Emotional Well-Being Policy
GDPR Data Protection Policy
Nursery Admissions Policy
Pupil Premium Grant Expenditure Report to Governors – 2016/17
Pupil Premium Policy
Pupil Premium Statement
Special Educational Needs and Disabilities (SEND) Policy
Restorative Behaviour and Discipline Policy 2015-2016
‘Behaviour is the way we act and respond to people and to situations we find ourselves in’
‘Behaviour is a language’.
1. Aims and expectations
1.1 The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation.
1.2 It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.
1.3 The school has a number of school rules, but the primary aim of the behaviour policy is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way.
1.4 The school expects every member of the school community to behave in a considerate way towards others.
1.5 We treat all children fairly and apply this behaviour policy in a consistent way.
1.6 This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community. The Norfolk Step’s approach is used by all staff at Mile Cross Primary.
1.7 The school is in agreement with the Norfolk County Council guidelines on Racial Equality and has adopted the recommended system for recording racist incidents: see the Racial Equality scheme. A log is kept with the head teacher.
2. Rewards and consequences
2.1 We praise and reward children for good behaviour in a variety of ways:
- Teachers congratulate children.
- Teachers give children merits and house points; 5 merits = 1 housepoint. Housepoints are exchanged for tokens that are put into the housepoint tubes in the corridor outside the Head’s office. These are counted termly and ‘The Keen Cup’ is awarded at each Presentation Assembly.
- Children from each class are nominated to be ‘curriculum star’ in most subjects;
- Each ‘curriculum star’ receives a certificate in the school half termly Presentation Assembly;
- We distribute merits to children either for consistent good work or to acknowledge outstanding effort
- We give ‘right choice’ tickets to children for good behaviour or acts of kindness. These are put into a weekly draw with in their own class and a prize is awarded to the name drawn out.
- ‘Right choices’ are also given at lunch time for children eating all their lunch.
- Children have the opportunity to celebrate achievement in Year Assemblies and House Assemblies.
- A child from every class is chosen weekly to be The Golden Child.
- To be given the Golden Ticket a child has to have had outstanding attendance, have read at least five times a week regularly, completed all homework and been a fantastic role model to the other children. This needs to have been the case over a sustained period of time. These children are rewarded by the Head teacher who may arrange a visit or give a suitable reward. Their names are recorded on the weekly newsletter to celebrate their achievement.
- Golden Children are recorded on Pupil Asset. Not all children will earn the Golden Ticket.
- Children are encouraged to become “100% attenders.” They are told how to achieve this standard and are acknowledged for their efforts.
- 100% attenders are rewarded along with the Golden Children.
- In the final Presentation Assembly of the year a boy and girl are chosen from each year group to be the ‘Child of the year’. An award is given to these children and teachers write a brief presentation on them.
2.2 The school acknowledges the efforts and achievements of children, both in and out of school e.g. homework certificates and assembly times for showing all awards gained within and outside school.
2.3 The school employs a number of consequences to ensure a safe and positive learning environment appropriate to each individual situation – please refer to the stages of behaviour. Mile Cross Primary is committed to a restorative approach to resolve all levels of conflict – please see the Stages of Behaviour.
2.4 The class teacher discusses the class code of conduct with each class. In addition to the school rules, each class also has its own classroom code, which is agreed by the children and displayed on the wall of the classroom. In this way, every child in the school knows the standard of behaviour that we expect in our school. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’. School rules are as follows:
- Follow requests on the first time of asking.
- Treat others as you would like them to treat you
- Keep your hands and feet to yourselves
- Always walk when you are moving around the school
- Respect property and the property of others
- Do your best at all times
2.5 The school does not tolerate bullying of any kind. Homophobic incidents will be dealt with on an individual basis in conjunction with the school rules. Staff have received training in this.
2.6 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restraint Pupils: All staff have undertaken the Step On training.
3. The role of the staff
3.1 It is the responsibility of the staff to ensure that the school rules are applied consistently.
3.2 The staff in our school have high expectations of the children in terms of behaviour, and they strive to ensure that all children work to the best of their ability.
3.3 The staff treat each child fairly, with respect and understanding.
3.4 The staff liaise with external agencies, as necessary, to support and guide the progress of each child.
3.5 The staff report to parents about the behaviour and welfare of each child, in line with the whole–school policy.
4. The role of the headteacher
4.1 It is the responsibility of the headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the headteacher to ensure the health, safety and welfare of all children in the school.
4.2 The headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.
4.3 The headteacher delegates the record keeping of all reported serious incidents of misbehaviour. All disciplinary records of Red and Yellow Card incidences are kept on Pupil Asset.
4.4 The head teacher has the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. Both these actions are only taken after the school governors have been notified.
5. The role of parents
5.1 The school works with parents, so children receive consistent messages about appropriate behaviour at school.
5.2 The school rules are explained in the home School agreement and we encourage parents to know and support these rules.
5.3 We encourage parents to support their child’s learning, and to co-operate with the school, as set out in the home–school agreement.
5.4 If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher via the office.
6. The role of governors
6.1 The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the headteacher in carrying out these guidelines.
6.2 The headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the headteacher about particular disciplinary issues. The headteacher must take this into account when making decisions about matters of behaviour.
7. Fixed-term and permanent exclusions
7.1 Only the headteacher (or the acting headteacher) has the power to exclude a pupil from school. The headteacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year. The headteacher may also exclude a pupil permanently. It is also possible for the headteacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this.
7.2 If the headteacher excludes a pupil, he informs the parents immediately, giving reasons for the exclusion. At the same time, the headteacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal.
7.3 The headteacher informs the LEA and the governing body about all exclusions.
7.4 The governing body itself cannot either exclude a pupil or extend the exclusion period made by the headteacher.
7.5 The governing body has a discipline committee which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors.
7.6 When an appeals panel meets to consider exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the LEA, and consider whether the pupil should be reinstated.
7.7 If the governors’ appeals panel decides that a pupil should be reinstated, the headteacher must comply with this ruling.
This policy should be read in conjunction with our Racial Equality Scheme, Equal Opportunities Policy, Anti Bullying Policy and DfEE Circular 10/98 (550A of the Education Act 1996).
8.1 The head teacher monitors the effectiveness of this policy through an analysis of incidents of misbehaviour. The policy is amended if necessary, following this analysis.
8.2 The Headteacher keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.
8.3 It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently.
9.1 The Behaviour Policy will be reviewed regularly by staff, and annually by governors. The governors may however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.