Hartshead Junior and Infant School Behaviour Policy
Hartshead Junior and Infant school is an inclusive school which aims to foster the values of honesty,
respect, tolerance and integrity. We aim for our students to develop a level of self –respect and to
understand that actions do have consequences and that they need to take responsibility for these.
We also want our pupils at Hartshead to have a positive learning experience, which is not hindered
by the negative actions of others. All pupils should be allowed to achieve their full potential and the
behaviour policy sets out how we will call to account those pupils who may choose not to respect
the right of others to a positive educational experience.
In order to achieve this we have set out in the following document the standards of behaviour we
expect from our pupils, and how we aim to achieve these values. We also set out what the sanctions
are for not adhering to our code of conduct, and what the rewards are for promoting our school
values.
Hartshead School’ s Code of Conduct
We believe that pupils are ambassadors of our school at all times, whether they are on or off school
premises. Therefore our code of conduct applies both in school and out of school on trips, activities,
or other related activities. Both in and out of school we expect our pupils to show:

Respect for each other

Respect for staff or other adults involved in their schooling

Respect for their own and other’s property

Self respect

Respect for the right of all pupils to have a positive learning experience

A positive attitude
As a school we aim to develop the above values by:

Having a nurturing and caring environment within our school which promotes tolerance and
respect

Having a small environment in which all pupils and staff know each other

Rewarding good behaviour

Having sanctions for poor behaviour

Involving parents in their child’s education and behaviour – including sharing a Home/school
Agreement

Being alert to changes in a child’s behaviour/mood

Acknowledging that at all times staff are role models for our pupils and that first and
foremost they should be modelling the behaviour and values which they expect from the
pupils. This extends to their actions out of school and through social media.

Praising students regularly

Having lessons which engage students and aim to keep them ‘on –task’ to reduce the
incidence of low level disruption

Marking work promptly and appropriately so that pupils know where they are at and how to
improve

Not allowing a small minority to hinder the education of others

By criticising behaviour and not the pupil

Ensuring early intervention in incidence of poor behaviour

Provide a skilled member of staff to discuss, council and mediate for pupils at times of
serious and prolonged ‘fall outs’ and isolation.

Adopting a whole school approach to behaviour and rewards (see below)

Supplementing the whole school system with an individualised approach specific to each
class to ensure more age related strategies for rewarding and managing behaviour (see
below)
Our Whole School System of Rewards
House points system – points awarded for academic work only. Celebrated in assemblies, winning
house, star pupils and letters home for individuals that accumulate 50,100,150 and 200 through the
terms.
Class teacher’s certificates. Individuals chosen by class teacher with reason explained. Celebrated in
assembly weekly
Attendance Cup. Awarded in assembly weekly
Lunch and Playtime Awards
Lunch time superstars. Certificates and small fun prizes presented in assembly, awarded by
Lunchtime supervisors for a range of positive behaviours.
Super 7. Once a half term pupils selected by lunchtime supervisors are served lunch by the team
and the Head teacher joins them on the ‘special table’. Letters are sent home to parents.
Class Tokens. Token designed by the pupils are accumulated for positive behaviour over the week.
The class prize is to look after the bear/fish/cuddly toy for the week.
How we discourage poor behaviour:
Within the classroom
All our staff have had training on positive behaviour management strategies and we therefore
expect that staff will intervene early to avoid escalation of an incident, and tackle low level
disruption to prevent it from spiralling into something more major. Our staff will not use sarcasm or
humiliation as behaviour management techniques, and instead will use a variety of strategies to
maintain the pace of the teaching and learning. Some examples are:

Physical proximity to a misbehaving student

Move the pupil to a different seat/area in class

Tactical ignoring

Strategic and proactive use of the classroom assistant

Humour to defuse a situation
Should any of these not prove effective then the sanctions are:
Punishments and Sanctions
Punishment, to be punishment, should be unpleasant for the offender. However, it is wrong and
unprofessional to demean children through sarcasm or to apply derogatory labels to them.
Punishment should be aimed at encouraging the child to behave better.

A severe telling off delivered privately, first by the teacher and followed up by the (well
informed) head teacher if necessary. The telling off should relate to:
a) the extent to which other pupils disapprove of the act;
b) the clear way the misdemeanor has broken the rules.

Removed from the classroom to work in the Head teacher’s office. Parents will be
informed.

Doing extra tasks e.g. tidying books in own time etc.

Withdrawal of privileges. Some privileges can be withdrawn but it should be noted that
children should not be withdrawn from any part of the statutory curriculum e.g. games,
swimming, P.E.

Refusal to follow the Head teacher’s clear instructions in relation to severely disruptive
behaviour will result in fixed term exclusion.

Violent behaviour will result in fixed term exclusion
Individual Behaviour Intervention Programmes
For very poor behaviour, especially related to poor academic achievement, children should be
given individual Programmes where:
a) Teacher and pupil have agreed targets.
b) Programmes are carefully structured in short steps to experience success in learning.
c) Progress towards targets will be monitored carefully by the teacher and especially the child
to encourage self-control.
d) Improved behaviour is reinforced systematically through praise and rewards..
Parents should be fully informed and involved at every stage.
Restraint
Restraint should only be used as a last resort and minimum force should always be used. Where
possible it should be used with the support of another colleague.
The four areas where restraint can be used are:

The pupil is hurting themselves

The pupil is hurting others

The pupil is damaging property

The pupil’s behaviour is causing SEVERE disruption to school
Where possible, parents of pupils who regularly display these types of behaviour should be made
aware that the school staff may be required, on occasion but NOT routinely, to restrain their
child during the course of the school year.
All staff are regularly trained in the accredited ‘Team Teach’ method of restraint and all staff
that have undertaken the training are authorised by the Headteacher to use restraint if it is
deemed necessary – using the criteria above.
Outside of the classroom
Having a range and variety of lunchtime activities is a means to keep pupils stimulated and
preventing boredom which can often be a source of poor behaviour. If however serious incidents
occur at lunch then the lunch time supervisors will need to take action – they made need the
support of other members of staff and this should be sought if they feel it necessary.

Children displaying poor behaviour at lunch should challenged by lunch time supervisors and
asked to behave in a more appropriate way.

Children being very antisocial at lunch should be sent inside and asked to sit on the
‘reflection chair’ outside the staffroom for a period of around 10 minutes. They should be
encouraged to reflect on how they have behaved in an unacceptable way and how their
behaviour affected others.

Persistent very poor or dangerous behaviour at lunchtime will be recorded on a pupil
record chart put together by the Headteacher, parents and pupil. After a period of close
monitoring if poor behaviour persists after targets and support have been given, children
will be excluded from lunch and required to go home. Children on free school meals will
receive a packed lunch to take with them.

An excluded pupil returning after lunch will be brought by parents or guardian directly to
the head teacher no sooner than five minutes before the end of the lunch session.

Lunch time supervisors should always inform the class teacher or their line manager of poor
behaviour that occurred at lunch before they leave for the day.