ensure the Head Teacher reports short fixed term exclusions once a term.
6.
Read letters in appendices.
7.
For a fixed period exclusion of more than five school days, the governing body must
arrange suitable full-time education for any pupil of compulsory school age. This
provision must begin no later than the sixth day of the exclusion.
Adopted: November 2015
8
Review: annually